Full Journal Article

Journal Issue DOI: https://doi.org/10.55902/FMCN4508 

Sustainable Digital Learning Tools for 21st Century Teaching: Bridging Gaps to Ensure Equity and Inclusivity in Distance Education

https://doi.org/10.55902/NOZN6288

Adesegun Olayide Odutayo¹, Mubarak Akinsegun Akintola², and Adeshina Abdullateef Adebayo³

¹University of Johannesburg 2006, South Africa

²University of Ilorin, Nigeria

³Queen’s University, Belfast, United Kingdom

ABSTRACT

Digital learning tools have become central to distance education in the 21st century, offering new possibilities for expanding access to teaching and learning. However, questions surrounding their sustainability and capacity to promote equity and inclusivity remain unresolved, particularly within developing contexts. This study explores the barriers and challenges of digital learning tools and analyses how solving the identified challenges can promote equity and inclusivity in distance edu­cation. To achieve the research objectives, a systematic literature review approach was employed. Using a set of inclusion and exclusion criteria, over 375 studies related to the topic were critically reviewed to identify nine (9) studies. The nine selected studies were deemed adequate and met all the inclusion criteria. Thus, these articles were used to answer the research questions raised in the study. After applying thematic analysis to the selected papers, several themes emerged that addressed the objectives. The paper concludes by advocating for policy reforms and investments in sustainable digital solutions that prioritise equity and inclusion. The study proposed that when digital learning tools bridge gaps in access and equity, they can transform education into a univer­sal right, fostering social cohesion, economic development, and creating a more just and inclusive global education system.

Keywords: Digital Learning Tools, Inclusivity, Distance Education, 21st Century Teaching

Cite this Article:

Odutayo, A.O., Akintola, M.A, & Adebayo, A.A. (2025). Sustainable Digital Learning Tools for 21st Century Teaching: Bridging Gaps to Ensure Equity and Inclusivity in Distance Education. Academia Lasalliana Journal of Education and Humanities, 7(1), 1-11. https://doi.org/10.55902/NOZN6288

Changing Path: Exploring the Lived Experiences of Former Seminarians Transitioning to Higher Education Profession

https://doi.org/10.55902/VFET1425

Billy Jan R. Puerta^1,a, Gladiolus Gatdula^2,b, and Mariano Thomas Ramirez^3,b

^aCity College of San Fernando Pampanga

^bDe La Salle University- Dasmarinas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study examined the unique transition of former seminarians who, after leaving the seminary, continued their vocation in higher education. The primary objective was to explore how former seminarians described their lived experiences transitioning into the higher education profession, to categorize the themes emerging from their narratives, and to analyze the implications of their transition on spiritual, personal, and professional levels. The study also aimed to offer a thematic framework encapsulating these transitions. Utilizing a qualitative phenomenological approach based on Moustakas’ methodology and adapted by Creswell, five former seminarians -now educators from various universities – were purposefully selected. Data were collected through in-depth interviews and analyzed using epoche, thematic reflection, and eidetic insights. Findings revealed that former seminarians underwent a complex yet enriching transformation, redefining their vocation. Their transitions were marked by challenges related to identity, adaptation, and emotional coping. Despite these difficulties, participants demonstrated resilience, applied seminary-imbibed values, and emphasized discernment in their teaching practice. Moreover, the seminary’s structured lifestyle and value-based formation significantly influenced their pedagogy, classroom management, and moral leadership within academic institutions. This study recommends that seminaries incorporate modules on career adaptability and vocational discernment beyond the priesthood to prepare seminarians for potential secular roles. It also suggests that educational institutions recognize and support the unique contributions of these educators by promoting faith-integrated pedagogy. Future research may examine similar transitions across different cultural or religious contexts to broaden the understanding of vocational identity and its evolution in secular professions.

Keywords: Epoche, Formation, Former Seminarians, Higher Education, Transition

Cite this Article:

Puerta, B.J.R., Gatdula, G., & Ramirez, M.T. (2025). Changing Path: Exploring the Lived Experiences of Former Seminarians Transitioning to Higher Education Profession. Academia Lasalliana Journal of Education and Humanities, 7(1), 13-25. https://doi.org/10.55902/NOZN6288

