SPECIAL ISSUE VOLUME  1 | ISSUE 11 | SEPTEMBER 2025

Jurgen Habermas’ Theory of Communicative Action:

The Impossible Task of Artificial Intelligence (AI) Permeating the Rational World

Lambert Jason L. Reyna

Pangasinan State University, Lingayen Campus

Lambertjasonreyna@gmail.com

ljreyna@psu.edu.ph

https://orcid.org/0009-0006-9023-6317

Introduction

Around 1950s the word “Artificial Intelligence” or “AI” became popularized by Alan Turing, from his published work “Computer Machinery and Intelligence.” From the word itself, it is an intelligent machine theorized to be capable of mimicking human and animal attribution from behavioral patterns to language itself. In other words, AI is “any artificial augmentation of the human mind” (Robinson, 2017). Today, Artificial Intelligence has come a long way and is now viewed far more than just plain mimicry. It is capable of decision-making and human-like interaction through verbal and textual conversation, especially commonly found on AI softwares such as ChatGPT or Character AI. Imagine a world where the complexities of AI is utilized for the benefit of mankind. It’s ideal, but, nevertheless, possible, especially in the hands of good men. Perhaps, human evolution is not the future, but transhumanism－the idea of human-machine life. 

Jurgen Habermas, a German philosopher and a social theorist, who argued for the proliferation of Communicative Action, has revolutionize the way we view the transformative potential of linguistic participation among rational and intellectual collective. Popularized by Jurgen Habermas, the communicative action serves as the fundamental tenet that describes communication as the most basic form of action. “Communicative action is a consensual form of social coordination, in which actors in society seek to reach common understanding and to coordinate actions by reasoned argument, consensus, and cooperation” (Küçük & Özkul, 2021, p.2018, as cited in, Habermas, 1984, p.86). While many has criticized this thought, its overarching theme shows significant effects within the lifeworld and rational discourse. Emphasizing the importance of language, Habermas describes how the structure of language and ultimately communication lifts humanity out of nature, setting the stage for maturity, thereby producing public spheres and knowledge acquisition relevant for social cohesion. In short, Habermas’ work grounds the very framework of sociological understanding, which then shapes the relationship between human beings and life itself. 

Discussion

Language. Language may be shared, but it can also divide. Rational individuals may be reluctant to participate in the communicative process because of language barriers. Another important aspect of language is its ability to convey emotion, intent, and empathy towards the other, which is devoid from Artificially Intelligent machinery such as ChatGPT. The idea of Generative AI capable of generating texts that has flowery connotations, even providing lovely messages in an attempt to lift its user, it proves to lack shared experiences otherwise present from human-to-human experience (Habermas, 2008, p.175).  Another cause of concern within the language of AI is its ability to unknowingly mimic the prejudices of human datasets uploaded within the internet. Using human-biases for its learning process creates deception, which could be detrimental to validity claims (Habermas, 1994, p.66, as cited in Monti, 2024, p.69). The nature of language should be authentic; hence, the transmission of deceptive, even unknowingly, warrants removal of privilege to interact among and within the public sphere and the agents that comprises it. 

Socialization. Additionally, Habermas notes that individuals becomes agent of discourse only when they are engaged in socialization, which is yet again not present with AI machines (Monti, 2024), at least, right now. Monti (2024, p.65) describes how this connection, the aspect of socialization builds intersubjectivity, which is crucial for the development of consciousness and awareness of a sense of community. Without an existing community, only existing as a lone creation, Artificial Intelligence (AI) is unable to be part of the larger whole of humanity, despite efforts to give meaning to it. It’s purpose, therefore, will only come so far as a tool for human welfare. That is to say that AI is unable to communicate competently compared to Homo Sapiens to reach genuine truth and justice (Higgitt, 2011, p.86), which is the ‘ideal speech situation’ non-existent to AI-Human conversation. While the intention of AI is not to integrate with humanity, the impossibility of become part of a community itself may cause its eventual downfall. Nevertheless, it is worth seeing its potential unfold for a possible partner in establishing a unified world through its capacity to bridge the language barriers. 

Lifeworld. Compared to Artificial Intelligence, humanity shares a daily world with others called lifeworld (Küçük & Özkul, 2021, p.220), which Habermas describes as a realm that encompasses the personal, cultural, and the social life of individuals. Interactions between and among individuals takes place within a common place (Habermas, 1995, p.126), which is the “lifeworld.” Another argument that exhaust the impossible climb of Artificial Intelligence is the existence of a lifeworld. Since AI does not have a lifeworld, from a family or social exchanges, it does not have a firm foundation on shared experiences, creating a meaningless existence, ultimately being unable to understand the rational world. The structures of the world is anchored on the unique features of diversity, forging intimacy among agents of the communicative process. Although it is also worth noting that the lifeworld may be governed by money and power (Habermas, 1995, p.318), a space which may not be rationalized sufficiently in a communicative sense. Is this space, then, worthy of a place for an Artificially Intelligence machine to intervene? Still not. The development of the lifeworld is to fix the problem between positivism and subjectivity (Küçük & Özkul, 2021, p.221). For an AI to intervene means to go stray of its initial plan for a fix for meaningfulness. 

Conclusion

This paper proves to be quite short, yet arguably meaningful in its unique pursuit to uncover the impossible task of Artificial Intelligence (AI) within the lifeworld of mankind. Indeed, Artificial Intelligence has come so far, and it will continue to do so despite apprehension from many. While the argument of many positively saturates the existence of AI proliferation, Habermas, on the other hand, reject its involvement within the communicative process because of the aforementioned characteristics and the lack thereof. Nevertheless, this paper does not try to antagonize the existence of AI, but to contribute to the body of knowledge that ethically frame it. In short, it is within the best interest of this paper to tell the world that AI is not that bad and its future does not damn the world, but to benefit from it is many ways. 

Bibliography

Habermas, J. (1984). The theory of communicative action. 1. Polity: Beacon Press. 

Habermas, J. (1985). The theory of communicative action. 2. Polity: Beacon Press. 

Habermas, J. (1994). Justification and Application: Remarks on Discourse Ethics. Cambridge MA and London: MIT Press.

Habermas, J. (2008). Between Naturalism and Religion. Cambridge: Polity: Beacon Press. 

Higgitt, R. (2011). Habermas’ Communicative Rationality and Connectionist AI. Culture, Theory and Critique, 52(1), 83–100. doi:10.1080/14735784.2011.621664 

Küçük, A., & Özkul, O. (2021). Communicative Action Theory. A System –Lifeworld Compatibility Or Incompatibility?. Sosyal Ve Beşeri Bilimler Dergisi, 5(2), 215-237.

Monti, P. (2024). AIEnters Public Discourse: A Habermasian Assessment Of The Moral Status Of Large Language Models. Etica & Politica / Ethics & Politics, XXVI, 2024, 1, pp. 61-80.

Robinson, A. (2017). But Artificial Intelligence Has Been Killing People Forever. Humans Are the A.I. of Plants. Medium. 

A PERSONAL REFLECTION ON MY MICROFINANCE EXPERIENCE: AN AUTOETHNOGRAPHIC STUDY 

Ivan T. Gonzales 

Registered Psychometrician / Microfinance Technology NC II 

Abstract

this autoethnographic study explores the personal experience of student enrolled in the Microfinance Technology NCII program, who assessed a microloan amounting 25,000 pesos in January 2025. The research aims to reflect on the lived realities, emotional responses and financial consequences of engaging with microfinance services from the perspective of a first time borrower. Using self-reflection, journaling and narrative recall, the study reveals the challenges of high interest rate, repayment stress, and the negative impact on personal savings. Despite having academic knowledge of financial literacy, the researcher experienced a gap between theory practice, ultimately realizing the importance of responsible borrowing and financial preparedness. 

The study  is grounded  in the Financial Literacy theory and empowerment theory, offering a nuanced understanding of how  assess to microfinance does not always equate to financial empowerment. The research concludes that while microfinance can be a valuable tool for economic support, its success heavily depends on the borrower’s readiness, discipline and planning. Recommendations are provided for microfinance institution, training centers, and future borrowers to enhance financial education and improve client support mechanism. 

Keywords: Authoethnographic, Microfianance Institution

Introduction

Microfinance is commonly known to be a financial instrument for increasing financial inclusion and reducing poverty, particularly in under-served communities. It provides small-scale loans and financial services to those often excluded by the traditional banking system. Although it has been helpful to most, personal experience varies tremendously with respect to financial literacy, loan use and repayment ability.

Being a student of Microfinance Technology NC II at TESDA, I was even more curious about the actual process of microfinance in real life contexts. In January 2025, I borrowed and was given a microloan worth 25,000 pesos. This personal engagement drove me to think deeply about my experience, what I gained, what difficulties I faced and how it influenced my financial perspective. This study aims to document my experience from the perspective of autoethnography, merging narrative with observation concerning the larger microfinance system.

Theoretical Framework 

Financial Literacy Theory

This theory posits that an individual's capability to make good financial choices is a function of his or her grasp of financial concept like interest rate, management of debt and savings. My experience is the manifestation of the disparity between what is known and what is practiced in times of stress.

Empowerment Theory in Microfinance

Microfinance is quoted to empower individual through financing access. Empowerment, however, is not a given but relies on resource utilization. For me the empowerment turned to pressure and regret as soon as the financial burden became clear. These frameworks assist in explaining my individual experience in terms of larger socio-economic significance.

Methodology 

This research applied Autoethnography as one of the qualitative research approaches that employed the researcher's experience as direct data. By reflective writing, I explain and interpret my microfinance experience linking it to appropriate social, cultural, and economic background. Data were gathered by means of personal journal entries, remembering key incidents, and reflective observation of one's actions and feelings from the initial application for the loan up to the payment difficulties. No other subject were involved making this a sole respondent study with depth as opposed to breadth.

Conclusion

My experience with microfinance has been both challenging and eye-opening. Though the notion of borrowing money appeared plain and straightforward. I only later understood the gravity of its repercussions. Payment pressure and high interest rate impacted my finances, savings as well as peace of mind. I learned then the value of prudent borrowing and the importance of aligning financial choices with definite strategies. More significantly, however, I learned that financial access and financial preparedness are not synonymous. Microfinance is a useful tool when applied thoughtfully, but without planning and control over finances, it can also prove to be a drag. As a microfinance student this experience anchored my education in the real and will hopefully result in a more sensitive and educated future practitioner in the field.

Recommendations

Based on the insights and reflections culled from this study, the following recommendations are made:

For students and first-time borrowers

Prior to applying for microfinance loans, one needs to have a clear purpose and well-thought-out repayment plan. Taking money out without adequate financial planning can result in undue stress and financial loss.

For microfinance institutions

Institution need to enhance their clients' financial literacy programs, particularly first-time borrowers. Pre loan counseling and detailed explanations of interest rates and repayment terms can enable the borrowers to make sound decisions.

For TESDA and training institutions

Instructors of microfinance technology NC II need to incorporate more realistic simulations and reflective practice. Providing students with the experience or close observation of the microfinance process may increase understanding and avoid future abuse of financial services.

For future researchers

Autoethnography is also a useful means of investigating personal and emotional experience within the microfinance systems. Future study could be more case studies or compare several different personal narratives to look at larger patterns in microfinance usage and effect.

For community stakeholders

Microfinance institutions can collaborate with local governments and community leaders in ensuring that lending policies are transparent, ethical, and in the interest of financial well-being of the inhabitants. Encouraging responsible lending may prevent debt traps among vulnerable consumers.

