International Journal of Sustainability and Advanced Integrated Research
Journal Title: International Journal of Sustainability and Advanced Integrated Research Journal Description: The International Journal of Sustainability and Advanced Integrated Research is a peer-reviewed, open-access, multidisciplinary journal committed to publishing high-quality research that addresses complex global challenges through integrated and cross-disciplinary approaches. The journal aims to promote knowledge exchange in the fields of sustainability, technology, education, health, environment, economics, and social sciences. Publication Frequency: Quarterly (Four issues per year) Publication Format: Online Language: English Open Access Policy: All articles are freely available under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.
Demo submission by ojsCloud 08-09-2026
Smart Maintenance Program for Solar Photovoltaic (PV) with Cooling System
This study developed and evaluated a Smart Maintenance Program for Solar Photovoltaic (PV) systems integrating automated cleaning and a temperature-based water-dripping cooling system to improve PV voltage output and operational performance. A quantitative experimental design was employed using two 150 W, 18 V monocrystalline solar PV systems, one equipped with the smart maintenance system and one unaltered. The developed system used Arduino IDE programming, a motorized wiper, temperature sensor, water pump, and associated control components. Voltage output was measured using a multimeter, while the temperature sensor was used to control the cooling mechanism according to the programmed temperature threshold. Data were collected at 10:00 A.M., 12:00 noon, and 2:00 P.M. for 20 days in General Santos City and analyzed using a paired two-tailed t-test at a 95% confidence level. Results showed that the smart PV panel consistently produced higher and more stable voltage outputs than the non-smart panel, with statistically significant differences at all observation periods. The findings indicate that integrating automated cleaning and temperature-based cooling can contribute to improved PV operational performance under actual outdoor conditions. The study concluded that the smart maintenance system provided a more favorable operating condition for the PV panel compared with the unaltered system. Recommendations included longer experimentation, larger PV panels, improved experimental controls, updated software, optimized panel positioning, enhanced cooling components, and more durable system materials. The study supports SDG 7—Affordable and Clean Energy, SDG 9—Industry, Innovation and Infrastructure, and SDG 12—Responsible Consumption and Production. Its sustainability contribution lies in improving renewable-energy utilization, reducing excessive water use through water recirculation, and supporting more effective and durable solar PV operation.
Copyright (c) 2026 Loraine Angel B. Ladianghibong, Bea Joana C. Llacuna, Aivee Ann H. Didulo-Baylon (Author)
Impact of Leadership Styles on School’s Organizational Culture
This study examined the leadership styles of school principals and their influence on the organizational culture of eight public secondary schools in the Municipality of Baleno, Masbate. It was anchored on Schein’s Organizational Culture Theory, Lewin’s Leadership Theory, and Bass and Avolio’s Full Range Leadership Theory. A mixed research design combining quantitative, qualitative, and descriptive approaches was employed. The quantitative phase involved 62 respondents comprising 55 teachers and 7 administrative staff, while 15 qualified participants were purposively selected for the qualitative component. Data were gathered using a survey questionnaire checklist covering transformational, transactional, democratic, laissez-faire, and autocratic leadership, organizational culture, and perceived leadership influence. Frequency, percentage, weighted mean, and thematic analysis were used to analyze the data. Teachers perceived transformational leadership as the most practiced style, with a mean of 4.17, followed by democratic leadership at 4.07, while administrative staff rated autocratic leadership highest at 4.43, followed by transformational leadership at 4.25 and transactional and democratic leadership at 4.22. The schools generally demonstrated collaboration, academic excellence, discipline, positive professional relationships, open communication, and support for professional development, although shared traditions and some aspects of communication and staff relationships were inconsistently experienced. Qualitative findings indicated that supportive, collaborative, ethical, and vision-driven leadership strengthened motivation, participation, commitment, and organizational cohesion, whereas authoritarian, inconsistent, or disengaged leadership could weaken morale and collaboration. The study recommends strengthening transformational and democratic leadership, consistent communication, professional development, school traditions, integrity, respect, and inclusivity. The study supports SDG 4 – Quality Education, SDG 16 – Peace, Justice, and Strong Institutions, and SDG 17 – Partnerships for the Goals through its emphasis on educational quality, participatory governance, and stakeholder collaboration. Its sustainability impact lies in strengthening educational, institutional, governance, social, and community conditions that support sustained school improvement and organizational effectiveness.
Copyright (c) 2026 Windy C. Rapsing, LPT, MAEd (Author)
Policy Coherence and Governance Gaps in Maritime Decarbonization: Implications for the Philippine Domestic Ferry Sector
This study examined policy coherence and governance gaps in maritime decarbonization and their implications for the Philippine domestic ferry sector. It aimed to determine how existing policies, institutional arrangements, and governance mechanisms influence the sector’s transition toward sustainable maritime operations. The study was guided by governance, institutional, and sustainability transition perspectives that emphasize the importance of policy alignment, stakeholder collaboration, and coordinated action in achieving decarbonization goals. A quantitative descriptive-correlational research design was employed, involving 100 purposively selected maritime stakeholders from government agencies, port authorities, domestic ferry operators, and maritime-related organizations. Data were collected through a researcher-developed adaptive survey questionnaire that assessed policy coherence, governance gaps, and maritime decarbonization preparedness. The findings revealed that existing maritime policies and governance mechanisms provide a supportive foundation for decarbonization efforts; however, challenges remain in regulatory consistency, institutional coordination, financing support, technological and infrastructure development, data management, and workforce capacity. The results further showed that the Philippine domestic ferry sector demonstrates readiness in institutional, technological, and operational aspects, but resource availability remains a significant concern. The study concluded that successful maritime decarbonization requires stronger policy integration, improved inter-agency collaboration, enhanced investment mechanisms, reliable information systems, and sustained institutional support. The study contributes to Sustainable Development Goal (SDG) 13 on Climate Action and SDG 9 on Industry, Innovation and Infrastructure by promoting climate-responsive maritime governance, sustainable transport systems, and improved infrastructure readiness. Its sustainability contribution lies in strengthening policy and governance frameworks that support environmental sustainability, institutional resilience, and the long-term transition of the Philippine domestic ferry sector toward low-carbon maritime operations.