Maybe It’s Wishful thinking: On Self-Deception through Jean-Paul Sartre’s the Gaze

https://doi.org/10.55902/QSAW4745

Rodrigo Emil M. Carreon

De La Salle University, Manila, Philippines

Mapúa University, Manila, Philippines

ABSTRACT

Self-deception is given a definition that hinders the Self from attaining authenticity, therefore, not free. Thus, it is commonly regarded as an epistemic and ethical defect. This research intends to prove the determination of self-deception as not inherently and intrinsically evil and may be ethical in utility through its specie, wishful thinking. To achieve this, Jean-Paul Sartre’s Gaze is used to justify a phenomenological-existential framework. The endeavor used the literature review section as a foundational threshold for the evaluation of existing theories of the variables in this paper, namely wishful thinking, self-deception, and justification. In the same manner that the arguments were presented in a manner that it would reinforce the conditions to justify wishful thinking. The exposition of the problem of Sartre’s Gaze was used as the central theory. This study attempted to answer the question “How is the Gaze an enabling factor for the allowability of Self deception by wishful thinking?” Therefore, the explication of the theories of ethics are posited and will be the foundations of future pursuits on the facets and variations of Self-deception and wishful thinking. If properly qualified into disposition, wishful thinking may ascertain psychological resilience and guarding of epistemological identity.

Keywords: Existentialism, Jean Paul Sartre, Philosophy of the Self, Self-deception, Wishful Thinking

Cite this article:

Carreon, R. E. (2025). Maybe It’s Wishful thinking: On Self-Deception through Jean-Paul Sartre’s the Gaze. Academia Lasalliana Journal of Education and Humanities, 7(1), 27-38. https://doi.org/10.55902/QSAW4745

Self-Efficacy of Registered Guidance Counselors in Providing Psychosocial Services to Children with Special Needs

https://doi.org/10.55902/NUAD5239

Kyle Denielle Dimapilis

De La Salle University- Dasmarinas, City of Dasmariñas,

Cavite, Philippines

ABSTRACT

This study examines the self-efficacy of 32 CALABARZON guidance counselors in providing psychosocial services to children with special needs, using Lent’s scale and Bandura’s theory, through a descriptive-survey design. Counselors showed moderate self-efficacy across key domains, highlighting the need for specialized training in special education and further research on factors influencing their effectiveness with children with special needs. Finally, a training module was developed focusing on three areas for each domain such as behavioral rehearsal, immediacy, self-disclosures for insights and exploration, homework, tracking sessions, responding with best helping skills, appropriate response to clients, discerning emotions, case conceptualization, transference and counter transference, therapy impasse, clients with traumatic experience, and issues a counselor is also dealing with personally, such as beliefs and biases.

Keywords: counselor self-efficacy, helping skills self-efficacy, session management self-efficacy, counseling challenges self-efficacy, children with special needs

Cite this article:

Dimapilis, K. D. (2025). Self-Efficacy of Registered Guidance Counselors in Providing Psychosocial Services to Children with Special Needs. Academia Lasalliana Journal of Education and Humanities, 7(1), 39-54. https://doi.org/10.55902/NUAD5239

Leadership Capacity Generation in Chinese Private Universities: An IPO Model of Family, Individual, and Campus Dynamics

https://doi.org/10.55902/YGSF6967

Zhang Guihua^1,2, Gladiolus Gatdula², and Mariano Thomas Ramirez²

¹Yantai Nanshan University, Yantai, Shandong, China

²De La Salle University- Dasmarinas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Leadership development is a central mission of higher education, yet prevailing frameworks – largely grounded in Western contexts – often overlook the sociocultural mechanisms shaping leadership formation in non-Western systems. This study examines how family socioeconomic status (SES), parenting style, personality traits, campus involvement, and campus climate jointly influence students’ leadership capacity in Chinese private universities. Drawing on an Input–Process–Output framework, survey data from 995 undergraduates were analyzed using hierarchical regression and bootstrapped mediation tests. Results indicate that family SES, authoritative parenting, and personality traits significantly predict leadership capacity, with authoritative parenting serving as a key mediating pathway. Campus involvement, however, shows no significant mediating effect in the SES–leadership link, suggesting that leadership development among high-SES students is largely driven by direct resource and social capital advantages, while lower-SES students rely more on personality-based compensatory mechanisms. Campus climate amplifies the developmental returns on engagement, underscoring that leadership growth emerges from the interplay of structural resources, psychological capital, and institutional context. These findings shift the understanding of educational equity from the distribution of opportunities to the efficiency of converting them into capabilities.