References 

Marquez, J,P (2012) Microfinance in the Philippines: An Overview. Bangko Sentral ng Pilipinas Working Paper.

Kabeer, N (2005) Is Microfinance a magic bullets for women empowermwent ? Analysis of the findings from south Asia. Journal of Economic Literature 52(1), 5-44.

SILID-ARALAN AT PAGKATUTO: MGA SALIK NA NAKAAAPEKTO SA MGA BSED-FILIPINO

ERLINSIE TAMAYO-SY, LET, MA-FIL.

Ang silid-aralan ay higit pa sa lugar kung saan nag-aaral ang mga estudyante—ito ay mahalaga sa kanilang pagkatuto at pananaw sa edukasyon. Para sa mga estudyante ng BSED-Filipino sa JRMSU Dapitan Campus, maraming aspeto ng silid-aralan ang nakakaapekto sa kanilang akademikong pagganap.

Isa sa pinakamahalagang salik ay ang pisikal na kaayusan ng silid-aralan. Ang tamang ilaw, bentilasyon, maayos na upuan, at sapat na espasyo ay nakatutulong sa mga estudyante na makapagpokus at maging aktibo. Kapag komportable ang isang estudyante, mas madali niyang natutunan ang aralin at mas handa sa hinaharap bilang guro.

Mahalaga rin ang paraan ng pagtuturo. Kapag gumagamit ang mga guro ng iba’t ibang teknik tulad ng talakayang panggrupo, praktikal na aktibidad, at multimedia presentations, mas nagiging kawili-wili at engaging ang pagkatuto. Ang mga aktibidad tulad ng role-playing at cooperative learning ay nagbibigay ng pagkakataon na mailapat ang natutunan. Ang personalized feedback mula sa guro ay nagpapataas ng kumpiyansa at positibong pananaw sa pag-aaral.

Hindi rin dapat maliitin ang ugnayan sa kaklase. Ang magandang samahan at suporta mula sa kapwa estudyante ay lumilikha ng komportableng kapaligiran at nagtuturo ng teamwork at communication skills—mga kakayahang mahalaga sa pagiging guro. Sa kabilang banda, ang alitan o labis na kompetisyon ay maaaring magdulot ng stress at pagbaba ng motibasyon.

Huling aspeto ay ang access sa learning resources. Ang pagkakaroon ng sapat na libro, teknolohiya, at suporta ay nakatutulong sa mas malalim na pag-unawa sa aralin. Para sa mga hinaharap na guro, mahalaga ang resources tungkol sa pedagohiya, classroom management, at educational technology, at ibinibigay ito ng JRMSU Dapitan Campus upang mas maging handa ang mga estudyante sa kanilang propesyon.

Sa kabuuan, ang pisikal na kaayusan, paraan ng pagtuturo, relasyon sa kaklase, at access sa learning resources ay may malaking epekto sa akademikong pagganap at pananaw ng mga BSED-Filipino. Sa pagtutok sa mga aspetong ito, mas nagiging handa ang mga estudyante na maabot ang kanilang potensyal at magtagumpay sa kanilang hinaharap bilang guro.

Tourism Industry and the Economic Development of Selected Micro-Businesses in Camarines Sur, Bicol Region

By: Erwin E. Racasa

Abstract

A competitive tourist industry, which creates jobs today, is an ever-growing industry that has finally hit its stride as a pillar of our economy. This is the road to the creation of Republic Act No. 9593, or The Tourism Act of 2009 is an Act declaring a national policy for tourism as an engine of investment, employment, growth, and national development, and strengthening the Department of Tourism. In parallel to the mission of the government to boost tourism in the country and showcase local product to the international arena they create Republic Act No. 9501 or Magna Carta for Micro, Small and Medium Enterprises this Act recognizing that MSMEs have the potential for more employment generation and economic growth and therefore can help provide a self-sufficient industrial foundation for the country, it is hereby declared the policy of the State to promote, support, strengthen and encourage the growth and development of MSMEs in all productive sectors of the economy particularly rural/agri-based enterprises. 

As tourism is one of the fastest-growing industries today, within the tourism industry, events are getting more and more important. People have become more interested in events of all kinds, and will travel far away to participate in events that they find interesting. Events can offer various economic and social benefits for destinations, and therefore, destination managers can and should employ events effectively in a tourism role. It has become widely accepted that every community and destination needs to adopt a long-term, strategic approach to event tourism, thereby planning and developing to realize the full tourism potential of events. This study was launched as a response to the lack of studies on how event tourism strategies are actually used in destinations. The study was divided into four parts: profile of micro business owners/entrepreneurs, profile of micro business, assessment of tourism industry in terms of the following: economic impact, social and cultural impact, and environmental impact, and the aim was to explore how these studies work strategically with events. 

The main findings of the study indicate that although tourism has increasingly realized the potential and importance in economic development of micro businesses, the extent to which events are used strategically in tourism varies. Tourism has integrated deeply into their overall tourism strategies, and forms its own business area and has its own business strategy. In other cases, it is included in the overall tourism strategies; however, the work is rather haphazard, and other business areas are prioritized.

At the end of the study, a micro business policy that describes how micro businesses based in tourism strategy develop certain stages in business. In relation to the policy, the study suggests that the stage to which tourism has come in relation to strategic event tourism management depends on factors such as the ownership structure and resource of capital base of tourism, city involvement in relation to events, and the capacity and events infrastructure of destinations.

Procrastination disguises itself as Busyness: Bakit nga wala tayong natatapos? 

Zijay P. Pereda

Alam niyo yung mga pagkakataon na sinasabi niyo, ‘Busy ako, wala akong oras’? Pero kung tutuusin, sino ba talaga ang may hawak ng oras? Tayo mismo, hindi ang oras. Ang tunay na problema ay hindi kakulangan ng oras, kun’di kung paano natin ito ginagamit. At ang mas masakit pa, marami sa atin ang natutong gawing palusot ang pagiging ‘busy’, kahit ang totoo ay nilalamon lang tayo ng ‘procrastination’ na akala natin ay ‘productivity’ na. Ayon pa nga sa mga pag-aaral, ang procrastination ay hindi lang tungkol sa oras, kundi mas malalim pa, kung paano natin hinahawakan ang emosyon natin: takot sa pagkakamali, perfectionism, o minsan burnout na nagtatago sa anyo ng pagiging abala (McLean Hospital, 2025).

Maraming estudyante rin ang napagkakamalan ang stress bilang progreso. Minsan iniisip natin na kapag stressed tayo, ibig sabihin ‘productive’ tayo. Pero hindi laging ganoon. Minsan, stress lang iyon na dulot ng pagkaantala, hindi sa dami ng gawain. Hindi dahil kulang tayo sa oras, kundi dahil pinili natin ang ‘mamaya na’ kaysa ‘ngayon na’. Ang tawag diyan ay procrastination. Pero may mabuting balita pa rin, ayon sa pag-aaral, ang procrastination ay isang defense mechanism ng tao, para protektahan ang sarili laban sa mga mahihirap na gawain at sa stress. Sabi sa artikulo mula Abe UK Group (2023), parang sariling depensa ng utak ang procrastination. Kapag naiisip natin ang isang mabigat o stressful na gawain, awtomatik na gumagana ang bahagi ng utak na konektado sa emosyon. Kaya imbes na gawin agad, mas pinipili nating humanap ng mas magaan o mas masayang gawain. Hindi dahil tamad tayo, kun’di dahil sinusubukan ng utak na ilihis tayo mula sa mga bagay na may kasamang negatibong emosyon. Pinatotohanan din ng iba pang pag-aaral na malakas ang koneksyon ng procrastination sa avoidance at emotional regulation problems, hindi ito simpleng katamaran (IE University, 2023). Kaya kahit buong araw kang stressed, hindi ibig sabihin productive ka, baka inunahan ka lang ng takot at pagkaantala.

Ang realidad pa, hindi talaga tayo kulang sa oras, kun’di sa disiplina kung paano ito gamitin. Ayon sa isang pag-aaral, humigit-kumulang 80–95% ng mga estudyante sa kolehiyo ang laging nagpapaliban, at ang paulit-ulit na delay na ito ang nagdudulot ng stress at bumababa ang performance (LB Current, 2024). Isipin mo na lang, ilang beses ka nang nagbukas ng laptop para gumawa ng assignment, pero nauwi ka sa panonood ng YouTube, TikTok, o pag-scroll sa social media. Ito yung tinatawag na context switching. Hindi kasi kaya ng utak natin ang sabay-sabay na maraming gawain, kaya nauubos ang oras natin sa distractions (McLean Hospital, 2025). At minsan pa, mas tumataas pa ang productivity natin kapag malapit na ang deadline. Hindi dahil biglang dumami ang oras, kundi dahil nagkaroon ng urgency. Kaya tuloy nagkakaroon ng scramble at cramming sa paggawa. Ito ang tinutukoy ng Temporal Motivation Theory, na nagsasabing natural sa tao ang piliin ang mga gawain na mas masaya at madaling matapos. Kaya kapag may gawain na mabigat at hindi kasiya-siya, madalas ay ipagpapaliban natin ito. Mas mahalaga pa rito, likas din sa atin ang kagustuhang makuha agad ang gantimpala. Kung ang gawain ay puro hirap ngayon at ang gantimpala ay hindi pa agad makakamit, awtomatik na magpo-procrastinate tayo. Kaya ang nangyayari, inuuna natin ang mga bagay na may mabilis na saya, kahit hindi naman iyon ang pinakamahalaga. Ito ang tinatawag na temptations (Steel, n.d.).

Pero may pag-asa pang maiwasan ang mga ito. May mga estratehiya na napatunayan nang epektibo: gaya ng time blocking kaysa sa walang katapusang to-do list, imbis na ilista mong “Gagawa ng essay sa Filipino”, mag-schedule ka. 9:00AM – 9:30AM draft ng panimula, 9:30AM – 10:00AM outline, tapos ipagpatuloy mo. Kahit ang pag-schedule pahinga o kahit pa scroll time, ay maari mong isama para hindi ka guilty. Matuto ring humindi sa mga bagay na hindi kailangan o hindi gaanong mahalaga (Fu, 2025). Kapag natuto kang tapusin ang mga gawain nang mas maaga, bigla kang magkakaroon ng mas maraming oras, para sa kaibigan, sa sarili, at sa mga bagay na gusto mong gawin. Sa ganitong paraan, hindi na nagiging palusot ang pagiging ‘busy’, dahil pinili mong unahin kung ano ang talagang mahalaga.

Sa huli, aminin na natin, walang taong tunay na walang oras. Ang totoo, may oras naman tayo, pero madalas hindi natin ito nagagamit nang tama. Overrated ang pagiging ‘busy’. Kaya sa susunod na sabihin mong ‘busy ako’, tanungin mo muna ang sarili mo: Busy saan? Busy ba sa mahalaga, o busy lang sa kahit ano? Sabi nga nila: “Hindi ito tungkol sa dami ng iyong nagawa. Ang mahalaga ay ang mga nagawa mong tama sa tamang oras.” Kaya ang punto ko? Huwag mong hayaang kontrolin ka ng oras. Hindi oras ang may hawak sa’yo, ikaw ang may hawak sa oras mo. At kung talagang pinahahalagahan mo ang taong nakapaligid sa’yo, gagawan at gagawan mo ito ng oras. Kung hindi, baka ang problema ay hindi oras, kun’di ang prayoridad natin. Dahil sa dulo, ang procrastination ay nagmumukhang busyness, pero ito rin ang nagnanakaw ng mismong oras na sinusubukan nating protektahan. 

