Artificial intelligence tools have considerable potential to support English language teaching in terms of personalized learning, instant feedback, authentic input, and opportunities for interactive practice outside the classroom. However, the value of AI is not only in the technology but also in the way teachers design, guide, monitor, and evaluate its use in meaningful learning […]
Christian schools today face the growing challenge of preserving their unique theological identity while meeting modern demands for accountability, operational efficiency, and global quality assurance. While frameworks like ISO 21001 and international accreditation have improved educational management, they are often viewed as secular models that may conflict with the spiritual mission and beliefs of Christian […]
Artificial intelligence (AI) is increasingly used in College English teaching through AI tools, online learning platforms, automated feedback, speech practice, and digital learning resources. However, the effectiveness of technology-enhanced teaching depends on how technology is integrated into classroom teaching and whether it promotes students’ learning engagement. When technology use is not closely connected with teaching […]
The rapid advancement of generative artificial intelligence (AI) is reshaping teaching practices in higher education, yet how university teachers adapt to these changes remains insufficiently understood. This study examines the relationships among technology anxiety, self-efficacy, and role adaptation, with a particular focus on the mediating role of career identity. Data were collected from 376 university […]
This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded […]
This study determined the reading level of intermediate pupils of Tagaytay Elementary School for the school year 2019-2020. The findings revealed that out of 76 pupil-respondents, in the word recognition area, 28 or 37% were at the frustration level, 27 or 36% were at the instructional level, and only 21 or 27% were at the […]
The study explores the application of Focusing-oriented Art Therapy (FOAT) approaches, namely FOAT check-in and Clearing a space with Art (CAS-Art), among adolescent victims of sexual abuse in a shelter facility. Using an action research methodological framework, this qualitative research study aims to determine how FOAT may help the victims in their process of recovery […]
This study aims to investigate the implementation of practice models of Listening Comprehension proposed by John Morley in his article “Listening Comprehension Instructional Models-Matching Theory and Practice” (Morley, 1995). Morley has suggested four types of models of aural comprehension for all types of students and all four models are outlined for the foreign language learners. […]
This reflective study examines the implementation of metacognitive scaffolding to improve online English listening instruction for vocational college students over two semesters of classroom practice, learner tracking, and systematic observation. Although digital platforms enable flexible out‑of‑class listening, many vocational learners exhibit mechanical repetition, over‑reliance on correct answers, low engagement, and listening anxiety, largely due to […]
This study examined the level of students’ knowledge on flood control corruption and its implications for enhancing teaching strategies in Araling Panlipunan. The respondents were 296 Junior High School students of the University of La Salette, Incorporated. The study employed a descriptive-quantitative research design, using a researcher-constructed questionnaire with a five-point Likert scale for data […]
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