Keywords: Leadership Capacity Development, Family Socioeconomic Status, Campus Involvement, Campus Climate, Input-Process-Output Framework

Cite this article:

Guihua, Z. , Gatdula, G., Ramirez, M.T (2025). Leadership Capacity Generation in Chinese Private Universities: An IPO Model of Family, Individual, and Campus Dynamics. Academia Lasalliana Journal of Education and Humanities, 7(1), 55-66. https://doi.org/10.55902/YGSF6967

Understanding the Adjustment Experiences of New Hires: A Phenomenological Study of Employees who Resigned Before Regularization in the Philippines

https://doi.org/10.55902/IUBM9329

Judy Mae G. Recto, Georcel Janine V. Yu, and Maria Theresa Gochuico

De La Salle University- Dasmarinas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

In the Philippine private sector, new hires often resign before reaching regularization, highlighting gaps in onboarding, workplace support, and alignment with personal and professional values. This transcendental phenomenological study explores the adjustment experiences of employees who voluntarily left their roles during the probationary period. The study aims to understand the shared meanings behind these early resignations to inform more supportive human resource practices. Guided by Moustakas’s (1994) framework, five co-researchers participated in semi-structured interviews with the data gathered analyzed using modified Van Kaam methods. The findings revealed four major themes: navigating and bridging workplace expectations and realities, the foundational role of workplace relationships, the hidden costs of professional dedication on well-being and stability, and self-discovery through career adversity. The participants initially embraced their roles with enthusiasm but became disillusioned due to misaligned expectations, weak onboarding structures, and poor work-life balance. Relationships – whether supportive or isolating – shaped their sense of belonging and influenced their decisions to resign. Despite hardships, the participants found clarity and resilience through these experiences, ultimately valuing environments that prioritize well-being, growth, and alignment with personal goals. This study contributes to the discourse on employee retention and well-being, underscoring the critical need for personalized, realistic, and inclusive onboarding practices.

Keywords: adjustment experiences, employee resignation, new hires, onboarding, phenomenology

Cite this article:

Recto, J. M. G, Yu, G, J. V, Gochuico, M.T (2025). Understanding the Adjustment Experiences of New Hires: A Phenomenological Study of Employees who Resigned Before Regularization in the Philippines. Academia Lasalliana Journal of Education and Humanities, 7(1), 67- 76. https://doi.org/10.55902/IUBM9329

Deweyan Analysis of the K-12 Program in the Philippines

https://doi.org/10.55902/ERUN5613

Jomar D. Redubla

FEU Cavite, Silang, Cavite, Philippines

ABSTRACT

The Philippine education system has undergone major reforms to address persistent concerns about quality, global competitiveness, and learner preparedness. Central to these reforms is the Kindergarten to Grade 12 (K-12) Program, institutionalized through the Enhanced Basic Education Act of 2013 (Republic Act No. 10533). This study examines the K-12 Program through John Dewey’s philosophy of progressive education, which emphasizes experience-based, child-centered, and holistic learning. Specifically, it analyzed whether the program embodies Dewey’s principles of individuality, free activity, experiential learning, meaningful skill acquisition, opportunities in present life, and engagement with a changing world. Guided by Dewey’s framework, the study argues that the K-12 Program represents a reconstruction of human experience, fostering growth and preparing learners for both present and future societal demands. Findings indicate that the program’s learner-centered curriculum, spiral progression, and contextualized Senior High School tracks reflect Deweyan ideals of education as life, growth, and social function. While long-term outcomes remain difficult to assess due to the program’s recent implementation, the analysis concludes that the K-12 reform in the Philippines is progressive in orientation. The study recommends further investigation into college readiness and graduate outcomes to deepen the evaluation of Dewey’s philosophy in contemporary Philippine education.

Keywords: Deweyan philosophy, K-12 program, Philippines, progressive education, reconstruction

Cite this article:

Redubla, J. D. (2025). Deweyan Analysis of the K-12 Program in the Philippines. Academia Lasalliana Journal of Education and Humanities, 7(1), 77-90. https://doi.org/10.55902/ERUN5613

Enhancing Learning Outcomes through Digital Technologies in Rural Schools: A South African Perspective

https://doi.org/10.55902/BKDE4388

Rudorwashe Hungwe

Durban University of Technology, South Africa

ABSTRACT

Digital technologies hold transformative potential for science education, especially in rural schools with limited access to physical laboratories. This study examined the impact of Virtual Chemistry Laboratories (VCLs) on the academic achievement of Grade 12 learners in South African quintile one schools. The study used a non-equivalent quasi-experimental pre-test – post-test research design in which 115 learners from two purposively selected schools participated. The experimental group engaged in VCL-based activities, while the control group followed conventional teaching approaches (CTA). Pre- and post-tests on Acid-Base Chemistry concepts were administered and analysed using SPSS 30.0, including independent t-tests and ANOVA. Learners in the VCL group achieved significantly higher post-test scores (M = 13.49, SD = 5.50) than those in the control group (M = 9.63, SD = 2.07, p < 0.001), indicating improved conceptual understanding and engagement. The findings support integrating digital laboratory simulations to enhance science learning outcomes in under-resourced schools.