References:

Fu, Y. (2025). The impact of time management on college students’ study engagement and mechanisms involved. Frontiers in Psychology. https://pubmed.ncbi.nlm.nih.gov/40176191/

IE University. (2023). Procrastination psychology: Understanding effects, causes, strategies. IE Insights. https://www.ie.edu/center-for-health-and-well-being/blog/procrastination-psychology-effects-causes-strategies/

LB Current. (2024). The psychological toll of procrastination on students before finals. LB Current. https://lbcurrent.com/opinions/2024/10/23/the-psychological-toll-of-procrastination-on-students-before-finals/

McLean Hospital. (2025). Why we procrastinate: The psychology of putting things off. McLean Hospital. https://www.mcleanhospital.org/essential/procrastination

Abe UK Group. (2023). How to beat procrastination: 7 scientifically proven methods. Abe UK Group. https://abeukgroup.com/news/how-to-beat-procrastination-scientifically-proven-methods/

Steel, P. (n.d.). Theories of procrastination. Procrastinus. https://procrastinus.com/piers-steel/theories-of procrastination/#:~:text=Temporal%20Motivation%20Theory%20(aka%20The,to%20your%20sensitivity%20to%20delay

Juche and the Philippines: Reflections on Nationalism in a Time of Uncertainty

Joven Albert Castillo

It flares up in times of danger, becomes complacent in times of comfort, and awakens once again when the heart and soul of a people feel threatened. In the case of the Philippines, nationalism has always been a better word to dispute, than to articulate. But it remains a word that has become simultaneously a badge of honor and a word of contention. In trying to confront the dilemmas of nationalism in the Philippines, consider a rather strange mirror: North Korea and Juche.

The idea of Juche, usually translated as "self-reliance," became the guiding principle of the Democratic People's Republic of Korea in the mid twentieth century. Yet, it appears to be based on the notion that a nation-state must rely on its own strength, leadership, and form of national identity to endure in a bizarre, hostile and unequal globalized market space. For North Korea, which exists between four nuclear powers, China, Russia, Japan and the United States, Juche was not just an ideal; it was a premise deeply ingrained in their minds. Juche posited that dignity was relatively more important than compromise, regardless of the ramifications, including international isolation, poverty and suspicion.

The Philippines, on the other hand, has taken a different approach. Colonized by Spain for hundreds of years, colonialism and war (specifically the U.S. being a colonizing force) shaped its political institutions, language, and culture. The Japanese occupation left a deep imprint on the memory of the war and occupation. Recently, since the 2000s, millions of Filipino workers have emigrated from the Philippines to work abroad, connecting the country's economy to foreign remittances. While outward engagement creates growth opportunities, the real question of self-reliance remains more complicated.

Comparing Juche with the Philippine case does not mean advocating imitation. Juche's militarism and dictatorial form of rule are bad, and harmful to human dignity. However, Juche sharpens the question that Filipinos must face: what does it mean for a small nation to maintain sovereignty under the influence of larger nation-state powers? The response was to withdraw from the world and rely wholly on self-sufficiency, while the Philippines has adopted a path largely of compromise, allyship, and dependence. Vulnerability gave rise to both, but the consequences of the two trajectories were different.

Juche in North Korea encouraged the sense of pride of having independence, yet it also established a system of isolation that labeled ideology as "discourse". In the Philippines, nationalism might be alive in rhetoric, but is dying in practice because of corruption, dependency, and enduring colonial mindsets. It can be found in the poetry of Jose Rizal, who imagined a people waking up to dignity'. It can be found among workers abroad who maintain their use of their homeland's rituals, songs, and languages in their memories. It can be found in the nation's claim to contested seas, where power and sovereignty are threatened by more powerful neighbors.

However, nationalism in the Philippines is also weak. It weakens when leaders of government put foreign patronage ahead of the needs of the people. It is weak when education prioritizes distant authorities over local cultural and historical significance. It is weak when corruption weakens the institutions of the state and remittances become more important than developing a new productive sector. Nationalism in the Philippines is more ambiguous than the Juche system, which demands an allegiant identity and purpose based on one ideology. Nationalism is proud and insecure. It is both historic and ill defined by modern mass globalization.

Juche represents a clear warning to Filipinos about the perils of over-dependence, and, as a corollary, the fundamental importance of cultivating internal strength. Juche is a reminder to us that sovereignty is neither a luxury nor an obligation that must be sold; it is the pre-requisite of existence. Just as the experience of Pinoys in the Philippines would stand in stark contrast to the implacable jealously and rigidity of Juche in practice. A nation can engage with the world, trade with neighboring countries, send representatives abroad to study and experience the world and still possess identity and dignity. The duality between self-reliance and dependency continues to connect the threads of Philippine history. During the Cold War, Philippine leaders had to rely on the protective power of America, while critics denounced the loss of independence. In the last few decades, disputes over the West Philippine Sea have raised issues of sovereignty again.

Nationalism in the Philippines, if it is to be meaningful, must resolve this tension. It cannot simply copy the self-reliance of Juche, which resulted in rigidity and repression. But neither can it remain complacent in dependency, which erodes sovereignty and national pride. The task is to craft a nationalism that is both protective of independence and open to cooperation. It must value cultural heritage without rejecting global exchange. It must encourage economic self-sufficiency without denying the contributions of migrant workers abroad. It must celebrate diversity without losing the unity of national purpose.

Realizing this vision requires political will and cultural imagination; it requires leaders who will see sovereignty not as a negotiable commodity but as a sacred trust; citizens who will see nationalism not simply as a slogan, but as an obligation to strengthen institutions, to conserve resources, and to promote communities; and, most of all, action that recognizes nationalism cannot be dogmatic in the current era. Nationalism must be adaptive, agile, and sensitive to the realities of an increasingly globalized world.

Overall, Juche ideology is a cautionary tale of what happens when one pursues sovereignty at all costs and gives up freedom consequently. Philippine nationalism, for all its flaws and uncertainties, may provide the alternate path to balance. The Philippines must balance on a tight rope, between the closed fist of Juche, and the wide-open hand of dependency. Freedom is found in the process, and ongoing invention, of building a national identity that is proud and connected, rooted and open, sovereign and humane.

CHANGES INTEREST RATES AND HOW THEY AFFECT LENDING AGENCIES AND COOPERATIVES 

JADE C. JORNALES, MBA

Biliran Province State University, Naval Biliran, Philippines 

(Email: jade.jornales@bipsu.edu.ph; ORCiD: 0000-0002-7375-1556) 

Abstract

 Lending agencies and cooperatives in the Biliran Province change their business and financial plans when interest rates change. The study uses survey data from 31 local institutions to show how important it is to talk to clients, be financially literate, offer a variety of products, set prices that might change, and have solid risk management processes. The results shows that institutions can stay strong by taking proactive steps that balance making money with being socially responsible. We suggest for improving financial literacy programs, making loan products more flexible, and using technology to make operations more efficient.

 Keywords: Loan agencies, cooperatives, interest rates, financial management, and operational strategies.

Introduction

Biliran Province, lending firms and cooperatives are more than just places to get money. They are lifelines for families who need money right away, farmers who need money to plant, small business owners who want to grow, and students who want to pay for school. These keep the local economy going without making a big deal about it. But underlying their daily business is a hurdle that challenges their strength all the time: interest rates that change. When interest rates go up, borrowers have to pay more back, and lenders have to worry about people not paying back their loans. When they go down, lending companies have a hard time making money since their interest income goes down. How these organizations deal with these changes will decide not only whether they stay in business but also if the communities they serve are financially stable.

 This study aimed to determine how lending agencies and cooperatives modify their operational and financial policies in response to these swings. The study involved 31 local organizations using a quantitative descriptive approach to gather information on things like profitability, credit policies, risk management, payback arrangements, product diversity, and contact with clients.

To talk to the clients serves as one of the most important issues that came up. Lending institutions stressed the need for openness, saying that when borrowers know the terms of their loans and how to pay them back, trust is kept and the loans work better. The people thought that financial literacy was especially important for helping clients make smart choices when rates were changing. Having a variety of products is one of the important aspects need to consider of the institutions provided in the diverse lending options such as agricultural financing, short-term microloans, or salary-based loans were more adept at sustaining income despite fluctuations in product profitability resulting from rate adjustments. This plan lowers risk and gives clients choices that fit their budgets.

 In the world of business it was highly important to have flexible pricing plans. In the market, many banks changed their loan interest rates, payment plans, or service fees. These strategies, together with operational efficiency making processes easier and lowering costs that aren't necessary helped make sure that profits stayed high even while the economy was unstable. Study showed how important it is to have strong risk management techniques and prevent against default, institutions were tightening lending procedures, making loan requirements more specific, and keeping a closer eye on repayments. It is also important to keep enough capital on hand to deal with possible shocks. These results show that interest rates are not just numbers; they have meaningful effects on both borrowers and lenders that gives impact in the market. Higher rates can make the difference between keeping a business running and closing it down for clients. For coorperatives, not being able to handle rate changes well can put their long-term survival at risk in which lending companies show that they are responsible and decent business people by putting communication and financial education first.

  The best shown by the cooperative is balancing between making money and providing a service. It's goal is to help its members, thus they need to stay financially stable while still keeping their promise to help the community. Cooperatives in Biliran Province are able to keep this delicate balance by offering a wide range of products and flexible terms. It's apparent what this means for the local economy: strong lending institutions support local growth. Even if the economy is shaky, small businesses keep growing, farmers keep making things, and families keep paying their bills. The strength of these institutions together shows how strong Biliran's' economy is as a whole. There are a number of things that can be done to make this resilience even stronger in the future. More financial literacy programs can help borrowers better manage their debt and understand how interest rates affect them. Creating flexible loan solutions can give clients repayment plans that change based on how the economy is doing. Investing in technology can make things run more smoothly and improve communication. Lastly, local and national governments may help lending institutions grow by making the right policies.

 In conclusion, the result shows that interest rates will always go up and down while lending agencies and cooperatives in Biliran Province show that they can handle financial stress while still serving their communities by using proactive tactics including communication, diversification, efficiency, and risk management. Cooperatives and lending are more than just financial institutions; they are partners in local development and making sure that growth and trust stay strong even when things are uncertain.

 REFERENCES

 Bangko Sentral ng Pilipinas. (2023).  Reports on monetary policy and interest rates.  BSP.  Found at https://www.bsp.gov.ph

 Llanto, G. M. (2015).  In the Philippines, financial inclusion, education, and rules are all important.  Philippine Institute for Development Studies.

Onyeneke, R. U., & Iruo, F. A. (2012).  A socio-economic examination of the impact of cooperative organizations on its members in rural Nigeria.  International Journal of Development and Sustainability, 1(2), 111–122.

 Tullao, T. S., and Cabuay, C. J. (2018).  In the Philippines, financial literacy and access to financial services.  Asian Journal of Economics and Finance, 1(1), 45–60.

RESEARCH IS LOVE: A HANDBOOK FOR STUDENTS AS KNOWLEDGE SEEKERS

Author: Roemejun S. Aguilar, MGM, CRS, CRDC, CRDA

Research is not simply an academic requirement; it is a process of discovery, patience, and love. It symbolizes a passion for learning, a desire to seek the truth, and, ultimately, an opportunity to make a meaningful contribution to society. In higher education, research can encompass much more than a course requirement; it can foster critical thinking and resilience, ultimately contributing to the pursuit of real-world solutions.