Copyright (c) 2026 Mary Ann Pastrana, Dr. Khanssa Lagdami, Professor Dr. Angelica M. Baylon (Author)
Government Procurement: Processes, Challenges, and Perspectives of Implementers
Government procurement is essential to effective public service delivery but remains challenged by complex procedures, extensive documentary requirements, and operational inefficiencies. This study explored the lived experiences of procurement implementers in the City Government of Tagum to examine government procurement processes, implementation challenges, strategies, and insights for improving procurement performance. The study was anchored on the Stages Model of Public Policy and New Public Management Theory. A qualitative phenomenological research design was employed, involving 20 purposively selected procurement implementers. Data were collected using a validated researcher-developed interview guide through in-depth interviews and analyzed using thematic analysis following Colaizzi's phenomenological approach. The findings revealed that procurement implementation is characterized by procurement planning, documentary verification, procurement mode selection, digitalization, and accountability mechanisms. Major challenges included documentary inefficiencies, budget and resource constraints, workflow bottlenecks, and workforce limitations. Procurement implementers addressed these challenges through stakeholder capacity-building, monitoring and tracking mechanisms, inter-office coordination, proactive planning, legal compliance, and quality assurance. The study concludes that strengthening digital procurement systems, continuous capacity-building, stakeholder collaboration, and procurement process improvement can enhance procurement efficiency, transparency, accountability, and public service delivery. It recommends continued procurement modernization, expanded training programs, strengthened supplier engagement, enhanced inter-office collaboration, and further studies on the implementation of Republic Act No. 12009. The study mainly aligns with Sustainable Development Goal (SDG) 12: Responsible Consumption and Production by supporting sustainable public procurement practices. Its findings contribute to institutional, governance, and socio-economic sustainability by providing evidence that may strengthen procurement implementation, improve public resource management, and support responsive local governance.
Copyright (c) 2026 Ace Angelo G. Crisostomo, Alger P. Dura, DPA (Author)
P.P.Eye-Track: Real-Time PPE Detection and Dashboard Analytics for ABC Company Construction Project
Construction sites continue to face persistent PPE non-compliance despite regulatory requirements and routine inspections. Manual monitoring and post-incident CCTV reviews remain reactive and difficult to sustain across multiple work zones, highlighting the need for affordable real-time monitoring tools for small and medium-sized firms. This study developed and evaluated P.P.Eye‑TRACK, a YOLOv8-based PPE detection and dashboard analytics system for proactive construction safety monitoring. Using a design and development research approach, the system was trained to detect hard hats, safety vests, and safety shoes from CCTV images, deployed for four weeks at an ABC Company project, and evaluated through validation metrics, field observations, real-time performance testing, usability assessment, cost-benefit analysis, and pilot-final survey comparisons. Results showed strong validation performance, with mAP@0.5:0.95 reaching 85.98%. Field deployment accuracy was moderate at 65.94%, with hard hats detected most reliably and safety shoes most affected by object size, distance, lighting, obstruction, and perspective. Green Zone observations were more accurate than Red Zone, confirming the importance of camera placement. The system met real-time performance thresholds, achieved an excellent SUS score of 90.31, and produced a cost-benefit ratio of 1.55 with a 1.82-year payback period. Findings indicated that P.P.Eye‑TRACK is feasible for proactive PPE compliance monitoring, but implementation should include user training, human verification of alerts, expanded safety-shoe datasets, and continuous refinement under varied conditions. This study contributes to SDG 8 by promoting safer workplaces and supports SDG 9 through affordable AI-driven construction safety management.
Assessment of the Malasakit Program in Dr. Jose N. Rodriguez Memorial Hospital and Sanitarium (DJNRMHS)- Tala: Basis for a Proposed Action Plan towards Improved Healthcare Access
This study evaluated the implementation of the Malasakit Program at Dr. Jose N. Rodriguez Memorial Hospital and Sanitarium–Tala (DJNRMHS) to determine its effectiveness in improving equitable healthcare access among economically disadvantaged patients. Anchored on the New Public Administration Theory, the study examined the program in terms of relevance, value orientation, social equity, and change, assessed the relationship between beneficiaries' demographic characteristics and program implementation, identified implementation challenges, and proposed an action plan for program improvement. A parallel mixed-method research design was employed, involving 417 respondents composed of 395 beneficiaries selected through quota sampling and 22 program implementers selected through total enumeration. Data were collected using researcher-developed, validated, and reliable questionnaires and analyzed using frequency, percentage, weighted mean, and Chi-square test, while qualitative responses were used to identify implementation strengths and challenges. The findings revealed that the Malasakit Program was generally Highly Implemented, with beneficiaries consistently providing higher ratings than implementers across all implementation dimensions. Age and gender showed significant relationships with beneficiaries' assessment of the program, whereas civil status, educational attainment, and monthly family income did not. Qualitative findings identified accessibility through the one-stop-shop mechanism, financial assistance, and competent personnel as major strengths, while inadequate funding, staffing shortages, and limitations in facilities and logistical resources remained key implementation challenges. The study concludes that the Malasakit Program effectively improves healthcare accessibility and financial protection for underserved populations but requires strengthened funding, human resources, infrastructure, inter-agency coordination, and continuous program evaluation to sustain its effectiveness. The study supports Sustainable Development Goal (SDG) 3: Good Health and Well-Being by promoting equitable healthcare access and SDG 10: Reduced Inequalities by improving financial protection for vulnerable populations. Its findings contribute to public health, institutional, and governance sustainability by providing evidence that can guide improvements in healthcare service delivery, policy implementation, and equitable access to quality healthcare services.
Copyright (c) 2026 Quiel Ira M. Guan (Author)
Digital Referral System and Consumer Acquisition, Engagement, and Loyalty of Selected Online Business Platforms: Inputs to Enhanced Strategies (Focus on Shopee, Lazada, and Temu)
The rapid expansion of the digital economy has transformed the way online business platforms attract and retain consumers. Digital referral systems have emerged as an effective marketing strategy that encourages existing users to recommend products and services to potential customers through incentive base programs. This study examines the relationship between digital referral systems and consumer acquisition, consumer engagement, and consumer loyalty among users of selected online business platforms, specifically Shoppee, Lazada, and Temu. The research evaluated digital referral systems in terms of incentive, and reward structure, ease of use, and the accessibility, social sharing features, tracking and analytical capabilities, and security and privacy of referral data. Consumer acquisition was assessed based on the reach of new customers, conversion of referred needs, brand awareness, cost efficiency, and referral influence on purchase decision. Consumer engagement was evaluated through interaction with referral content, frequency of participation, feedback activity, community involvement, and consistency of platform of usage, while consumer reality was measured through repeat purchase behavior, brand advocacy, emotional attachment, retention of referred customers, and switching intention. A quantitative research design utilizing a structure survey questionnaire was employed to gather data from 377 respondents selected through purposive sampling. Statistical analysis revealed that digital referral system were High Evident across all measured dimensions. Furthermore, Pearson Product-Moment Correlation Analysis indicated a significant positive relationship between digital referral systems and consumer acquisition (r=0.820, p<0.001), and consumer engagement (r=0.586, p<0.001), and consumer reality (r=0.544, p<0.001). The findings demonstrate that well-designed referral systems contribute significantly to platform growth by attracting new customers, increasing user participation, and strengthening long term customer loyalty. The study recommends enhancing referral incentives, improving system accessibility and transparency, strengthening security measures, and integrating more engaging referral strategies to maximize the effectiveness of digital referral programs within online business platforms.