Keywords: Academic achievement, Digital technologies, Virtual Chemistry Laboratories, Science education, Quintile one schools, Conventional Teaching Approach

Cite this article:

Hungwe, R. (2025). Enhancing Learning Outcomes through Digital Technologies in Rural Schools: A South African Perspective. Academia Lasalliana Journal of Education and Humanities, 7(1), 91-98. https://doi.org/10.55902/BKDE4388

e-Filipino para sa Tsino: Interaktibong Elektronikong Materyal sa Pagtuturo ng Wikang Filipino

https://doi.org/10.55902/OZSY2899

Lanie Lyn A. Legaspi^a and Mary Ann C. Escoto^b

ORCID: 10009-0000-2647-9417

^aMakati Hope Christian School, Makati City, Metro Manila, Philippines

^bDe La Salle University- Dasmarinas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study aimed to develop and determine the effectiveness of e-Filipino para sa Tsino, an interactive e-learning material designed for Chinese learners of Filipino enrolled in Special Filipino Class–Level 1. The material integrates digital e-books, audio-visual supports, and interactive learning activities to facilitate the acquisition of Filipino as a second language. An explanatory sequential mixed-methods research design was employed. Quantitative data were collected through learner evaluation questionnaires based on the Learning Resource Management and Development System (LRMDS) standards, while qualitative data were gathered through expert validation, interviews, and written feedback from teachers and learners. The instructional material was developed following the ADDIE model and aligned with the Common European Framework of Reference for Languages (CEFR) and the Philippine K–12 Curriculum. Findings revealed that the interactive e-learning material was effective in enhancing learners’ listening, speaking, reading, writing, and viewing skills. Increased learner motivation and active classroom participation were also observed. Expert validators affirmed the material’s pedagogical relevance, linguistic appropriateness, and suitability for teaching Filipino as a second language. Overall, the study concludes that e-Filipino para sa Tsino is an effective computer-assisted language learning (CALL) material that supports second language acquisition among Chinese learners in multilingual educational contexts.

Keywords: Educational Technology, E-learning Material, Second Language Acquisition, CALL (Computer-Assisted Language Learning), CEFR, Filipino as a Second Language

ABSTRAK

Ang pangunahing layunin ng pag-aaral na ito ay makabuo at masuri ang bisa ng isang interaktibong elektronikong materyal sa pagtuturo at pagkatuto ng mga Tsinong mag-aaral ng wikang Filipino na makatutulong sa paglinang ng kanilang kasanayan sa pagkatuto ng ikalawang wika. Binuo ang e-Filipino para sa Tsino, isang interaktibong elektronikong materyal na gumagamit ng mga kagamitang multimedia tulad ng digital e-books, mga audio-biswal na pantulong, at mga interaktibong platapormang pangkatuto upang gawing mas kawiliwili at epektibo ang pagkatuto ng wika. Ginamit sa pananaliksik ang explanatory sequential mixed-methods design upang masuri ang bisa ng materyal sa pamamagitan ng kwantitatibo at kwalitatibong paraan. Ang mga kalahok sa pag-aaral ay binubuo ng mga eksperto sa wikang  Filipino, mga dalubhasa sa wikang Ingles at Tsino, mga gurong nagtuturo sa Special Filipino Class, at mga Tsinong mag-aaral mula sa tatlong Chinese schools. Sinunod sa pagbuo ng material ang ADDIE Model, na nakaangkla sa Common European Framework of Reference for Languages (CEFR) at sa K–12 Kurikulum ng Pilipinas. Batay sa Second Language Acquisition Theory ni Krashen, mas epektibong natututo ang mga mag-aaral kapag nalalantad sa makabuluhang input. Samantala, ipinapaliwanag ng Acculturation Theory ni Schumann na ang pagkatuto ng wika ay naiimpluwensiyahan ng mga salik na panlipunan at sikolohikal, kaya isinama sa materyal ang napatunayang epektibo ang interaktibong elektronikong materyal sa pagpapahusay ng kasanayan sa pakikinig, pagsasalita, pagbasa, pagsulat, at panonood ng mga mag-aaral. Natukoy rin ang mas mataas na antas ng motibasyon at aktibong pakikilahok ng mga mag-aaral sa paggamit ng e-Filipino para sa Tsino kumpara sa tradisyonal na pamamaraan ng pagtuturo. Sa kabuuan, ang e-Filipino para sa Tsino ay isang mahalagang inobasyon sa pagtuturo ng Filipino bilang ikalawang wika. Inirerekomenda ang patuloy na pagpapaunlad ng ganitong uri ng interaktibong materyal upang higit pang mapahusay ang kasanayan ng mga banyagang mag-aaral sa wikang Filipino.