Just as love does, research requires commitment. Research is driven by inquiry: a curiosity, a question, and a desire to learn more in an uncharted area. Students must be willing to immerse themselves in reading, collecting, and analyzing data as they pursue research. The path of research is not always straightforward. Students will face challenges, rewrite their drafts multiple times, and work through uncertain feelings during their research process. All of these elements might be what research is all about. However, like love, the research process depends on persistence and patience. Those who work steadily and persevere through difficulties will feel the reward of discovering something new, no matter how small.

Research also fosters responsibility. It requires values such as integrity, accuracy, and adherence to research ethics. Just as love is built on trust, research relies on credibility. Students must respect intellectual property, ensure their work is accurate, and credit others' contributions. Ultimately, the results of a well-conducted study can influence policy, improve communities, and expand knowledge, emphasizing that research carries responsibility beyond just a class assignment at the end of the week.

Additionally, research is a lifelong journey. Once you finish researching a topic, your learning doesn't stop—every question you investigate leads to more questions, and each discovery enhances your understanding of the world. A love for research doesn’t end with graduation; it continues as you become a professional, educator, or innovator, always seeking new knowledge to better lives. 

To students starting their research journey: welcome it as a journey of passion and purpose. Do not see research as a burden but rather as an opportunity to grow, serve, and discover. Remember that research is love - a dedication to truth, knowledge, and advancement.

Project ECO VISION: Empowering Youth Toward a Greener Tomorrow

EDNORLENE T. BISCO

     In an era when environmental degradation and climate change increasingly shape the lives of future generations, the role of schools in building sustainable mindsets has never been more vital. Recognizing this, Tabangao Integrated School launched Project ECO VISION (Environmental Conservation and Optimization Vision) headed by EDNORLENE T. BISCO,Yes-O Adviser,for the school year 2024–2025, a flagship program under the Youth for Environment in Schools Organization (YES-O). The initiative sought not only to instill awareness but also to translate it into action.

     Throughout the year, Project ECO VISION evolved into a movement that empowered students, teachers, and the larger community to embrace sustainable practices. By combining education, advocacy, and action, the project demonstrated that small yet consistent steps within the school setting can ripple outward to inspire meaningful change.

Building the Foundation of Project ECO VISION

     The project began with a clear vision: to nurture a school culture where conservation is not an obligation but a way of life. The name itself—Environmental Conservation and Optimization Vision—encapsulated its goals: conserve the environment while optimizing resources for sustainability.

    YES-O officers, advisers, and administrators designed a year-long program anchored on three pillars: awareness, participation, and sustainability. Awareness deepened students’ knowledge of global warming, plastic pollution, and biodiversity loss. Participation engaged them in cleanups and contests. Sustainability ensured every activity created long-term habits.

Highlights of the 2024–2025 Implementation

1. Global Warming and Climate Change Consciousness Week

One of the most vibrant celebrations under Project ECO VISION was the Global Warming and Climate Change Consciousness Week in November 2024, coinciding with the National Day for Youth in Climate Action. Activities included poster-making, eco-bag painting, a quiz bee, sabayang pagbigkas, tugsayawit, and symposia. Guest speakers from the City Environment and Natural Resources Office (ENRO) guided students on reducing carbon footprints and adapting to climate change.

2. Project SUPOT, Project SAKO, and UPBAG

Project ECO VISION also linked smaller initiatives. Project SUPOT promoted paper bags, Project SAKO encouraged classrooms to reuse sacks for garbage collection, and Project UPBAG turned used paper into bags. These showed how resourcefulness reduces plastic use and supports circular economies. 

3. Project WISE USE

Conservation of water and energy was emphasized through Project WISE USE, which reminded students daily to turn off unused lights, conserve water, and practice mindful consumption.

4. Cleanliness and Beautification Campaigns

Through the Room Cleanliness and Beautification Project (RCBP), students competed in maintaining eco-friendly classrooms. A coastal cleanup drive extended stewardship to the community.

Additionally, Turning Tires into Treasures transformed old tires into colorful plant holders.

5. Eco-Art and Eco-Lantern Competitions

The Eco-Art Competition and Eco Lantern Contest: “Lighting the Path to Sustainability” encouraged creativity while recycling materials, showing that sustainability can be integrated into culture.

6. Capacity Building and Leadership Training

YES-O leaders joined the Environmental Learners’ Camp 2024, where they gained knowledge on waste management, climate action planning, and eco-leadership. These trainings boosted their confidence to guide peers and advocate for the environment.

Impact on Students and the Community

     Project ECO VISION’s implementation brought visible impact. Within the school, classrooms became cleaner, waste segregation improved, and eco-friendly practices increased. Students realized that environmental protection is embedded in daily actions like refusing plastic or planting greenery.

     The community also felt its ripple effects. Parents were encouraged to practice waste segregation at home, while local officials appreciated the cleanup drives. By linking school projects with community initiatives, ECO VISION proved that youth can be powerful catalysts for change.

Challenges and Lessons Learned

     Like many school projects, ECO VISION faced challenges. Limited resources hindered some activities. Not all students embraced eco-friendly practices at once, and sustaining momentum required constant motivation. Yet these obstacles sparked creativity. For example, reusing sacks reduced dependence on costly trash bags, while community partnerships filled resource gaps.

     The key lesson: sustainability thrives on collaboration. When students, teachers, parents, and partners worked together, results multiplied.

Looking Ahead

     As the school year closed in 2025, Project ECO VISION left behind more than memories. It planted seeds of responsibility and hope in the youth. The project affirmed that schools, as centers of learning, can also be hubs of advocacy where students are not just recipients of knowledge but active agents of change.

     Looking forward, Tabangao Integrated School envisions expanding Project ECO VISION by strengthening community linkages, adopting sustainable technologies such as rainwater harvesting and solar lighting, and integrating environmental education deeper into the curriculum. The next challenge is to sustain the gains of 2024–2025 and inspire more students to take ownership of the environment.

Conclusion

     Project ECO VISION (Environmental Conservation and Optimization Vision) for 2024–2025 embodied the essence of environmental education: to transform awareness into action and action into lasting change. Through cleanups, competitions, sustainable practices, and youth empowerment, the project built a culture of care within Tabangao Integrated School.

     In a world where problems feel overwhelming, ECO VISION proved that hope lies in small, consistent steps by ordinary individuals—especially the youth. As these students grow into tomorrow’s leaders, the lessons of ECO VISION will remain, inspiring them to continue building a greener, healthier, and more sustainable future.

 Embracing Determination on My Journey to a Ph.D.

Asliah M. Casim-Mamalampac, Ph.D.

MSU-Integrated Laboratory School, Marawi City, Lanao Del Sur, Philippines

mamalampacy@gmail.com /ORCID 00 09000247507610

Reflecting on my academic journey, I am reminded that the path to success is rarely linear. Graduating with my Master’s in Reading in 2011 was a proud moment in my life. However, little did I know that it would take me six more years to embark on the next significant chapter, pursuing a Ph.D. in Educational Management. In 2017, I took a leap of faith and enrolled in a program that would subsequently challenge and transform me in ways I had never anticipated. With each passing year, I watched as some of my former classmates who were once my grade one pupils graduated with their Ph.D.s. I couldn’t help but feel the weight of comparison, however, I embraced my unique journey with grace and resilience. 

The reasons for my delayed academic pursuits were multifaceted. My professional obligations as a dedicated teacher, my social responsibilities within my family, and my cherished roles as a mother, wife, daughter, and grandmother took precedence in my life. Balancing these various roles often felt like a juggling act, yet I remained committed to my educational aspirations. 

The journey to my Ph.D. was not without its challenges. There were moments when the demands of family life and the pressures of academia seemed overwhelming. I faced countless sleepless nights while preparing lessons, conducting research, and fulfilling the various roles expected of me. There were times I questioned whether I was capable of completing this monumental task. Yet it is during these moments of uncertainty that I found my greatest source of motivation, my determination to set a positive example for my family and students. I also drew strength from my siblings' success who have each carved their successful paths. My oldest brother is a lawyer, while my two younger brothers are doctors, one specializing in ENT and the other holding a Ph.D. My older sister, who currently heads the social service program "Malasakit," has been an incredible source of support. Their successes have continuously inspired me and encouraged me to push toward my finishing line. 

Pursuing my Ph.D. has reinforced the notion that chasing educational aspirations is never too late. Age is not a barrier to learning, rather life experiences add depth to the academic journey. I have met remarkable peers who have shown that relentless determination and a passion for education can lead to success at any stage of life. Throughout my doctoral studies, I have formed connections with a diverse group of talented individuals who have enriched my experience. The collaborative discussions, shared challenges, and varying perspectives provided a sense of community that made the extensive academic workload more manageable. The encouragement and support from my family and friends served as a reminder that I was not alone on this journey. 

As I approached my dissertation defense scheduled for December 13, 2024, I was filled with gratitude and pride. This journey has taught me that my pursuit of a Ph.D. is not just about earning a degree, but it’s also about personal growth, resilience, and steadfast belief in the power of dreams. With determination and patience, I have navigated the complexities of family life while pursuing my academic goals. In addition, my journey toward earning a Ph.D. is a celebration of perseverance and tenacity. I hope to inspire others who may grapple with the weight of life’s responsibilities, reminding them that their dreams are within reach, regardless of age. Although our paths may differ, the desire to learn and grow is universal. As I prepare to take this final step in my academic endeavor, I look forward to a future where I can continue advocating for education and making a positive impact on future generations.

THE ROLE OF STATE UNIVERSITIES AND COLLEGES (SUCS) IN THE ECONOMY OF THE PHILIPPINES

Christian Jude B. Calunsag

State Universities and Colleges (SUCs) are important for the Philippines' future because they offer high-quality education that is simple to get to and help the economy flourish in both direct and indirect ways. The law says that SUCs must make sure that their graduates are qualified, support research, and provide services that improve society, increase productivity, and inspire new ideas. 

Skill development is one of the most important things that SUCs do for the Philippine economy. Many students, especially those from low-income families, can obtain the education and skills necessary for employment at SUCs due to their low tuition and diverse academic programs. Because of this, it's easier for people to find the qualified specialists, creative thinkers, and skilled workers they need for business, government work, and starting their businesses. A country can produce more and compete better in the global market if its workers have more education. SUCs also do cutting-edge research and come up with new ideas, which are two crucial things that help the economy flourish. Many organizations do research and come up with new ways to solve problems in the country and region. These problems range from improving technology to farming to protecting the environment. SUC research often leads to new small business concepts, better ways to farm, and ways for people to make a living without harming the environment.

Furthermore, SUCs support the development and prosperity of their localities. These schools, dispersed across many provinces, employ teachers, personnel, and support staff. Local businesses benefit from the demand for a range of services created by students and school activities, such as food, housing, transportation, and others. By providing training and technical support, SUCs, which serve as community outreach centers, assist rural and economically disadvantaged businesses in beginning or expanding their operations. Extension services assist students in applying the knowledge they have gained in the classroom to real-world situations. Theories are put into practice through the SUC extension programs. In order to assist farmers in enrolling in programs, acquiring new skills, and beginning enterprises, businesses, organizations, and local governments provide assistance.

In conclusion, because SUCs educate good citizenship, they are excellent for the country. They teach leadership, creativity, and service all essential elements of a thriving and just economy. Beyond class, SUCs have an impact on the Philippine economy. They are the catalysts for innovation, skilled labor, social change, and the growth of local markets. Enhancing their research, teaching, and community service capabilities will enable SUCs to help the Philippines achieve equitable and steady economic growth.