Knowledge, Religious Concern, Healthcare Support and the Practical Involvement of Men in Family Planning
This study examined men’s knowledge, religious concerns, healthcare support, and practical involvement in family planning in Barangay Tibanga, Iligan City. It was anchored in the Health Belief Model and Andersen Healthcare Utilization Model, which explain how individual perceptions, beliefs, available resources, and healthcare conditions influence participation in health-related activities. The study employed descriptive-correlational and predictive-causal research designs. Using purposive sampling with a consecutive sampling approach, data were collected from 195 married men or men in long-term relationships aged 18 to 54 years. A validated and reliability-tested survey-modified questionnaire based on the Demographic and Health Surveys Model Men’s Questionnaire was used. Data were analyzed using the mean, standard deviation, Spearman’s rho, and multiple linear regression. The findings showed high levels of knowledge regarding family planning, religious concern, and practical involvement, while healthcare support was moderately high. Men were most involved through communication, shared responsibility, and joint decision-making with their partners, but participation in public advocacy and community activities remained comparatively lower. Knowledge, religious concern, and healthcare support were significantly related to men’s practical involvement. The regression model explained 46.8% of the variance in practical involvement, with men’s inclusivity in the health service environment and awareness of contraception and misconceptions emerging as significant predictors. Religious concerns and access to family planning services were associated with involvement but did not independently predict it when the other variables were considered. The study recommends male-friendly facilities, gender-sensitive counseling, accurate family planning education, inclusive community programs, and stronger collaboration among healthcare providers, local government units, religious institutions, and couples. The study supports SDG 1 on poverty reduction, SDG 3 on good health and well-being, SDG 5 on gender equality, and SDG 17 on partnerships. Its sustainability impact lies in strengthening inclusive reproductive healthcare, shared family responsibility, culturally sensitive services, and evidence-based local health policies.
Copyright (c) 2026 Margelyn Q. Bautista, RN, Dr. Gloria M. Cunanan (Author)
Effects of Fishbone-Oriented Instruction on Students’ Attitude in Science
This study examined the effects of Fishbone-Oriented Instruction (FOI) on the attitudes toward Science of Grade 9 students at Bacarat Memorial National High School during the School Year 2025–2026. Anchored in constructivist and sociocultural learning principles and the cognitive, affective, and behavioral dimensions of attitude, the study employed a mixed-method approach. The quantitative component used a one-group pretest–posttest quasi-experimental design, while the qualitative component explored students’ perceptions and experiences. Participants were 68 students from two intact Grade 9 sections selected through purposive sampling. The intervention was implemented for eight weeks. Data were collected using the 23-item Attitude towards Science Scale (AtSS), individual interviews, student journal entries, and teacher-researcher field notes. Descriptive statistics and the Wilcoxon Signed-Rank Test were used for quantitative analysis, while qualitative data were examined through thematic analysis. Before the intervention, 55.9% of the students had negative attitudes and 44.1% had very negative attitudes toward Science. After the intervention, 86.8% demonstrated very positive attitudes and 13.2% showed positive attitudes. The mean score increased from 41.09 to 77.77, with a significant difference between pretest and posttest scores (Z = −7.172, p = .000). Qualitative findings showed that FOI helped students visually organize information, understand cause-and-effect relationships, participate actively, collaborate with classmates, and express their ideas. The study concludes that FOI is an effective instructional strategy for improving students’ attitudes, engagement, and learning experiences in Science. Future studies should examine its long-term effects and integration with other active learning approaches. The study supports SDG 4—Quality Education by promoting learner-centered, inclusive, and meaningful Science instruction. It contributes to educational and institutional sustainability by providing schools with an adaptable and resource-conscious strategy for strengthening sustained learner engagement and scientific literacy.
Copyright (c) 2026 Wafa P. Cali (Author)
Professional Development of Teachers in Public Secondary Schools: A Documentary Analysis
This study examined the professional development of secondary school teachers in the Dupax Del Sur District through a documentary analysis of the Results-Based Performance Management System (RPMS) for School Year 2023–2024. Anchored on the Human Capital Theory and the RPMS-IPCRF framework, the study aimed to identify teachers planned professional development activities, determine the professional development programs they participated in, analyze the alignment and misalignment of implemented activities with the IPCRF competency domains, and develop a professional development action plan based on identified needs. The study employed a qualitative research design using document analysis of 67 Individual Performance Commitment and Review Forms (IPCRFs) from Carolotan National High School, Dupax del Sur National High School, and Ganao National High School, supplemented by researcher-made interview questions for validation. Thematic analysis was used to identify patterns, categories, and gaps in teachers’ professional development experiences. Findings revealed that teachers planned and participated in various professional development activities related to content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. Most activities were aligned with IPCRF competency domains, demonstrating teachers’ commitment to improving instructional practices, learner support, and professional competencies. However, gaps were identified due to unimplemented planned activities, limited access to professional development opportunities, and some activities that were not fully aligned with targeted competencies. The study concluded that a contextualized, competency-based, and strategically aligned professional development system is necessary to strengthen teacher effectiveness. A School-Based Professional Development Action Plan was proposed to address identified gaps and support continuous professional growth. The study contributes to Sustainable Development Goal 4 (Quality Education) by strengthening teacher capacity and promoting improved educational practices. Its sustainability impact is reflected in the enhancement of institutional professional development systems through evidence-based planning, collaboration, and responsive capacity-building initiatives.
Copyright (c) 2026 Marbie D. Domanog (Author)
Reading Attitudes and Competence of Grade 10 Students in the Age of Social Media Microtexts
This study examined the relationship between exposure to social media microtexts, reading attitudes, and reading competence among Grade 10 students in the Mobo North District, Division of Masbate Province. The study was anchored on the Limited Capacity for Mediated Message Processing Theory, Schema Theory and Constructivism, and Connectivism, which explain the cognitive, developmental, and social dimensions of reading in digital environments. A quantitative descriptive-correlational research design was employed involving 127 Grade 10 students selected through stratified random sampling from a population of 189 learners. Data were gathered using an adapted questionnaire to assess students' exposure to social media microtexts and reading attitudes, while reading competence was measured using the Philippine Informal Reading Inventory (Phil-IRI). Descriptive statistics, weighted mean, Chi-square test, Pearson's product-moment correlation coefficient, Spearman's rank-order correlation, and standard deviation were used to analyze the data. The findings revealed that students were frequently exposed to social media microtexts and generally demonstrated positive reading attitudes; however, most remained at the instructional and frustration levels of reading competence. The results further showed no significant relationship between daily time spent on social media and reading competence, as well as between frequency of exposure to social media microtexts and reading competence. Conversely, a significant positive relationship was found between frequency of exposure to social media microtexts and reading attitudes. The study concludes that while social media microtexts encourage positive reading attitudes, they do not necessarily enhance reading competence. It recommends strengthening guided reading, vocabulary development, comprehension strategies, and the purposeful integration of digital literacy into classroom instruction. The study supports Sustainable Development Goal (SDG) 4 – Quality Education by providing evidence to improve literacy instruction and SDG 9 – Industry, Innovation and Infrastructure by promoting the responsible integration of digital technologies into learning. Its findings contribute to educational and digital sustainability by informing evidence-based reading interventions and supporting collaborative efforts to improve students' literacy development.