Mga Susing Salita: Interaktibong Elektronikong Materyal, Filipino bilang Ikalawang Wika, CEFR, K–12 Kurikulum, Digital Learning, Special Filipino Class

Cite this article:

Legaspi, L. L., Escoto, M. A. ( 2025). e-Filipino para sa Tsino: Interaktibong Elektronikong Materyal sa Pagtuturo ng Wikang Filipino. Academia Lasalliana Journal of Education and Humanities, 7(1), 99-116. https://doi.org/10.55902/OZSY2899

Sign-Seeing: A Linguistic Study of Environmental Action Signage at Cavite State University

https://doi.org/10.55902/OXOY1298

Karyn Mae R. Belisario, Anjenette M. Grospe, Jan Carlo Angelo L. Ravelo, Agnes C. Francisco, and Lerry Anne A. Virtuso

Cavite State University, Indang, Cavite, Philippines

ABSTRACT

This study was conducted within the premises of Cavite State University - Main Campus from October 2024 to May 2025 to examine the linguistic landscape of Cavite State University through its environmental action signage. Specifically, the study aimed to: identify the language used in the environmental action signage in Cavite State University; analyze the linguistic functions portrayed in the environmental signage of Cavite State University; and draw the implications on the university’s alignment of its environmental action strategies with Sustainable Development Goal (SDG) 13. A descriptive design, particularly content analysis was utilized in this study, whereas the data sources analyzed are the university’s public environmental action signs. The university had 58 environmental action signs which have been categorized to identify the language used and its linguistic functions. Findings show that unilingual, specifically the usage of the English language, dominates other languages, while the directive function is the most common communicative function. The analysis of the signs revealed how language is utilized and conveyed meanings which notes the university’s strategies in achieving climate action. This environmental initiative of Philippine Higher Education Institutions (HEI) like Cavite State University may contribute to the SDG database, where SDG progress is tracked. This study has shown that Cavite State University’s dedication to climate action supports its mission of promoting environmental conservation, which is consistent with its identity as a green institution that has adopted waste management strategies. Correspondingly, this also suggests that the university may further strengthen its policies for improvement and promote environmental action more effectively to fulfill its commitment to global goals.

Keywords: communicative functions, environmental action, linguistic functions, linguistic landscape, sustainable development goals

Cite this article:

Belisario, K. M., Grospe, A. M. Ravelo, J. C. A., Francisco, A., Virtuso, L. L. (2025). Sign-Seeing: A Linguistic Study of Environmental Action Signage at Cavite State University. Academia Lasalliana Journal of Education and Humanities, 7(1), 117-128. https://doi.org/10.55902/OXOY1298

Barriers and Opportunities in Developing AI Literacy among Secondary School Teachers in Nigeria

https://doi.org/10.55902/VXJV1275

Manthekeleng Agnes Linake¹, Sive Makeleni¹, Matthew Taiwo Oni², and Gbenga Julius Joseph¹

¹University of Fort Hare, East London, South Africa

²University of Ibadan, Ibadan, Nigeria

ABSTRACT

While the integration of AI in education is attracting global attention, limited research has been carried out on teachers’ readiness and difficulties in acquiring AI literacy in Nigerian secondary schools. This study aims to find out the challenges faced by teachers in developing AI literacy skills, the possible opportunities for enhancing AI literacy among teachers, the relationship between teachers’ AI literacy levels and their ability to integrate AI into their teaching practices, and the differences in the perceived challenges in developing AI literacy between teachers in public and private secondary schools. Guided by the Technological Pedagogical Content Knowledge framework, which offers a thorough foundation for comprehending and successfully incorporating technology into instruction, the study employed a quantitative descriptive survey research design. The survey was implemented to 414 teachers in both public and private secondary schools across the 11 local government areas in Ibadan, Oyo State, through stratified random sampling technique. A specially designed instrument tagged ‘Barriers and Opportunities to Teachers’ AI Literacy Development Questionnaire was used for data collection, with a reliability established on a Cronbach’s alpha coefficient of 0.74. Data were analysed descriptively using frequency count, standard deviation and mean in addition to the use of inferential statistics (t-tests or PPMC). The study identified a lack of structured high-quality training programmes as a limitation to teachers’ technological pedagogical knowledge and pedagogical content knowledge development. The study recommends the development of contextually relevant training programmes and guidance to bridge the gap between theoretical knowledge and practical classroom application.