Shaping Sustainable Futures: Knowledge, Attitude, and Practices of 

Ecological Solid Waste Management in Urban Schools

Farida C. Jamolod

As a result of the serious problems posed by climate change and the ever-increasing amount of waste that is being produced, the necessity for appropriate waste management and disposal has grown increasingly urgent. It is possible that improper waste management could pose significant risks to both the environment and human health, thereby exacerbating the problem under consideration.

         To mitigate these environmental issues, education about the environment is the most important factor. There is a need for comprehensive educational approaches and management to gain knowledge about trash and its impact on both health and the environment. Establishing educational centers at the local level through real schools, local government units, and non-governmental organizations is a crucial first step. It will bring about a paradigm change in the way that garbage is viewed as a resource rather than a problem and that society may reap advantages from waste management if it is done correctly.

         We can prevent any potential human damage by promoting responsible citizenship. The educational system and its management are tasked with the responsibility of producing environmentally literate citizens who are concerned about the environment and possess sufficient information about environmental concerns to conduct themselves in a responsible manner. The world is currently grappling with significant ecological challenges. The key to getting students and employees interested in the waste management programs of the schools is to raise awareness and encourage them to participate. Such action will allow for the adoption of the appropriate waste management practices to be carried out in a way that is sustainable, socially integrated, and environmentally responsible. Educating individuals on the methodical handling of solid waste is absolutely necessary.

         In conclusion, we must act quickly and strategically to address both the expanding waste generation and the climate change issues. Citizens need to be knowledgeable, devoted, and environmentally conscious in order for sustainable ecological solid waste management systems to be adopted. In order to accomplish this objective, it is not enough to merely have the appropriate infrastructure. It is possible for trash to become a resource for ecosystems if communities support environmental projects, encourage responsible behavior, and educate youngsters about the environment in schools. To leave a planet that is cleaner, healthier, and more sustainable for future generations, it is imperative that educational institutions, civic associations, and individuals in positions of authority collaborate. We will achieve this objective by facilitating environmental responsibility.

Flipping the Classroom through Microlearning

Annie F. Abonita

Yes.
We all have times where we have short attention spans.

It is not a communicable disease, but it spreads like a wildfire, mostly because of social media and the “scrolling epidemic” that generation z and generation alpha experiences. As educators, we must counter this, but why would we fight something that can actually benefit us? Students nowadays, maybe in high school or college, surely has tried scrolling through short videos online where they get surface level information. This phenomenon presents both challenges and opportunities for educators.

While rapid consumption of bite-sized content can lead to diminished attention spans, it also offers a unique opportunity to engage students in a whole new different way, different from the classical teaching approach that our generation may have experienced before. The key lies in harnessing the power of short-form content to enhance learning rather than detracting from it. We can integrate popular media- such as short videos, gamification and interactive quizzes, this allows us to meet students where they are while guiding them towards deeper understanding.

Personally, I capitalize on this by making short video contents of less than 15-minutes, upload this in the university learning management system for a specific course site and giving the students ample time to digest resources. These bite-sized videos are often followed by enhancement activities like a formative assessment or a video essay where they will explain what they have understood. This technique not only saves time in class, but it also enables students to learn at their own pace because they can replay the video. Thus, making them independent learners. For instance, my subject, cell and molecular biology, entails a lot of topics which can be very overwhelming if discussed in a 3-hour session, what I do is I upload laboratory lectures ahead of time, conduct activities or quizzes in class and rationalize it as needed.

Flipping the classroom is not a new thing but it is rarely practiced. Estes et al., proposed a 3-stage system for flipped classroom; a pre-class, in class and post class learning activity. This strategy can be easily implemented in higher education institutions, especially in courses that has a lot of contact hours. The flipped classroom model allows for more engaging discussions during class time since students come prepared with foundational knowledge from their pre-class activities. This creates a dynamic environment where educators can address misconceptions immediately and provide personalized feedback tailored to individual student needs. Furthermore, integrating microlearning into the flipped classroom can improve its effectiveness. Microlearning focuses on delivering ideas in small, manageable chunks, much like how reels are made. Research has shown that this approach not only improves retention of learners by reducing cognitive load (Shail, 2019). This combination of a flipped classroom with microlearning, creates an adaptive learning environment that fosters motivation while also allowing our students to take control of their learning journey.

Sometimes it may be difficult to create microlearning contents, because it can be time consuming, and it may be hard to really summarize learning materials into videos less than 5 minutes; in the long run, it will be beneficial as you will have a bank of microlearning videos that can be reused every semester. One of the hardest things to do in this learning scheme is making sure that even though the video is short, it still has substance that adhere to the leaning outcomes embedded in the learning plan of the subject. This can be improved through continuous trainings and integration of technology and trends to the pedagogical approaches of instructors.

Short attention span is not really a hindrance, we as educators just need to navigate through the complexities of the changing educational and technological landscape.

References:

Estes M, Ingram R, Liu JC. 2014. A review of flipped classroom research, practice, and technologies. Intern Higher Educ Teach Learn Rev. 2014;4: Article 7.

Shail, M. 2019. Using Micro-learning on Mobile Applications to Increase Knowledge Retention and Work Performance: A Review of Literature. DOI:10.7759/cureus.5307

"TSERA-E2E v2.0: Seamless Transitions and Innovations
from TVL Programs to SHS Curriculum Exits”
Francis Factura, Master Teacher I

Introduction

Beginning in School Year 2022–2023, Project: TSERA-E2E was relaunched as the main program for guiding Senior High School learners in choosing their curriculum exits and preparing for employment. As part of this, a research study titled “Correlating Student Personality Types with Curriculum Exits in Paliparan III Senior High School” was conducted during CDREAM 2023 using a modified RIASEC Personality Test by Dinampo and Factura. The findings were shared during the Grade 12 Career Talk on January 16–17, 2024, and published in the Ignatian International Journal for Multidisciplinary Research (February 2024). This research supports the improved “TSERA-E2E version 2.0”, which helps students make better career decisions. The following activities were implemented:

1. Higher Education ("Kolehiyo") Curriculum Exit

The Senior High School learners especially the Academic track can choose the Higher Education pathway, which allows them to continue their studies in college or university. To support this, the school holds a 2-day Career Caravan every mid-January. This event includes career talks, orientation sessions, and a college fair, organized through Project: TSERA E2E and the Guidance Office under the BAGWIS 2 program. Colleges and universities in Cavite, especially members of ACGOPC, participate to help learners explore their options and prepare for college life. As part of the planning, a casual session called Kapehan sa Paaralan brings together school leaders and stakeholders to discuss the career orientation and ensure learners are well-guided in their next steps.

2. Entrepreneurship (“Negosyo”) Curriculum Exit

The Senior High School (SHS) curriculum includes an entrepreneurship course that teaches learners how to develop business plans and understand key concepts, procedures, and applications. This course is part of both the Technical-Vocational-Livelihood (TVL) and Academic strands.

To support this, the Facultative and Intensive Restaurant Entrepreneurship (FIRE) offers hands-on experience for TVL learners in Cookery, Bread and Pastry Production (BPP), and Food and Beverage Services (FBS). Launched by the TVL-CBF faculty, it has been running for over five years. Grade 11 learners focus on food preparation in the lab, while Grade 12 learners take on service roles, turning the school gym into a working restaurant where they serve real customers.

Meanwhile, the ABM Work Immersion Program includes the Micro Business Expo (MiBEx), a business simulation activity led by ABM-Entrepreneurship teachers. Learners run small businesses, gaining practical experience in management and profit-making. MiBEx is now recognized as a key simulation tool not only for ABM but also for other strands with entrepreneurship-related subjects.

3. Middle-Level Skills Development Curriculum Exit

One of the curriculum exits for Senior High School learners is the Technical-Vocational pathway through the TESDA Links Program. This program guides learners on how to take the NC II Assessment and Certification offered by TESDA. Starting in 2024, all TVL students in public schools can avail of the FREE NC II Assessment, as stated in TESDA Circular No. 45, s. 2024 and DepEd Order No. 3, s. 2025.

Since 2019, the school has partnered with Dual Tech Philippines, giving TVL graduates access to advanced training. In this collaboration, three graduates joined a six-month training in Calamba, Laguna, followed by 18 months of on-the-job experience with top companies in the Laguna-Cavite area.

To further strengthen technical-vocational education, the school conducted a benchmarking visit on March 14, 2025 at the Gokongwei Brothers Foundation Training Center in Laguna. Thanks to the warm welcome of Academic Head Ma’am Afril Teves, the team toured facilities for mechatronics, including electrical, electronics, instrumentation, machine operation, AutoCAD design, and sensor motors. During the visit, they also met Francis Magracia, a scholar under the “ISKOLAR NI JUAN” program and a former STEM learner from SY 2023–2024.

4. Employment (“Trabaho”) Curriculum Exit

The Work Immersion Program for TVL students connects learners with industry partners to give them real-world job experience. Many students who perform well during immersion are offered part-time jobs or even hired after graduation.

To support this transition into employment, the school organized a job fair on May 24, 2023, with help from Trimex College, Laguna, and Bonafide Trainology Placement Services. Key representatives, including their President, Recruitment Head, and HR Head, joined the event. The following month, the school also took part in a larger job fair at SM Dasmariñas, hosted by the Cavite PESO Provincial Office in partnership with Dasmariñas City and Mayor Jennifer Barzaga.

Continuing these efforts, another job fair was held on April 14, 2025, in partnership with Maxim De Humana International, Inc., a trusted manpower provider with 25 years of experience. This event gave Batch 2025 fresh graduates direct access to job opportunities. Many chose to work right after graduation due to financial challenges, highlighting the importance of these employment programs.

Innovation:

GOLDEN EAGLES HARVEST DAY 2023 & 2025

The First Batch of Successful Graduates (SY 2017-2018) gathering is one of the Innovations of Project TSERA-E2E v.2.0. This is to honor the deserving and successful graduates who received academic awards/Latin honors at college graduation and who passed the PRC board exam. Additionally, it is a way to organize the first batch of officers of the Paliparan III Senior High School Alumni Association with their Facebook page located at this link. 

https://www.facebook.com/profile.php?id=100093643875521

On April 14, 2025, the school held the 2nd Golden Harvest Day to honor the achievements of alumni and recognize graduates from 2018–2019, and 2019–2020. There were 22 awardees and invited to support alumni tracking efforts and assist in planning future events. Alumni Officers were encouraged to sponsor the 3rd Golden Harvest in 2027 and lead the 1st Alumni Homecoming  

to promote unity and involvement. The School Administration and Project TSERA E2E Focal Person served as consultants to help ensure the success of these initiatives.

Conclusion:

The continuation of these initiatives, programs, and activities is essential for future success. The establishment of an Alumni Association will be a key stakeholder in the school's development, while honoring successful graduates based on the four curriculum exits will serve as strong indicators of the school’s effectiveness.

Assessment of the Personal and Professional Attitudes of Teachers of Paharang Integrated School: Basis for Enhanced Training Program for Professional Growth

 Mena M. De Torres

       ABSTRACT

The purpose of the study is to assess the personal and professional attitudes of teachers which re very important in attaining the Goal of Department of Education. This will be a great help to the teachers in guiding themselves on ho to interact properly to all the stakeholders of the school.

The research has dealt primarily with the assessment by students, parents, administrators and School Governing Council Officers on the personal and professional attitudes of teachers Paharang Integrated School. To serve this purpose, this study will consider teachers’ profile and their personal and professional attitude towards the respondents. The number of respondents will be obtained through simple random sampling.