Copyright (c) 2026 Mary Joy P. Hisola (Author)
Barriers and Challenges in Learning Basic English Competencies Among TESDA Adult Learners: A Phenomenological Study
This study examined the barriers and challenges encountered by TESDA adult learners in acquiring basic English competencies at the Masbate Institute of Fisheries and Technology (MIFT). Guided by the principles of adult learning and a phenomenological perspective, the study aimed to identify the barriers experienced by learners, describe their learning experiences, and determine the coping strategies they employed to overcome difficulties in learning English. A qualitative descriptive research design using a phenomenological approach was employed. Fifteen TESDA adult learners enrolled in Food and Beverage Services NC II, Trainers Methodology Level I, Housekeeping NC II, Events Management Services NC III, and the 3-Year Diploma Program in Hotel and Restaurant Operation and Management were purposively selected. Data were gathered through a validated semi-structured interview guide and analyzed using thematic analysis. Findings revealed seven major barriers: limited vocabulary and difficulty understanding English, lack of confidence, difficulty in pronunciation, limited exposure and practice, difficulty understanding spoken English, anxiety and pressure during assessments, and environmental distractions. Learners’ experiences reflected both positive and negative dimensions of language learning, including skill development, learning through failures, emotional challenges, motivation to improve, appreciation of instructional support, and limitations in learning resources. To address these challenges, learners employed six coping strategies: self-practice and repetition, use of technology and online learning tools, observation and peer interaction, exposure to English media, self-motivation and confidence-building, and support from teachers, peers, and family. The study concluded that TESDA adult learners demonstrate resilience and adaptability despite linguistic, emotional, and environmental barriers. It recommended the implementation of an English Communication Enhancement Action Plan to strengthen learners’ confidence, vocabulary development, communication skills, and access to learning resources. The study aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by supporting inclusive language learning and workforce readiness. Its sustainability impact lies in strengthening educational, institutional, and socio-economic development through improved communication competencies among adult technical-vocational learners.
Copyright (c) 2026 Jeremiah Rex P. Maga (Author)
Pedagogical Approaches, Instructional Practices, and Challenges in Teaching Literature among Senior High School Teachers
This study examined the pedagogical approaches, instructional practices, self-assessed utilization, influencing factors, and challenges in teaching literature among Senior High School teachers in Cluster 3, Division of Masbate Province. It was anchored in Constructivist, Behaviorist, and Connectivist Learning Theories and used a systems-based conceptual framework. A mixed-method design combined descriptive quantitative research with a phenomenological qualitative approach. Forty-four literature teachers from seventeen public secondary schools participated through complete enumeration, while fifteen teachers were purposively selected for interviews. Data were gathered using an adapted survey questionnaire, open-ended questions, and semi-structured interviews and were analyzed through frequency counts, percentages, weighted means, standard deviations, and thematic analysis. Findings showed that the Information-Based Approach was used most frequently (M = 4.89, SD = 0.32), followed by the Personal-Response Approach (M = 4.77, SD = 0.42). Teachers reported Proficient-to-Expert utilization across lesson stages, with the Moral-Philosophical Approach obtaining the highest overall self-assessment (M = 3.53, SD = 0.43). Retelling literary texts, checking comprehension, incorporating moral values, and identifying values from texts were practiced by all respondents. Approach selection was influenced by learner characteristics, curriculum requirements, instructional resources, professional experience, pedagogical beliefs, and sociocultural relevance. Major challenges included literacy and comprehension difficulties, low motivation and engagement, limited instructional time, large classes, inadequate resources, technology constraints, and insufficient professional preparation. The study concluded that literature instruction was competent and multifaceted but required a more coherent integration of approaches across lesson stages. It recommended adopting the Integrated Literature Instructional Guide anchored on the DepEd ILAW Framework, strengthening teacher training, and improving contextualized and multimedia resources. The study primarily supports SDG 4—Quality Education and also contributes to SDGs 9, 10, and 17 by promoting instructional innovation, equitable access to learning resources, and institutional collaboration. Its sustainability impact lies in strengthening inclusive, culturally responsive, technologically supported, and institutionally sustainable literature education.
Copyright (c) 2026 Sharime V. Columna (Author)
Perceived Socio-Economic, Psychological and Academic Effects of Gold Mining in the Lives of Learners in Panique National High School
This study determined the perceived socio-economic, psychological, and academic effects of gold mining on learners of Panique National High School in Aroroy, Masbate. Guided by the System Theory, Symbolic Interactionism, and Conflict Theory, the study employed descriptive-comparative and descriptive-correlational research designs to examine differences and relationships among the study variables. A survey questionnaire using a five-point Likert scale was administered to 293 randomly selected learners from a population of 1,101 through stratified random sampling based on Slovin's Formula. Data were analyzed using frequency count, percentage, weighted mean, Pearson Product-Moment Correlation Coefficient, and the independent samples t-test. The findings revealed that learners perceived gold mining to have a very high socio-economic effect, an extremely high psychological effect, and a very high academic effect. No significant differences were found between male and female respondents regarding the socio-economic and psychological effects, whereas a significant difference was observed in the perceived academic effects. Significant positive relationships were identified between respondents' age, grade level, and years of residency and their perceived socio-economic, psychological, and academic effects of gold mining. Respondents strongly supported interventions emphasizing learner welfare, environmental protection, educational continuity, and community development. The study concludes that gold mining substantially influences learners' socio-economic conditions, psychological well-being, and academic experiences and recommends collaborative interventions among local government units, mining companies, educational institutions, and other stakeholders, as well as further studies involving a broader population of learners. The study aligns with Sustainable Development Goal (SDG) 3: Good Health and Well-Being, SDG 4: Quality Education, SDG 8: Decent Work and Economic Growth, SDG 12: Responsible Consumption and Production, and SDG 16: Peace, Justice, and Strong Institutions by promoting learner well-being, responsible mining practices, quality education, and effective governance. Its findings contribute to educational, public health, environmental, socio-economic, and policy sustainability by providing evidence that can support informed decision-making and sustainable interventions in mining-affected communities.