Keywords: AI Literacy, Technological Pedagogical Content Knowledge (TPACK), Curriculum Integration, Secondary School Teachers, Technology Integration

Cite this article: 

Linake, M. A, Makeleni, S. , Oni, M.T, Joseph^, G.J. (2025). Barriers and Opportunities in Developing AI Literacy among Secondary School Teachers in Nigeria. Academia Lasalliana Journal of Education and Humanities, 7(1), 129-138. https://doi.org/10.55902/VXJV1275

Faith and Inclusion: Exploring Filipino Catholic Youth Perspectives on Gender Inclusivity in the Church

https://doi.org/10.55902/ZGSV4384

Henry Bernardo, Marco Paolo Digo, Geamph Hate, Marianne Planas, Mariano Thomas Ramirez, Domingo Reblora, Jr.

De La Salle University- Dasmarinas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Amid ongoing discussions on synodality and inclusivity in the Catholic Church, this study explores the views of Filipino Catholic youth on gender inclusivity within the Catholic Church. Rooted in the Church’s synodal vision and call for youth participation, it examined their attitudes, beliefs, and levels of acceptance toward gender inclusivity and its pastoral implications. Using a sequential exploratory mixed-method design, qualitative data from 12 interviews were thematically analyzed, and a survey was administered to 392 respondents across Luzon, Visayas, and Mindanao. Findings revealed that while Filipino Catholic youth affirm the Church’s teaching on human dignity, they perceive a gap between the Church’s welcoming message and its actual practice, particularly toward LGBTQIA+ individuals. Their call for inclusion is primarily pastoral, emphasizing genuine acceptance, belonging, and mercy. The study also identifies an “influence gap,” as youth perspectives are shaped more by peers and social media than by Church teachings. Moreover, they strongly support the inclusion of women and LGBTQIA+ individuals in serviceoriented and non-sacramental Church roles. However, regarding liturgical practices that challenge traditional gender norms, such as the ordination of women and openly gay men, and cross-dressing within the Church, they exhibit ambivalence. Despite such reservations, the overall attitude reflects respect for Church tradition alongside moderate openness to change. The study recommends that the Church embrace synodality through listening, dialogue, and accompaniment to bridge this pastoral gap, renew her formative role, and sustain her credibility and vitality among the next generation of Catholics.

Keywords: gender inclusivity, Filipino Catholic youth, synodality, Catholic faith

Cite this article:

Bernardo, H., Digo, M. P., Hate, G., Planas, M., RamireZ, M.T., Reblora, D. (2025). Faith and Inclusion: Exploring Filipino Catholic Youth Perspectives on Gender Inclusivity in the Church. Academia Lasalliana Journal of Education and Humanities, 7(1), 139-156. https://doi.org/10.55902/ZGSV4384

Karanasan, Kabuhayan, at Kaakuhan: Isang Deskriptibong Pagdalumat sa Kultural na Identidad ng mga Maghahalaman sa Bayan ng Silang, Cavite

https://doi.org/10.55902/HCXN1447

Christian George Francisco

De La Salle University- Dasmarinas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

The town of Silang in the province of Cavite has long been recognized as a community renowned for its horticulture industry. For nearly eight decades, this practice has been sustained by the Silangeños and continues to be strengthened with the support of the local government. In fact, a resolution has already been filed in the Provincial Council to declare Silang as the “Garden Capital of Cavite.” This research focuses on presenting the experiences, livelihood, and identity of the Silangeños in relation to the horticulture industry, and on examining the cultural identity shaped by this practice among its people. Specifically, the study aims to: (1) document the experiences of horticulturists in developing the industry; (2) determine the vitality of this industry as a source of livelihood for the residents of Silang; and (3) analyze the identity of the Silangeños through the lens of cultural identity. A qualitative descriptive approach was employed in this research. Narrative interviews were the specific method used in this study.The attainment of cultural identity involves demonstrating a clear and high level of acceptance regarding people’s attitudes toward their culture. It is also a stage where individuals manifest their sense of belonging to a particular group. Thus, the horticulturists of Silang can be regarded as having pride and ownership of this industry, which reflects their identity. The study confirmed the following: (1) the Silangeños have deep and rich experiences in horticulture, cultivated through nearly eight decades of practice; and (2) the local government played a critical role in sustaining the horticulture industry through public policies.