The data will be used to determine the assessment on teachers’ attitudes towards students and parents will be taken from the results of questionnaire which will be devised by the researchers. In addition, data from unpublished materials like theses and ideas from the prominent educators and authors will be used

However, limitations will be based from the researchers’ own analysis and interpretation of results. It will be delimited to the selected respondents, secondary high school students enrolled at Paharang Integrated School for the academic year 2020-2021, their parents, and officers of School Governing Council

This study proposed enhancement training program that will help teachers to improve their personal and professional attitude towards students’ progress and harmonious relationships with parents and other stakeholders.

Revisiting the Mental Health and Well-being of Teachers: 

Basis for Developing and Implementing a School-Wide Mental Health Program

Maribel P. Abaya

A person’s well-being is affected by the different aspects that pertain to one’s health such as physical, mental, emotional, social, and even spiritual regard. Each detail that comes to a person’s mind dictates the movement and flow of positive or negative energy in dealing with certain circumstances which may cause his time, effort, and money a lot of compromise.  Apart from stress and stressors, every little thing that exists in one’s environment, may it be detrimental or beneficial, can directly affect the way a person sees and perceives things and might affect his skills in making reasonable and rightful decisions. This instance will not only minimize the person’s capacity to think of fair solutions as well as coinciding consequences which will occur upon the deprivation of considering and prioritizing one’s mental health in whatever kind of working environment that he is involved with.

The Department of Education is not just concerned with the academic performance of the learners but also with their health status and well-being. With the birth of Deped Order No. 14, s. 2020 or the Guidelines on the Required Health Standards in Basic Education Offices and Schools, all learners as well as teaching and non-teaching personnel must be given utmost importance and ought to be always protected in the provision of learning opportunities. Apart from the pandemic that caused extreme fear and trauma to every person involved in all areas of government especially in the educational system, certain day-to-day activities and even imminent experiences contribute much to the dilemma as well as to the mental health of teachers who always serve as frontliners in catering the best kind of teaching that they can give to the learners despite their own hardships, obstacles, and challenges in life that they need to face just to make sure that there will be no disruption of learning at all costs. 

This study aimed to revisit the mental health  and well-being of teachers in Bulihan Elementary School, to identify the stressors that affect the mental health of teachers, to determine teachers’ perceptions on the effects of poor mental health on their teaching practices and principles, to know how stress and anxiety affect teachers’ capacity to support the learners’ mental health, to identify the extent of school system readiness in reinforcing the mental health of teachers as well as to propose a plan of action or program to reinforce the mental health of teachers. The descriptive method of research was used in the study. The respondents of the study were the seventeen teachers in Bulihan Elementary School, Bulihan, Rosario, Batangas. The findings showed that different stressors had evident effects on the mental health of teachers and that poor mental health clearly had effects on teaching practices. The findings also revealed that teachers’ capacity of supporting the mental health of learners was greatly affected by anxiety and that a firm school system was needed to intensify teacher support when it comes to mental health. A plan of action or program was proposed to develop and implement a school-wide mental health program for teachers. The benefit of this study is not limited to one school only. However, the action research serves as a contemplative reference among other researchers who aim to revisit and reinforce teachers’ mental health and well-being.

Molding the Next Generation of Climate Scientists and Weather Forecasters: The Role of Meteorology Professors in the Philippines

Daniel C. Lor

The Philippines is often described as a country at the frontlines of climate risk. Situated along the Pacific typhoon belt and the “Ring of Fire,” it faces an average of 20 tropical cyclones each year, many of which make landfall. Beyond storms, Filipinos live with the persistent threat of flooding, drought, and rainfall-induced landslides—hazards that claim lives, displace communities, and set back development gains. In this setting, meteorology is not an abstract science confined to laboratories; it is a discipline that literally spells the difference between safety and tragedy. At the heart of preparing the country for this reality are meteorology professors and educators in Philippine universities, who mold young minds to carry the torch of climate science and weather forecasting.

The Few, the Proud: Meteorology in Philippine Higher Education

Currently, only four universities in the Philippines offer the Bachelor of Science in Meteorology—Mariano Marcos State University (MMSU) in City of Batac, Ilocos Norte; Central Luzon State University (CLSU) in Muñoz, Nueva Ecija; Bicol University (BU) in Legazpi City, Albay; and Visayas State University (VSU) in Baybay City, Leyte. At the graduate level, the University of the Philippines Diliman and the Ateneo de Manila University, both in Quezon City, stand out as the only institutions that provide advanced training in meteorology and related fields. This limited academic landscape makes every student who enrolls in these programs a vital resource for the country’s future. For these young learners, professors serve as both teachers and mentors, guiding them not only through the rigors of atmospheric science but also through the ethical responsibilities that come with forecasting weather in a disaster-prone country.

A meteorology professor in the Philippines does more than teach the fundamentals of thermodynamics, cloud physics, or computer modeling. They instill a sense of responsibility to serve the public, knowing that forecasts are not just numbers or the maps, but they are life-saving tools. In this sense, every classroom lecture and laboratory exercise carries the weight of the nation’s vulnerabilities. Students learn that accuracy in predicting the track of a tropical cyclone or the timing of a monsoon surge could mean saving thousands of lives from danger.

Educators as Bridges between Science and Society

Meteorology professors also serve as bridges between the academic community and the society as a whole. Farmers need rainfall forecasts for planting and harvesting, fishermen rely on wind advisories before setting out to sea, and local government units must plan evacuations ahead of the impending storms. Educators in meteorology prepare their students to understand this broader context: that weather forecasting is not only about science but also about communication. A perfectly accurate forecast is meaningless if people cannot understand it, or worse, if they dismiss it because they were misinformed elsewhere.

This communication aspect has become increasingly significant in the age of social media. Fake news, misleading weather updates, and exaggerated storm warnings spread quickly online, sometimes faster than official advisories. In this era of misinformation, professors remind students of the importance of credibility and trust. They emphasize that forecasts must be grounded in science and should always be aligned with legitimate sources, such as the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA). They teach that every word in a weather bulletin matters—whether it is describing the speed of a cyclone, the estimated rainfall, or the risk of landslides—because people make critical decisions based on these information.

Combating Fake News: A Classroom Mission

For meteorologists-in-training, learning to combat fake news has become as important as learning to interpret satellite images. Professors encourage them to use their voices responsibly on social media, not only as future forecasters but as educators in their own right. In doing so, they prepare students to be advocates of truth, able to stand firm against exaggerated or inaccurate reporting.

At the same time, professors model this responsibility by maintaining their own professional presence in public discourse. Many faculty members from meteorology programs are called upon by media during typhoons or droughts. Their calm explanations serve as examples for their students: science communicated with clarity and compassion can cut through the noise of misinformation.

Building a Future-Ready Generation

As climate change intensifies, the challenges ahead are daunting. Tropical cyclones are expected to become more severe, sea levels will continue to rise, and rainfall patterns will grow more unpredictable. The Philippines will need more scientists, forecasters, and communicators who can interpret these changes and help communities adapt. Yet with only a handful of universities offering meteorology programs, the supply of trained professionals is far from sufficient.

This scarcity underscores the importance of professors as multipliers. Each student they mentor has the potential to become a forecaster at PAGASA, a climate scientist at a research institute, or an educator who will train the next generation. Through their guidance, professors ensure that the chain of knowledge does not break, even if the institutions offering meteorology remain few.

Conclusion: Shaping Minds, Saving Lives

In the Philippines, meteorology professors and educators do not only produce graduates with technical skills; they cultivate a community of scientists who are also communicators, truth-tellers, and public servants. They remind their students that weather forecasting is not merely about data, but about people—families seeking shelter, farmers planting crops, and communities striving to survive.

By molding fresh bloods in climate science and weather forecasting, these educators shape the future of disaster preparedness in the country. In every classroom lesson, in every research project, and in every reminder to trust official sources like PAGASA over viral rumors, they are building a shield of knowledge that protects the nation. In doing so, they affirm that while the Philippines may be among the most disaster-prone countries in the world, it can also be among the most resilient—armed with science, guided by truth, and inspired by the educators who lead the way.

The Menace of Illegal Drugs Through the Lens of Differential Association Theory

Illegal drug use represents one of the most serious worldwide social problems, which impacts people from all economic classes and every geographical region and cultural group. Law enforcement agencies are facing problems with combating drug distribution, yet it is vital to understand social patterns that fuel illegal drug use and distribution. According to Edwin H. Sutherland's Differential Association Theory, the explanation emerges because it shifts focus from individual disorders to social relationships.

According to Differential Association Theory, social learning through social contact with others leads people to develop criminal behavior. According to Sutherland, people start with no criminal tendencies. Over time, they acquire them through repeated exposure to viewpoints that support illegal conduct. People are more likely to adopt deviant behavior when their surroundings include social elements that make such conduct seem normal. Social learning processes primarily demonstrate themselves in the context of illegal drug usage and distribution. These statements are supported by Alduraywish (2021), who claims that criminal minds, techniques, and strategies are learned through intimate communication within intimate groups.  

A young person who lives in a neighborhood with high drug use prevalence needs consideration. Some members of their family circle, along with friends and local community leaders, are involved in drug-related activities as either consumers or distributors.  Through the principles of Differential Association Theory, a person's repeated exposure to drug-supporting attitudes increases their probability of adopting these beliefs as personal convictions. The person develops drug-related skills through continuous exposure, which leads them to perceive drug consumption as an ordinary life element. Monahan et al., (2014) expressed that when a person who has previously been exposed to deviant behavior, such as substance use, is most likely to manifest co-occurring similar behavior when exposed to people who exhibit similar behavior. The learning process occurs through observation, direct participation, and regular conversations.

Sutherland's theory further explained that people acquire criminal tendencies through their social environment before learning to view criminal behavior as usual. Drug culture conveys knowledge about avoiding police detection and arguments for drug usage, as well as instructions for operating within the black market. The transmission of these techniques and justifications occurs between people through the process of everyday social contact, which functions like the transmission of other cultural values. The outcome creates a continuous loop that sustains and expands drug-related behavior among members of social groups.

The persistence of drug problems in specific communities becomes understandable through the framework of Differential Association Theory. The local culture embraces drug use to such an extent that every new generation learns this way of life from birth. Pro-drug messages that come from peers, media, and family members continuously appear to an individual, which eventually weakens their initial resistance to drug use. The theory advances past basic peer influence by revealing multiple layers of social learning mechanisms and influential factors.

This theory expresses a fundamental opposition to the widespread view that labels drug users as individuals with moral deficiencies or deviant characteristics. People develop their behaviors in response to environmental influences, which lead them to replicate the dominant behaviors present in their social circles. This concept creates significant effects on the way society fights the drug issue. One of the most effective approaches to combat the proliferation of illegal drugs is to strengthen educational programs combined with community partnerships and transparent law enforcement methods for breaking down the drug use culture. Additionally, criminal justice systems and processes should be calibrated to align with the national framework and international standards.

The main message of Differential Association Theory provides essential explanations about the origins of illegal drug use and trading, as well as their distribution patterns. The fight against illegal drugs needs robust backing from government agencies and community members, and the alignment of government programs to achieve effective social condition changes.

References

Alduraywish, M. (2021) Juvenile Delinquency and Differential Association Theory. Advances in Applied Sociology, 11, 341-349. https://doi: 10.4236/aasoci.2021.118031.