Copyright (c) 2026 Raizel May F. Legaspi (Author)
Awareness and Practices in Designing and Implementing Development Projects Among Secondary School Teachers Towards Coaching and Mentoring Projects
This study examined the level of awareness and practice of teachers in designing and implementing development projects, specifically research, innovation, and professional development (PD) initiatives, at Canabuan National High School as the basis for developing a coaching and mentoring program. Guided by the premise that awareness alone does not ensure successful implementation, the study was anchored on the concepts of professional support and participatory mentoring. A descriptive correlational research design employing quantitative and qualitative approaches was utilized. Total enumeration sampling was applied, involving all permanent teachers with at least one year of service during School Year 2024–2025. Data were collected using a validated researcher-made Likert-scale questionnaire, supplemented by open-ended questions, focused group discussions, and interviews. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and Pearson correlation, while qualitative responses were examined through open and axial coding. The findings showed that teachers possessed a very high level of awareness but a low level of practice in designing and implementing development projects. Most respondents had neither proposed nor implemented division-accepted research, innovation, or PD initiatives, and the relationship between awareness and practice was found to be very weak and statistically insignificant. The study further identified limited institutional support, heavy workload, inadequate mentoring, insufficient training opportunities, and limited access to research resources as major barriers to teachers' participation. Based on these findings, the study concluded that continuous capacity-building, structured mentoring, institutional support, and sustained professional development are essential to strengthen teachers' competencies and increase their engagement in development projects. The study recommends implementing school-based coaching and mentoring initiatives, including Project MENTOR, to enhance teachers' research capabilities. The study aligns with Sustainable Development Goal (SDG) 4: Quality Education by promoting teacher capacity building and continuous professional learning. It also contributes to educational and institutional sustainability by strengthening school-based research culture and supporting continuous school improvement through effective development project implementation.
Copyright (c) 2026 Sherilene B. Cabilang-Tacotaco (Author)
The Hypolipidemic Property of Pomelo Fruit Extract on Sprague-Dawley Rats
This study evaluated the hypolipidemic activity of ethanolic pomelo (Citrus maxima [Burm.] Merr.) fruit extract in male Sprague-Dawley rats exposed to a high-fat diet. Guided by a bioactive-compound–lipid-regulation framework, the study examined whether the extract’s phytochemical constituents could influence total cholesterol, triglycerides, high-density lipoprotein, low-density lipoprotein, and very-low-density lipoprotein. A randomized experimental design was employed using 15 rats assigned to pomelo-extract, positive-control, and negative-control groups, with five animals per group. The treatment group received 150 mg/kg body weight of the extract. Qualitative phytochemical screening and laboratory lipid-profile testing were conducted, while the data were analyzed using descriptive statistics, one-way analysis of variance, post hoc comparison, and the Kruskal–Wallis test. Flavonoids and coumarins were detected in the extract, whereas anthocyanins, phenols, saponins, steroids, tannins, and terpenoids were not detected. Compared with the untreated group, the pomelo-treated group had lower total cholesterol and LDL concentrations. The treated group also recorded the highest mean HDL concentration, although the reported HDL probability value and the stated significance threshold require clarification. No significant differences were observed in triglyceride and VLDL levels. The findings indicate that the extract demonstrated selective cholesterol-modulating activity rather than a uniform effect on the entire lipid profile. Further studies should use larger samples, multiple doses, longer treatment periods, quantitative phytochemical analysis, toxicity assessment, and pre- and post-treatment measurements. The research supports SDG 3 by contributing preliminary evidence related to cardiovascular-risk reduction and SDG 9 by promoting laboratory-based natural-product innovation. Its sustainability contribution lies in supporting public health research and the potential value-added use of a locally available agricultural resource, subject to further validation.
Copyright (c) 2026 Evony P. Viloria, Jeric B. Tuazon, Gloryfe M. Lomibao, John Earl P. Pamilaran, Crismiel Anne N. Manaig (Author)
Future's Thinking Integration in the Preparation of Comprehensive Land Use Plans of the Local Government Units: A Systematic Literature Review
This systematic literature review examined the integration of futures thinking into the preparation of Comprehensive Land Use Plans by local government units, with particular attention to its potential application in the Philippine planning context. The study was anchored in strategic foresight, scenario-based planning, adaptive and participatory governance, institutional capacity, and social-ecological resilience. A systematic literature review design was employed using descriptive evidence mapping, qualitative content analysis, comparative analysis, thematic synthesis, and gap analysis. A structured data-extraction matrix was used to analyze 45 publications issued from 2021 to 2026. The findings showed that 35.6 percent of the reviewed publications primarily addressed futures-thinking approaches, while 24.4 percent focused on climate adaptation and disaster resilience, another 24.4 percent examined sustainable land use and ecological systems, and 15.6 percent concentrated on governance and institutional capacity. Scenario planning emerged as the most consistently represented approach, supported by participatory visioning, spatial modeling, vulnerability assessment, and strategic foresight. The review found that futures thinking can strengthen environmental scanning, identification of uncertainties, development of alternative land-use scenarios, stakeholder participation, policy formulation, zoning, implementation, and adaptive monitoring. However, its integration was constrained by fragmented application, limited attention to social equity, inadequate institutional capacity, weak translation of scenarios into formal planning decisions, and the absence of direct empirical validation within Philippine LGU CLUP preparation. The study recommends pilot-testing the proposed literature-derived framework in selected Philippine LGUs, supported by stakeholder participation and capacity building. The study contributes to SDGs 9, 11, 13, 15, 16, and 17 by supporting innovative infrastructure planning, sustainable communities, climate action, ecosystem protection, effective institutions, and collaborative governance. Its sustainability impact lies in promoting more anticipatory, inclusive, resilient, environmentally responsible, and institutionally adaptive land-use planning.
Copyright (c) 2026 Mila Grace D. Gutierrez (Author)
Predictors of Adult Learning Outcomes Among Teacher Education Students in Philippine Local College
This study examined the predictive influence of functional literacy and community engagement on adult learning outcomes among teacher education students at Trece Martires City College. Anchored on John Dewey's Theory of Education and Democracy and Robert Putnam's Social Capital Theory, the study investigated how these variables contribute to the cognitive, psychomotor, and affective domains of adult learning. A quantitative descriptive-correlational research design was employed involving 433 teacher education students selected through convenience sampling. Data were collected using a researcher-developed questionnaire that underwent content validation and reliability testing. Weighted mean, standard deviation, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis were used to analyze the data. The findings revealed that the respondents demonstrated proficient functional literacy, a great extent of community engagement, and positive adult learning outcomes, with affective outcomes receiving the highest ratings. Functional literacy exhibited a strong positive and statistically significant relationship with adult learning outcomes, while community engagement showed a moderate positive and statistically significant relationship. Regression analysis further established that both variables significantly predicted adult learning outcomes, with functional literacy emerging as the strongest predictor. The study also identified opportunities to strengthen higher-level communication skills, applied numeracy, leadership, and active participation in community organizations. Based on these findings, the study proposed the Civic-Pedagogical Integration Program (CPIP) to enhance communicative competence, applied numeracy, leadership, and community engagement among teacher education students. The study concludes that strengthening functional literacy together with meaningful community engagement can improve the professional preparation and lifelong learning of future educators. The study supports Sustainable Development Goal (SDG) 4: Quality Education, SDG 11: Sustainable Cities and Communities, and SDG 17: Partnerships for the Goals by promoting quality education, community participation, and collaborative educational initiatives. Its findings contribute to educational, institutional, and community sustainability by supporting evidence-based curriculum enhancement and community-based learning.