Keywords: horticulture, Silang, cultural identity, livelihood, identity

ABSTRAK

Ang bayan ng Silang sa lalawigan ng Cavite ay tinatanaw bilang isang pamayanan na noon pa man ay tanyag sa industriya ng paghahalaman. Halos nasa walong dekada na rin itong gawi ng mga Silangueno at patuloy itong pinalalakas katuwang ang pamahalaang lokal. Sa katunayan, inihain na rin ang isang resolusyon sa Sangguniang Panlalawigan kaugnay sa isang kapasyahan upang maitanghal ang bayan ng Silang bilang Garden Capital of Cavite. Tuon ng pananaliksik na ito na mailatag ang karanasan, kabuhayan, at kaakuhan ng mga Silangueno ukol sa industriya ng paghahalaman at dalumatin ang kultural na identidad na naidulot ng paghahalaman sa mga mamamayan nito. Tiyak na tutugunan sa pag-aaral na ito ang sumusunod na layunin: 1.) Maitala ang karanasan ng mga maghahalaman kung paano nila napaunlad ang nasabing industriya; 2.) Matukoy ang kasiglahan ng industriyang ito bilang kabuhayan ng mga mamamayan ng Silang; at 3.) Madalumat ang kaakuhan ng mga Silangueno gamit ang lente ng kultural na identidad. Kwalitatibo ang metodong ginamit sa pananaliksik na ito, partikular ang dulog deskriptibo. Salaysay-panayam ang tiyak na metodong ginamit sa pag-aaral na ito. Ang pagtatamo ng kultural na identidad ay ang pagpapamalas ng malinaw at mataas na antas ng pagtanggap hinggil sa saloobin ng mga tao sa kanilang kulturang kinabibilangan. Yugto rin ito kung saan ganap nang may manipestasyon sa kanilang mga sarili ukol sa pagkakakilanlan nila bilang mga inbibiduwal na nabibilang sa isang tiyak na grupo. Kung kaya, ang mga maghahalaman sa bayan ng Silang ay maituring nang may pagmamalaki o pag-angkin hinggil sa industriyang ito na sumasalamin sa kanilang kaakuhan. Ilan sa napatunayan ay ang sumusunod: (1) malalim at mayaman ang karanasan ng mga Silangueno sa larang ng paghahalaman mula sa halos walong dekadang industriyang ito; at (2) kritikal ang naging papel ng pamahalaang lokal upang mapanatili ang industriya ng paghahalaman sa usapin ng mga polisiyang pambayan.

Mga Susing Salita: paghahalaman, Silang, kultural na identidad, kabuhayan, kaakuhan

Cite this article:

Francisco, C. J. (2025). Karanasan, Kabuhayan, at Kaakuhan: Isang Deskriptibong Pagdalumat sa Kultural na Identidad ng mga Maghahalaman sa Bayan ng Silang, Cavite. Academia Lasalliana Journal of Education and Humanities, 7(1), 157-168. https://doi.org/10.55902/HCXN1447

Unraveling Preplanned Violence: The Meitei-Kuki Conflict in Manipur

https://doi.org/10.55902/OOKJ8332

Sonkhothang Haokip

Department of Political Science, Arunachal University of Studies, Namsai, Arunachal Pradesh, India

ABSTRACT

The article addresses the preplanned violence, which occurred on May 3, 2023, in the northeastern Indian State of Manipur between the tribal Kuki people living in the hilly areas and the Meitei people living in the valley. This violence caused numerous churches, houses, and villages to be burned down, displacing thousands of people and killing hundreds. This research primarily aims to explore the alleged violence between the Meitei and Kuki tribes in Manipur and how the two communities and external parties perceive the issue. The research employs a qualitative approach and uses thematic analysis of secondary data, including media coverage, interviews, documents, articles, fact-finding research, and government pronouncements. The paper concludes that the violence was planned and carried out mainly by the Meitei groups and the state government in systematic activities. The research is essential because it will help determine trends in violence, facilitate conflict management, promote accountability, enhance awareness of ethnic conflict, and positively influence policy outcomes. The paper calls for further studies on the Chief Minister audio recording tape, looted weaponry, the role of Meitei private militia and government forces in ethnic tension, etc.

Keywords: Kuki, Meitei, Manipur, Preplanned violence, spontaneous violence, Pre-planned perspectives

Cite this article:

Haokip, S. (2025). Unraveling Preplanned Violence: The Meitei-Kuki Conflict in Manipur. Academia Lasalliana Journal of Education and Humanities, 7(1), 169-190. https://doi.org/10.55902/OOKJ8332