Monahan, K. C., Rhew, I. C., Hawkins, J. D., & Brown, E. C. (2014). Adolescent Pathways to Co-Occurring Problem Behavior: The Effects of Peer Delinquency and Peer Substance Use. Journal of Research on Adolescence, 24, 630-645. https://doi.org/10.1111/jora.12053

Investigating Terrorism Through Strain Theory Analysis: A Criminological Approach

Terrorism represents the most complex problem that the worldwide society faces today because of its multiple facets. Political, religious, and ideological explanations for terrorism fail to explain why some people choose extreme violence within identical circumstances. The sociological framework, in conjunction with Strain Theory, provides fundamental analytical tools for identifying the social elements that underpin terrorist behavior. The explanation created by Robert Merton, alongside Robert Agnew, shows how social inequality interacts with limited opportunities and emotional strain to create conditions that lead certain individuals to adopt radical ideas, which can result in violent behavior. Agnew (2001) posited that negative life experiences, such as goal blockage, can cause strain in individuals, which can lead to criminal behavior.

The theory introduced by Merton explains that people feel pressure because they cannot reach socially accepted benchmarks of success, which consist of economic development and social advancement, as measured by standard methods. When people perceive their goals as unreachable via traditional methods, they may choose deviant behavior to accomplish their goals or demonstrate resistance against systems they perceive as unjust. This theory offers a discussion as to why terrorism thrives by demonstrating how economic, alongside political oppression and social exclusion, leads people to use violence as either a protest or a societal transformation method. According to Berger (2018), terrorism or extremism is an expression that there is a need to perform hostile action, such as verbal attacks, violence, and even genocide, to achieve success.

People residing in highly conflict-prone areas face three major problems: high unemployment rates, inadequate educational opportunities and access to healthcare, and limited political representation. People who discover no legal path toward success often adopt extremist beliefs that provide them with empowerment and purpose and the opportunity to battle perceived injustices. Terrorists utilize feelings of strain by providing material assistance, identity formation, group membership, and opportunities for revenge. Terrorism emerges as a solution to strain when traditional avenues toward success or justice become inaccessible.

The traditional strain theory receives expansion from Robert Agnew through his analysis of emotional reaction to stressful experience. The scientist identified three fundamental causes of stress, including the loss of valuables, unmet objectives, and traumatic events. Under adverse circumstances, people developed anger, which led to both resentment and despair, until they sought revenge through guidance from powerful leaders or organized movements.

According to Agnew, not all individuals who experience strain choose criminal behavior or violent actions. The critical factor remains how people manage their stress, along with their access to supportive relationships and legitimate resources, as well as their emotional resilience. Terrorist organizations successfully recruit members in environments where social networks are weak and government authority lacks legitimacy, and alternative viewpoints are suppressed.

Strain theory provides a comprehensive analysis of the social and emotional factors that contribute to terrorism and violent extremism. The fundamental result of failed expectations alongside systemic inequality, social injustice, and emotional distress leads the field to shift its focus from individual blame to structural problems, which validate terrorism as a legitimate defense for a few people. Addressing these fundamental issues will stand as our most effective strategy to permanently reduce, if not neutralize, terrorist threats.

References

Agnew, R. (2001). “Building on the Foundation of General Strain Theory: Specifying the Types of Strain Most Likely to Lead to Crime and Delinquency.” Journal of Research in Crime and Delinquency 38 (4): 319–361. doi:https://doi.org/10.1177/0022427801038004001(open in a new window).

Berger, J. M. 2018. Extremism. Cambridge, Mass: MIT Press.

Understanding Memory and Cognition in Student Learning

One of the most fascinating parts of being a teacher is seeing how my students process information, remember lessons, and sometimes, unfortunately, forget what I just taught them. This reality makes me appreciate the value of cognitive learning theories, especially the Information Processing Theory proposed by George A. Miller (1956) and the studies about memory and forgetting. Both theories remind me that teaching is not only about presenting facts but also about guiding students in how they receive, store, and recall knowledge.

The Information Processing Theory compares the human mind to a computer. Information comes in through the senses, is processed in the short-term memory, and then, with enough attention and practice, is stored in the long-term memory. This helps me understand why some students easily remember lessons while others struggle. If a student’s attention is not fully engaged during class, the information might not even reach their short-term memory. And if the information does reach short-term memory but is not reinforced, it will most likely be forgotten before it transfers to long-term memory.

Because of this, I realize the importance of strategies that encourage active engagement. For example, instead of just lecturing, I try to ask questions, let students explain ideas in their own words, or give short activities that make them apply the concept. When they use the information actively, they are rehearsing it, which increases the chance that it will be stored in their long-term memory. Visual aids, storytelling, and even humor also help because they capture attention, and attention is the gateway to memory.

However, even if I try my best to help students remember, forgetting is something I cannot completely avoid. It is part of how the brain works. Students may forget because of decay, which means the memory fades if it is not used. Others forget due to interference, when new information pushes out the old. I have even seen cases of retrieval failure, where a student knows the answer but cannot bring it to mind during a test. These situations can be frustrating, but they also remind me that forgetting is not necessarily a sign of laziness. Sometimes, it simply means that students need better strategies to store and retrieve information.

To address this, I use techniques like spaced repetition, where I review lessons at different intervals rather than all at once. I also encourage students to make connections between new knowledge and their prior experiences. For example, when teaching Philippine literature, I let them relate characters or events in the story to their personal lives. This way, the memory becomes meaningful, and meaningful memories are harder to forget. I also emphasize the use of mnemonics, outlines, and summaries because these tools give structure to information, making retrieval easier.

As a teacher, I am also reminded that I should not overload my students with too much information in one sitting. The short-term memory has a limited capacity, and if I give too many details at once, students might end up forgetting more than they remember. Instead, I try to break lessons into manageable parts and give them time to process. This is not always easy given the demands of the curriculum, but I see that when I slow down and give space for reflection, learning becomes more effective.

Another thing I have realized is that emotion plays a big role in memory. Students tend to remember lessons that made them laugh, think deeply, or even feel challenged. On the other hand, if they are anxious, stressed, or bored, they are less likely to retain information. This is why I try to create a positive classroom environment where students feel safe and motivated. When they are emotionally engaged, the memory becomes stronger.

Remembering my experiences, I realize that I also went through the same process as a student. I remember struggling to memorize long poems or scientific terms, only to forget them after the exam. But I also remember how some lessons stayed with me for years because they were taught in ways that connected to real life. Now that I am the teacher, I see it as my responsibility to create those kinds of lasting memories for my own students.

Ultimately, learning about the Information Processing Theory and the nature of memory and forgetting has changed the way I see teaching. It has made me more patient with my students, knowing that forgetting is part of the process, and it has challenged me to be more creative in finding strategies that strengthen memory. Teaching is not only about giving knowledge; it is also about making sure that knowledge lasts. By helping my students process information effectively and fight against forgetting, I am not only preparing them for exams but also equipping them with skills for lifelong learning.

Embracing and Nurturing Learner Diversity

One of the most important lessons I have realized as a teacher is that no two students are the same. They come into the classroom with different strengths, personalities, backgrounds, and levels of motivation. Understanding these differences is not always easy, but it is necessary if I want to teach effectively. Reading about Multiple Intelligences, Needs and Motivation Theories, and Human Development helped me reflect on how I can respond better to my students’ uniqueness.

The theory of Multiple Intelligences by Howard Gardner (1983) made me see that intelligence is not just about doing well in math or science. Some students are musically talented, others are gifted in sports, some are good at social interaction, and others excel in linguistic skills. As a teacher, it reminds me that I should not measure all my students with the same yardstick. For example, when giving projects, I try to offer choices. A student can write an essay, create a song, or even design a poster depending on what fits their intelligence. This way, they can show what they have learned through their strengths, and at the same time, they feel valued because their abilities are recognized.

But knowing that my students are different is only the first step. I also need to understand what motivates them to learn. Motivation can either be intrinsic or extrinsic. In my experience, students who are intrinsically motivated usually perform better because they enjoy the process of learning itself. However, I also recognize that not all students are naturally curious about every subject. This is why extrinsic motivation like praise, recognition, or even a simple reward system can help. The challenge for me as a teacher is to slowly turn extrinsic motivation into intrinsic motivation by showing students the deeper value of what they are learning.

Maslow’s Hierarchy of Needs (1943) also helps me understand why some students find it difficult to focus on class. If their basic needs like food, safety, or a sense of belonging are not met, how can I expect them to pay attention to literature or science? I remember a student who often seemed distracted and uninterested. Later, I found out that his family was going through financial difficulties. That experience reminded me that as teachers, we cannot separate learning from the real lives of our students. Sometimes, a little empathy, encouragement, or even adjusting my expectations can make a big difference in motivating a struggling student.

Aside from motivation, I have also learned the importance of knowing human development theories. For example, Jean Piaget’s cognitive stages remind me that young learners think concretely while older students can handle abstract ideas. Erik Erikson’s psychosocial stages highlight that adolescents are often dealing with issues of identity and belonging, which explains why peer influence is so strong during teenage years. Lev Vygotsky’s emphasis on the “zone of proximal development” shows me that students learn best when given tasks that are just slightly beyond their current ability, with guidance or scaffolding from the teacher.

By applying these theories, I realize that my role is not only to teach content but also to guide students as they grow. For example, when I teach Grade 7 students, I am aware that they are at a stage where they seek independence but still need structure. I try to balance giving them freedom in how they approach tasks with clear guidance, so they do not feel lost. I also recognize the social nature of learning, so I often use group activities that allow them to collaborate while learning from each other.

All these theories also remind me to be more patient and flexible. Sometimes, I am tempted to compare one student to another, but I remind myself that each one is in a different stage of development, with different needs and motivations. A student who seems lazy might just lack confidence. Another who is always noisy might be showing strength in interpersonal intelligence. Instead of labeling them, I should try to understand where they are coming from.

When I recall at my own journey as a student, I also experienced these differences. I was not always the top of the class, but I had teachers who saw potential in me. They motivated me not only through grades but also by making me realize the value of what I was learning. They also respected my strengths and encouraged me to use them. Now, I see myself in their shoes, hoping to do the same for my students.

Overall, understanding individual differences, motivation, and human development gives me a clearer picture of what teaching really is. It is not about making all students fit into one mold but about guiding each one according to their abilities, needs, and stage in life. It also challenges me to keep growing as a teacher, to be more patient, more flexible, and more empathetic. If I can help my students discover their strengths, stay motivated, and grow not just academically but also personally, then I believe I have done my role well.

Building Character in Modern Classrooms

Teaching in today’s world is more complex than ever. On one hand, we are asked to prepare our students for the challenges of the 21st century by teaching them the skills needed to thrive in a fast-changing global society. On the other hand, we also carry the responsibility of guiding their values and morality so that they grow not only as intelligent individuals but also as good human beings. Reflecting on the role of values education and the need for 21st century teaching methods made me realize that these two are not separate goals. In fact, they complement each other and must go hand in hand in our classrooms.

As a language and literature teacher, I often ask myself: What kind of graduates do I want my students to become? Surely, I want them to excel academically and to be skilled in communication, critical thinking, and problem-solving. But more importantly, I want them to be responsible, respectful, and compassionate individuals. This is where values education comes in. Teaching values is not about preaching to students or telling them what is right and wrong in a rigid manner. Instead, it is about giving them experiences, reflections, and models that help them internalize the values themselves.

I have learned about different valuing models that can be used in teaching. For example, one approach is to let students clarify their values by reflecting on real-life situations and making choices based on their principles. Another approach is to allow them to practice these values in concrete actions, like community service or group projects where cooperation and respect are required. In this way, values are not just abstract words but lived experiences.

However, teaching values alone is not enough in the context of today’s world. We are living in the 21st century, where students must also be equipped with modern skills such as collaboration, digital literacy, creativity, and global awareness. Traditional methods of rote learning no longer match the demands of society. Our students need to learn how to think critically, communicate effectively, and solve problems that do not have simple answers. This means that as teachers, we must also adopt 21st century pedagogy that goes beyond textbooks and memorization.