Copyright (c) 2026 Francis R. Quarre, Anarey G. Cordero, Jenger C. Gomez, Eloise S. Carabuena, Ciara Jane L. Obias, Michael Angelo del Rosario (Author)
How the Three Generations of Administrators Advanced an HEI, What Crises They Encountered, and How They Handled Them: A Qualitative Case Study
This qualitative case study examined how three generations of administrators advanced a faith-based higher education institution, the crises they encountered during their respective terms, and the strategies they employed to manage these challenges. Grounded in transformational leadership theory, the study involved three former administrators selected through purposive sampling. Data were gathered through semi-structured, in-depth interviews using open-ended and probing questions. The interviews were audio-recorded, transcribed verbatim, and supported through triangulation involving employee interviews, institutional records, yearbooks, articles, and the researcher’s observations. Manual thematic analysis was used to identify recurring patterns and themes. The findings showed that the administrators advanced the institution through quality assurance and accreditation, faculty and staff development, spiritual development, collaborative governance, program and infrastructure development, and financial management. The major crises involved financial management difficulties, leadership and governance conflicts, operational inefficiencies, and concerns regarding staff qualifications. These challenges were addressed through teamwork and collaboration, clear communication and informed decision-making, structured planning and implementation, and institutional, personal, and spiritual support systems. The study concludes that collaborative governance, strategic planning, transparent communication, and stakeholder participation are essential to institutional stability, resilience, and continued advancement. It recommends longitudinal studies on the development and long-term effects of leadership practices and further investigation of how leadership styles respond to different generational groups. The study supports SDG 4 on Quality Education, SDG 9 on Industry, Innovation and Infrastructure, SDG 16 on Peace, Justice and Strong Institutions, and SDG 17 on Partnerships for the Goals. It contributes to educational, institutional, governance, technological, human resource, and cultural sustainability by informing leadership development, succession planning, crisis management, and institutional continuity.
Copyright (c) 2026 Richard C. Cacayan (Author)
Lived Experiences of Teachers Handling Students of Autism Spectrum Disorder in an English Class: Basis for School-Initiated Interventions
This study explored the lived experiences of English teachers handling students with Autism Spectrum Disorder (ASD) in inclusive elementary classrooms in the Municipality of Baleno, Masbate. Anchored on Vygotsky's Sociocultural Theory, Universal Design for Learning, Constructivist Learning Theory, and the Phenomenological Approach, the study employed a qualitative phenomenological research design. Data were gathered through validated semi-structured interviews with ten purposively selected English teachers and analyzed using thematic analysis. The findings revealed that teachers initially experienced emotional uncertainty, inadequate preparation, and challenges in managing peer interactions and communication with students with ASD. To address these challenges, they implemented differentiated and multimodal strategies in teaching reading, writing, and comprehension while adapting communication techniques to meet learners' diverse needs. Participants also emphasized the importance of continuous professional development, access to SPED specialists, collaborative planning, contextualized instructional resources, and stronger institutional support to enhance inclusive English education. The study concludes that although teachers demonstrate commitment and adaptability, sustainable inclusive education depends on systematic school support, professional capacity building, and coordinated educational policies. The findings support Sustainable Development Goal (SDG) 4: Quality Education by promoting inclusive and equitable learning opportunities and SDG 10: Reduced Inequalities by strengthening educational access and participation for learners with ASD. Furthermore, the study contributes to educational, institutional, and social sustainability by providing context-specific evidence that can improve teacher preparation, inclusive instructional practices, and school-based support systems for learners with Autism Spectrum Disorder.
Copyright (c) 2026 Clarissa M. Cambosa, LPT, MAT-Eng (Author)
Indigenous Watershed Management for Sustainable Framework at Besao, Mountain Province
This study examined sustainable indigenous watershed management in Besao, Mountain Province, by integrating traditional forest management practices, customary guiding principles, land uses, forest cover, slope conditions, and government policies and programs. Its conceptual framework considered traditional forest management, forest cover, and slope classification alongside land uses, indigenous principles, and government interventions as bases for developing a sustainable watershed management framework. The study employed a qualitative research design involving 140 Applai indigenous household members aged 50 years and above, particularly elders and leaders engaged in traditional watershed management. Data were obtained through focus group discussions, community mapping, field visits, on-site observations, photo documentation, secondary sources, and GIS-based analysis using land cover maps, slope data, and QGIS software. The findings revealed that all 14 barangays implemented forest protection measures, including regular foot patrols, community warning systems, voluntary fire suppression, restricted tree harvesting, and spring protection. Forest maintenance involved assisted natural regeneration, wildling management, cultural practices, and fire-line establishment, while forest development included biodiversity conservation and community-based ecotourism. Community mapping identified 7,545.45 hectares of protection forest, 4,153.30 hectares of production forest or Batangan, and 6,491.89 hectares of multiple-use areas. The results showed that sustainable watershed management was strengthened by customary laws, collective responsibility, cultural beliefs, regulated resource use, and community participation. However, steep terrain, landslide susceptibility, forest fires, timber poaching, encroachment, water scarcity, and inappropriate land use remained important concerns. The study concluded that indigenous forest management effectively supports watershed protection and the responsible use of forest resources. It recommended strengthening partnerships between local government units and communities, formally integrating indigenous knowledge into local policies, rehabilitating degraded forestlands, stabilizing slopes, and clearly demarcating protection, production, and multiple-use areas. The study supports SDG 6, SDG 11, SDG 15, and SDG 17 through water protection, community-based governance, sustainable land and forest management, and institutional partnerships. Its sustainability impact lies in strengthening ecological protection, cultural continuity, community livelihoods, spatial planning, and locally grounded environmental governance.
Copyright (c) 2026 Mileatte P. Omaney, Vicente T. Wacangan, Conrado C. Bao-idang, Sano L. Ngiwas (Author)
Personal and Institutional Factors Affecting the Teaching Performance of Public Secondary Science Teachers
This study examined the personal professional capacity and institutional factors affecting the teaching performance of public secondary science teachers in the Division of Lanao del Sur I-B during School Year 2025–2026. Anchored in Bandura’s Social Cognitive Theory and Bronfenbrenner’s Ecological Systems Theory, it employed a descriptive-correlational design involving 50 science teachers from 26 public secondary schools selected through total enumeration. Data were gathered using a researcher-developed, expert-validated, and pilot-tested questionnaire covering teaching self-efficacy, instructional competence, professional development, administrative and leadership support, instructional and laboratory resources, workload, and PPST-based teaching performance. Frequency, percentage, mean, standard deviation, independent-samples t-test, one-way analysis of variance, Pearson correlation, and multiple regression were used to analyze the data. Results showed very high teaching self-efficacy, instructional competence, and teaching performance, with classroom management receiving the highest performance rating. Institutional factors and professional development were rated high, while the replacement of damaged or outdated science materials received the weakest assessment. Teaching self-efficacy differed significantly according to years of experience, perceptions of institutional factors differed according to educational attainment, and instructional delivery and learner engagement differed according to age. Personal professional capacity and institutional factors were significantly and positively related to teaching performance, with correlation coefficients ranging from r = .40 to .76, p < .05. Personal professional capacity had a strong positive relationship with teaching performance, while institutional factors had a moderate positive relationship. The regression model was statistically significant, F = 38.96, p < .001, and the predictors collectively explained 62% of the variance in teaching performance. Personal professional capacity contributed more strongly to the prediction of teaching performance than institutional factors, B = .90, p < .001. The study recommends sustained science-specific professional development, strengthened administrative support, improved workload management, and increased provision and maintenance of instructional and laboratory resources through the proposed Science Teachers’ Professional Capacity and Institutional Support Enhancement Program. The study supports SDG 4 on Quality Education, SDG 9 on Industry, Innovation and Infrastructure, and SDG 10 on Reduced Inequalities. Its sustainability impact lies in strengthening long-term instructional quality, institutional capacity, equitable resource allocation, and responsive science education in disadvantaged communities.
Copyright (c) 2026 Johaira O. Macacuna (Author)
Correlates of Students’ Academic Resilience and Teachers’ Emotional Support
This study examined the academic resilience of college students at Quirino State University-Cabarroguis Campus and its relationship with their perceived teachers’ emotional support. It was anchored on Self-Determination Theory, Social Cognitive Theory, and Positive Psychology Theory. A quantitative descriptive-correlational design was employed involving 350 first- to fourth-year tertiary students selected through stratified random sampling during School Year 2023-2024. Data were gathered using the adapted 30-item Academic Resilience Scale and Teacher’s Emotional Support Scale and analyzed using frequency, percentage, mean, standard deviation, and Pearson product-moment correlation. Findings revealed that 276 respondents, or 78.87%, were classified as having low global academic resilience, while 74 respondents, or 21.14%, demonstrated high academic resilience. Perseverance emerged as the weakest dimension, whereas reflective and adaptive help-seeking and negative affect and emotional response were rated high. Teachers’ emotional support obtained a grand mean of 3.88, interpreted as moderately true, indicating generally favorable perceptions of positive climate, teacher sensitivity, and regard for adolescent perspectives. However, individualized teacher interest received a comparatively lower rating. A weak but statistically significant positive relationship was found between academic resilience and teachers’ emotional support (r = 0.342, p < 0.001), resulting in the rejection of the null hypothesis. The study concluded that teacher empathy, encouragement, and supportive classroom environments contribute to students’ capacity to manage academic challenges, although sustained perseverance requires further development. It recommended resilience-building activities, faculty sensitivity training, mentoring, peer support, periodic student assessments, and institutional monitoring. The study supports SDG 3 on Good Health and Well-Being, SDG 4 on Quality Education, and SDG 8 on Decent Work and Economic Growth. Its sustainability impact lies in strengthening student well-being, faculty-student relationships, institutional support systems, and students’ long-term academic and professional preparedness.
Copyright (c) 2026 Lyra Bell M. Samonte, John Noel E. Fermin (Author)
Problems And Issues Encountered by the Teachers Assigned in Upland Communities: Basis for Instructional Contingency Plan
This study examined the problems and issues experienced by teachers assigned to upland communities in the Quinapondan and Giporlos Districts and used the results to formulate an instructional contingency plan. The investigation drew on expectancy value theory, scarcity of resources theory, preference theory, and the input-process-output model. A quantitative descriptive-survey approach was implemented using an adopted three-part questionnaire distributed through purposive complete enumeration to qualified regular permanent teachers with at least one year of teaching experience. Frequency, percentage, and mean scores were processed through SPSS. Results indicated that the respondents were mainly young, female, and early-career teachers, and most held either a bachelor’s degree or units toward a Master’s Degree. Grand means were 3.34 for teaching resources and facilities, 3.39 for learners’ attendance and behavior, 3.27 for communication and community engagement, 3.27 for professional development and support, and 3.13 for accessibility and transportation, showing areas that still required improvement. Coping strategies were frequently used, with a grand mean of 3.49; the most prominent were obtaining emotional support from family and friends, prioritizing activities, and seeking assistance from individuals interested in education. The study concluded that existing support mechanisms were not consistently accessible and recommended improvements in resources, facilities, transportation assistance, professional development, mentoring, positive behavior interventions, teacher well-being, stakeholder cooperation, and continuous monitoring. The study advances SDG 4 by supporting equitable quality education in remote schools and SDG 11 by strengthening educational services in upland communities. Its sustainability contribution rests on stronger institutional support, community participation, teacher retention, and long-term educational continuity in underserved areas.
Copyright (c) 2026 Joshua D. Escala (Author)
Gendered Dynamics in Jail Reformation: Work Insights of Women Officers in Jail Facilities
This study explored the work insights, coping experiences, and personal and professional aspirations of women jail officers assigned to the Carmen, Talibon, and Ubay District Jails in Bohol, Philippines. It was anchored on Self-Efficacy Theory, Competence Motivation Theory, and Protection Motivation Theory. A qualitative transcendental phenomenological design was employed involving ten women jail officers with at least three years of service, selected through purposive convenience sampling. Four informants participated in individual in-depth interviews, while six participated in a focus group discussion. Data were gathered using a validated and pre-tested open-ended interview guide, research journal, and audio or video recording devices. The responses were transcribed, translated, coded, and analyzed using Colaizzi’s phenomenological analysis procedure, with member checking conducted to confirm the interpretations. Eight emergent themes were identified. Under the work insights of the informants in the performance of their duties, the positive experiences were Meaningful Employment and Recognition and Supportive Work Relationships and Growth, while the negative experiences were Emotional Disconnection and Isolation and Operational Challenges and Moral Frustrations. Coping with problems encountered in the performance of their duties was reflected in Building Resilience through Camaraderie and Initiative and Institutional and Psychological Support System. Their desires to improve their personal and professional growth were reflected in Ambition for Growth and Positive Change and Vision for a Purposeful Future. The study concludes that women jail officers remain committed and resilient despite occupational, emotional, and institutional challenges. It recommends stronger psychological support, recognition programs, professional-development opportunities, open communication, gender-responsive policies, and improved organizational assistance. The study supports SDG 3, SDG 5, SDG 8, and SDG 16 by promoting occupational well-being, gender equality, decent work, and inclusive correctional institutions. Its sustainability impact lies in strengthening institutional capacity, employee welfare, gender-responsive governance, and humane jail management.