For instance, instead of giving only paper-and-pencil tests, I try to use authentic assessments that let students demonstrate their learning in real-world ways. This could be through presentations, research projects, or creative outputs. I also try to integrate technology into my lessons, not just for the sake of using it, but because technology is now part of how students interact with the world. Of course, I know that not all schools have the same resources, but even small steps like using digital tools for collaboration can already make a difference.

One thing I realize is that values and 21st century skills should not be taught separately. For example, when students work on group projects, they are not only practicing collaboration as a skill but also learning values like patience, respect, and responsibility. When they are exposed to global issues such as climate change or poverty, they are not only developing critical thinking but also empathy and social awareness. In this sense, values education and modern pedagogy strengthen each other.

As a teacher, I know I must also be a role model. Students do not just learn from what I say but also from what I do. If I want them to value honesty, then I must show honesty in my dealings with them. If I want them to respect others, then I must treat them with respect, even when they make mistakes. This is not always easy, especially when I feel pressured by deadlines, administrative work, and personal challenges. But I remind myself that my behavior in the classroom sends a stronger message than any lecture I can give.

As I reflect on my experiences, I realize that the teachers who influenced me most were not necessarily the ones who gave the hardest exams or the longest lectures. They were the ones who showed fairness, kindness, and passion in teaching. They also used methods that encouraged us to think, create, and explore. These experiences shaped both my values and my skills. Now that I am in their place, I hope to pass on the same influence on my students.

The integration of values education and 21st century pedagogy is essential in shaping the learners of today. We cannot produce graduates who are only intelligent but lack morality, nor can we form students who are kind but unprepared for the demands of modern society. By combining values formation with innovative teaching methods, we can raise individuals who are not only competent but also compassionate, not only skillful but also principled.

Overtime Policy: Karagdagang Bayad para sa trabaho ng mga Guro

Sa Panulat ni: Rhea M. Sabay, LPT

Noong Setyembre 10, 2025, inilabas ng Department of Education (DepEd) ang bagong patakaran hinggil sa kompensasyon ng overtime work ng mga guro, partikular na kapag lumagpas sila sa regular na anim na oras ng pagtuturo. Ayon sa Inquirer News, ito ay tugon sa direktiba ni Pangulong Ferdinand Marcos Jr. bilang bahagi ng National Teachers’ Month. Layunin nitong kilalanin at bayaran ang dagdag na oras na ibinubuhos ng mga guro para sa gawaing lampas sa kanilang opisyal na tungkulin. Ang hakbang na ito ay mahalaga, ngunit mas magiging malinaw ang usapin kung ikukumpara sa mga karanasan ng ibang bansa.

Tradisyonal na nakapako sa anim na oras kada araw ang opisyal na teaching load ng mga guro sa pampublikong paaralan. Gayunman, alam ng lahat na lumalagpas pa rito ang kanilang aktwal na gawain: pagbuo ng lesson plan, pag-check ng papel, pakikilahok sa training, at pagsubaybay sa extracurricular activities. Sa bagong overtime policy, maaari nang tumanggap ng karampatang bayad ang mga guro para sa mga gawaing ito, isang bagay na dati ay itinuturing na bahagi lamang ng kanilang obligasyon.

Mahalaga ang patakaran, ngunit hindi maiiwasang itanong kung paano ito ipatutupad nang maayos. Una, kailangan ng malinaw na sistema ng pag-monitor ng aktwal na overtime. Pangalawa, dapat tiyakin na may sapat na pondo upang hindi maulit ang pagkaantala na tulad ng naranasan sa performance-based bonus. Pangatlo, dapat ding maging pantay ang pagpapatupad.

Sa Japan, malinaw na bahagi ng kultura ng pagtuturo ang overtime. Ayon sa datos ng OECD, umaabot sa higit 50 oras kada linggo ang aktwal na oras ng pagtatrabaho ng mga guro, kasama na ang club activities at administrative tasks. May kompensasyon, ngunit madalas ay in-kind benefits o fixed allowances kaysa eksaktong overtime pay.

Sa Finland naman, kabaligtaran ang kalakaran. Limitado at malinaw ang oras ng pagtuturo ng mga guro, at hindi inaasahan na gumugol sila ng sobra-sobrang oras sa labas ng opisyal na duty. Kung may dagdag na gawain, ito ay binabayaran o ina-adjust sa kanilang teaching load. Ang ganitong sistema ang dahilan kung bakit mataas ang job satisfaction at work-life balance ng mga guro roon.

Samantala, sa Estados Unidos, nakasalalay ang overtime pay ng mga guro sa collective bargaining agreements at batas ng bawat estado. May ilang distrito na nagbibigay ng overtime o stipend para sa dagdag na gawain, samantalang sa iba naman ay walang malinaw na sistema, kaya’t nagiging sanhi ng reklamo at mataas na attrition rate.

Kung ikukumpara, makikita na ang bagong patakaran ng Pilipinas ay hakbang tungo sa pagkilala sa aktwal na sakripisyo ng mga guro ngunit hindi ito sapat kung walang malinaw na implementasyon at sapat na pondo. Bukod pa rito, dapat isaalang-alang ang kabuuang kondisyon ng pagtuturo: workload, sahod, at suporta mula sa pamahalaan. Kung hindi, maaaring maging panandaliang solusyon lamang ito, imbes na makabuluhang reporma.

Ang overtime policy ng DepEd ay isang hakbang sa tamang direksyon, subalit ito ay may kaakibat na hamon. Sa paghahambing sa Japan, Finland, at Estados Unidos, makikitang maraming modelo na maaaring pagbatayan upang mas mapabuti ang implementasyon sa Pilipinas. Sa huli, ang layunin ay hindi lamang magbigay ng dagdag na bayad, kundi tiyakin na ang mga guro ay may makatarungang sahod, balanseng workload, at sapat na suporta. Ang tunay na pagkilala sa kanila ay hindi lamang nakikita sa overtime pay, kundi sa kabuuang sistemang nagtataguyod sa kanilang propesyon at misyon sa edukasyon.

Mga Sanggunian:
https://newsinfo.inquirer.net/2107379/deped-orders-new-policy-to-compensate-teachers-for-overtime-work

https://www.researchgate.net/publication/381823946_Impact_of_Long_Working_Hours_on_Mental_Health_Status_in_Japan_Evidence_from_a_National_Representative_Survey

https://www.helsinkitimes.fi/finland/finland-news/domestic/27979-government-budget-talks-weighed-holiday-cuts-overtime-changes-and-welfare-limits.html

https://www.epi.org/publication/overtime-pay-state-solutions-to-the-u-s-worker-rights-crisis-overtime-pay/

Mathematics in the Modern World A Compass for Engineering Minds

Essay by Engr. Dahlia D. Fernandez 

Biliran Province State University

In today’s rapidly evolving technological landscape, mathematics is no longer confined to the realm of abstraction or academic theory. It has become a dynamic, indispensable tool that engineers use to navigate complexity, solve real-world problems, and design systems that shape the future. For engineering students, the course Mathematics in the Modern World offers more than just foundational knowledge it provides a compass for critical thinking, ethical decision-making, and interdisciplinary innovation.

At its core, Mathematics in the Modern World introduces students to the language of logic, patterns, and structured reasoning. These elements are not merely academic exercises; they are the very tools engineers rely on to build bridges, optimize networks, simulate environments, and ensure safety in design. The course begins with an exploration of mathematical reasoning, helping students distinguish between valid and fallacious arguments, recognize patterns, and apply deductive and inductive logic. These skills are essential in engineering, where precision and clarity can mean the difference between a successful project and a catastrophic failure.

Beyond logic, Mathematics in the Modern World emphasizes the role of mathematics in modeling real-world phenomena. Engineering students learn to translate complex systems into mathematical representations, whether analyzing traffic flow, predicting structural stress, or designing energy-efficient buildings. This modeling process fosters a mindset of abstraction and generalization, enabling students to approach problems systematically and creatively. It also teaches them to appreciate the limitations of models, encouraging humility and continuous refinement in their work.

One of the most empowering aspects of Mathematics in the Modern World is its focus on practical applications. Topics such as financial mathematics, voting systems, and network theory are not traditionally emphasized in engineering curricula, yet they are deeply relevant. Financial mathematics equips students with the tools to evaluate project costs, manage budgets, and understand the long-term implications of investment decisions. In a country like the Philippines, where infrastructure development must often contend with limited resources, these skills are vital for engineers who aspire to lead responsibly and sustainably.

Voting systems and apportionment methods, though seemingly political, have profound implications for engineers involved in public service, policy design, or civic technology. Understanding how votes are counted, how representation is distributed, and how fairness is mathematically assessed allows engineers to contribute to transparent and equitable systems. This is especially important in regional development, where engineers may be called upon to design digital platforms, automate processes, or advise on data-driven governance.

Network theory, another key topic in Mathematics in the Modern World, is central to modern engineering practice. Whether designing communication systems, optimizing logistics, or securing digital infrastructure, engineers must understand how nodes and connections behave. Mathematics in the Modern World introduces students to the mathematics behind these systems, helping them visualize relationships, identify vulnerabilities, and enhance efficiency. In the context of Smart Campus initiatives and digital transformation, this knowledge becomes a strategic asset.

Moreover, Mathematics in the Modern World encourages students to see mathematics not as a rigid set of rules, but as a flexible, evolving language that adapts to human needs. It explores the beauty of patterns in nature, fractals, spirals, symmetry, and connects them to engineering design. This aesthetic dimension of mathematics inspires creativity and innovation, reminding students that engineering is not only about solving problems but also about imagining possibilities.

The course also fosters ethical awareness. By examining how mathematical models can be misused or misunderstood, students learn to question assumptions, validate data, and communicate findings responsibly. This is crucial in an era of misinformation, where engineers must often defend the integrity of their work and advocate for evidence-based solutions. Mathematics in the Modern World teaches students to balance technical rigor with social responsibility, preparing them to become not just competent professionals but conscientious leaders.

Furthermore, the course cultivates interdisciplinary collaboration. Engineers must often work with economists, environmental scientists, urban planners, and educators. Mathematics in the Modern World provides a common language for these interactions, enabling students to communicate ideas clearly, justify decisions mathematically, and contribute meaningfully to diverse teams. This collaborative spirit is essential for regional advancement, where innovation must be inclusive and participatory.

Importantly, Mathematics in the Modern World humanizes mathematics. It invites students to reflect on their own relationship with numbers, logic, and problem-solving. It encourages them to see mathematics not as a distant authority, but as a companion in their intellectual journey. This shift in perspective reduces anxiety, builds confidence, and fosters a lifelong appreciation for analytical thinking.

For engineering students, this humanized approach is transformative. It helps them connect technical skills with personal values, academic goals with societal impact. It reminds them that behind every equation is a story of a community needing clean water, a family seeking reliable power, a student dreaming of a better future. Mathematics becomes not just a tool, but a bridge between aspiration and action.

Mathematics in the Modern World is more than a general education course; it is a strategic foundation for engineering excellence. It equips students with the cognitive tools to reason, model, and innovate. It prepares them to engage with complexity, collaborate across disciplines, and lead with integrity. And most importantly, it reminds them that mathematics is not separate from life, it is embedded in every decision, every design, every dream.

As engineering students embrace this compass, they do not merely learn to solve problems. They learn to ask better questions, to imagine better systems, and to build a better world.