Copyright (c) 2026 Charo Lyn A. Barbarona, RCrim, Atty. Dodelon F. Sabijon, PhD (Author)
Evaluating the Digital Leadership Competence of School Heads from Teachers’ Perspectives: An Exploratory Study
This study examined the digital leadership competencies of elementary school heads in Villaverde District, Schools Division of Nueva Vizcaya, as perceived by public elementary school teachers. Guided by established digital leadership frameworks, transformational leadership, instructional leadership, and distributed leadership, the study aimed to assess school heads’ digital leadership competencies, identify their strengths and areas for improvement, and provide interventions to strengthen leadership practices. A descriptive-correlational research design was employed using a structured survey questionnaire supplemented by interviews. The respondents were public elementary school teachers selected through stratified random sampling from the twelve public elementary schools in the district. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used to analyze the data. The findings revealed that teachers generally perceived the digital leadership competencies of school heads as evident, while digital leadership practices and strengths were rated as very evident. School heads demonstrated strong performance in digital infrastructure development, technology integration, digital communication, innovation, and professional development. However, opportunities for improvement were identified in strengthening teachers’ digital competencies, enhancing communication of digital initiatives, providing continuous technology-related training, promoting inclusive digital environments, and improving data-informed decision-making. The study concludes that effective digital leadership positively contributes to teaching, learning, and school management and recommends continuous professional development, stronger stakeholder engagement, expanded teacher support, and sustained investment in digital resources and infrastructure. This study supports Sustainable Development Goal 4 (Quality Education) by promoting effective educational leadership and technology-enhanced learning, and Sustainable Development Goal 9 (Industry, Innovation and Infrastructure) by encouraging digital innovation and technology integration in schools. The findings contribute to institutional sustainability by providing evidence that supports leadership development, continuous professional growth, and the long-term improvement of digital transformation initiatives in elementary education.
Copyright (c) 2026 Eloisa B. Dacumos, MAED (Author)
Language as a Bridge: The Influence of Mother Tongue on English Learning among Junior High School Students
This study examined the influence of mother tongue use on English learning among junior high school students in Tadian, Mountain Province. Anchored on the view that the first language serves as a cognitive scaffold in second language acquisition and supported by translanguaging perspectives, the study investigated how strategic mother tongue use contributes to learners' comprehension, classroom participation, confidence, and engagement. A quantitative descriptive correlational research design with regression analysis was employed. The respondents consisted of 21 junior high school students selected through stratified sampling with equal allocation. Data were collected using a researcher made questionnaire and analyzed using frequency counts, percentages, weighted mean, standard deviation, Pearson Product Moment Correlation Coefficient, and multiple regression analyses. The findings revealed a high extent of mother tongue use in English classes, particularly in explaining vocabulary and concepts, processing ideas in the first language, clarifying instructions, and facilitating classroom discussions. The respondents also demonstrated a high level of English learning, with engagement receiving the highest rating, followed by confidence, comprehension, and classroom participation. Descriptively, the findings indicated that strategic mother tongue use functioned as a cognitive and instructional bridge that supported English learning rather than replacing English as the medium of instruction. However, the intended correlation, regression, and moderation analyses could not be completed because the available data were aggregated rather than recorded at the respondent level, preventing the establishment of a statistically significant relationship or predictive influence between the variables. The study concludes that strategic mother tongue use can effectively support English learning when integrated appropriately into classroom instruction and recommends context sensitive language practices, supportive speaking activities, and future studies using larger samples and respondent level datasets. The study aligns with Sustainable Development Goal 4 (Quality Education) by promoting inclusive and equitable language instruction that recognizes learners' linguistic backgrounds. Its findings contribute to educational, institutional, and community sustainability by supporting evidence based multilingual teaching practices and context responsive language policies.
Copyright (c) 2026 Cynthia V. Balonglong, Clyde B. Tugmoy (Author)
Lived Experiences of Filipino J-1 Exchange Teachers in a Rural School District in South Carolina: An Interpretative Phenomenological Analysis
This study examined the lived experiences of Filipino J-1 exchange teachers in a rural school district in South Carolina, focusing on their transition, professional work, challenges, coping strategies, and meanings of thriving and surviving. The study was anchored in Differential Adaptation Theory, the Ecological Perspective on Emotional Vulnerability and Professional Identity Construction, and the Professional Identity Reconstruction Framework. It employed a qualitative research design using Interpretative Phenomenological Analysis. Six Filipino J-1 exchange teachers who had completed at least one academic year in the district were selected through purposive, criterion-based sampling. Data were collected through one-on-one, semi-structured, in-depth interviews and analyzed through case-by-case and cross-case interpretative procedures. The findings revealed that transition involved professional relearning, cultural adjustment, emotional endurance, and teacher identity reconstruction. Major challenges included student behavior, classroom management, language and accent differences, parent communication, family separation, rural transportation, financial concerns, and emotional strain. Participants coped through patience, openness, self-reflection, continued learning, family communication, Filipino peer networks, mentoring, school leadership, and district support. Thriving and surviving were experienced simultaneously, as participants developed confidence, resilience, belonging, and professional growth while continuing to manage uncertainty and pressure. The study concluded that sustained, context-based support is necessary and recommended a year-long program covering induction, classroom management coaching, communication assistance, mentoring, well-being support, rural living guidance, transportation assistance, financial orientation, and settlement support. The study primarily supports SDG 4 on Quality Education and is also connected to SDG 8 on Decent Work and SDG 17 on international educational partnerships. Its sustainability impact lies in strengthening teacher well-being, retention, instructional continuity, inclusive school environments, and responsive institutional support for internationally mobile educators.
Copyright (c) 2026 International Journal of Sustainability and Advanced Integrated Research
Pathways to Professionalism: Work Placement and Career Development of BS Medical Technology Graduates
This study examined the work placement and career development of Bachelor of Science in Medical Technology graduates of the University of Perpetual Help–Dr. Jose G. Tamayo Medical University (UPH-DJGTMU) from academic years 2021–2025. Guided by the Input–Process–Output (IPO) framework, the study described the graduates’ demographic, educational, employment, and career development profiles and determined the relationships among competencies acquired, employment relevance, career development, employment challenges, and employment outcomes. A descriptive-correlational research design was employed involving 142 graduates selected through convenience sampling. Data were gathered using a researcher-developed, content-validated graduate tracer study questionnaire administered through online and printed survey forms. Descriptive statistics, Spearman’s rank-order correlation, Chi-square test of independence, Kruskal–Wallis test, and One-Way ANOVA were used for data analysis. Findings revealed that most graduates secured employment within one to three months after graduation, were employed full-time in private healthcare institutions, and held positions in hospitals and diagnostic or clinical laboratories. Critical thinking, communication, and laboratory skills were identified as the most useful competencies acquired from the program, while low salary offers, limited job opportunities, and lack of work experience were the most common employment challenges. Significant positive relationships were found between employment relevance and career development activities, employment relevance and monthly salary, and competencies acquired with employment status and employment relevance. Employment challenges were significantly associated with time before employment and salary level. The study concluded that the BS Medical Technology program effectively prepared graduates for employment and professional growth. It recommends strengthening competency-based instruction, expanding industry partnerships, enhancing career support services, and encouraging continuing professional development and specialization to further improve graduate employability. The study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting quality higher education that enhances graduate readiness for professional practice and SDG 8: Decent Work and Economic Growth by improving graduate employability and workforce participation. Its sustainability impact lies in strengthening institutional quality assurance, supporting workforce development in the healthcare sector, and informing evidence-based curriculum enhancement and career support initiatives.