Reinforcing Tourism Industry through English-oriented Language Policies: A Literature Review

https://doi.org/10.55902/ENGJ3228

Junar P. Marquez and Constantino T. Ballena

De La Salle University - Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

The tourism industry is a key contributor to the global economy. Numerous studies have shown that English plays a significant role in the success of international tourism. This study aimed to synthesize existing literature and document the roles of English-oriented language policies in reinforcing the development of the tourism industry within both macro (national) and micro (stakeholders) social domains following Spolsky’s language policy framework and Thomas and Harden’s modified thematic synthesis. This paper employed a descriptive qualitative research design, guided by a modified thematic synthesis, to analyze 20 research articles published in peer-reviewed journals between 2020 and 2025. The analysis identified four key themes for the roles of English language policies at the macro level: a predictor of economic growth, the global language of tourism, a tool for portraying a destination’s image, and a means of enhancing service quality and tourist attractions. Conversely, five themes emerged at the micro level: cross-cultural communication, impact on tourists’ destination choice, tourist satisfaction and travel experience, convenience in navigating a tourist destination, and an increase in revisit probability. Furthermore, the macro level domain operationalizes English language policies for economic growth while the micro level domain highlights how these language policies are implemented for communicative convenience. As such, these findings can serve as a reference for various countries in refining their language policies for national tourism. Future researchers could expand this review to other fields where English language policies are utilized, and that additional databases and search engines beyond Google Scholar be employed.

Keywords: English language policies, language planning and policy, tourism, thematic synthesis

Cite this article:

Marquez, J., Ballena, C. (2025). Reinforcing Tourism Industry through English-oriented Language Policies: A Literature Review. Academia Lasalliana Journal of Education and Humanities, 7(1),191-204. https://doi.org/10.55902/ENGJ3228

The Fourth Industrial Revolution and Transformation of Zimbabwe’s Higher and Tertiary Education, Innovation, Science and Technology Development Sector: A Perspective Through the Belt and Road Initiative

https://doi.org/10.55902/KLGC1403

Victor Kudakwashe Mapuvire¹ and Ricky Munyaradzi Mukonza²

¹Tshwane University of Technology: Pretoria, Gauteng, South Africa

²Tshwane University of Technology - Polokwane Campus: Polokwane, Limpopo

ABSTRACT

This paper explores and analyses the Fourth Industrial Revolution (4IR) and transformation of Zimbabwe’s higher and tertiary education, innovation, and science and technology development sector through the perspective of the Belt and Road Initiative (BRI). A qualitative case study design was used to analyse 4IR and the transformation of Zimbabwe’s higher and tertiary education. Data was collected through documentary study. The findings revealed that BRI facilitates technology transfer, infrastructure development, and industrial cooperation essential for 4IR adoption. The 4IR presents vast opportunities for enhancing STEM education, digital learning, innovation, and employability but also introduces risks such as automation-driven job losses, inequality, and digital divides. The recommendations derived from this study suggest that Zimbabwe’s higher education institutions must embrace blended learning, foster innovation, and strengthen research capacity. Effective policy alignment, skills development, and global partnerships are critical for leveraging BRI and 4IR to achieve sustainable growth. Ultimately, harnessing these synergies will accelerate progress toward Zimbabwe’s Vision 2030, transforming the nation into an inclusive, knowledge-driven, and industrialised upper-middle-income economy.

Keywords: Fourth Industrial Revolution; Transformation; Zimbabwe; Higher and Tertiary Education, Belt and Road Initiative

Cite this article:

Mapuvire, V. K. & Mukonza, R. M. (2025). The Fourth Industrial Revolution and Transformation of Zimbabwe’s Higher and Tertiary Education, Innovation, Science and Technology Development Sector: A Perspective Through the Belt and Road Initiative. Academia Lasalliana Journal of Education and Humanities, 7(1), 205-216. https://doi.org/10.55902/KLGC1403

Sudden Surge in Enrollment in Cavite Schools: Causes, Impacts, Responses, and Recommendations

https://doi.org/10.55902/UVLJ5648

Mariano Thomas Ramirez, Henry Bernardo, Lucila Calairo, Jose Arvin Gacelo, Gladiolus Gatdula, Chona Manalo, Vangie Montillano, Evelyn Obo, Cristina Padilla, Domingo Reblora, Jr., Maria Rosario Salibay, and Madison Valera

De La Salle University - Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study investigates the causes, impacts, and local responses to the sudden surge in student enrollment in four rapidly urbanizing local government units (LGUs) in Cavite, Philippines: Imus, General Trias, Naic, and Tanza. Using a multiple case study approach, we combined document analysis, field observations, and interviews with key education stakeholders and local government officials to understand the drivers and consequences of this demographic trend. The surge, largely attributed to rapid population growth, seamless migration, low-cost housing developments, and gaps in policy planning, has placed significant strain on public schools. Impacts are most evident in infrastructure shortages, human resource constraints, and declining teaching-learning conditions. Schools have adopted stopgap measures such as shifting schedules, modular learning, and temporary hires. However, these responses are insufficient to sustain education quality in the long term. This study provides policy recommendations, including improved inter-agency coordination between the Department of Education and housing and infrastructure agencies, formalized public-private education partnerships, expanded teacher development programs, standardization of self-learning modules, and the establishment of a Quick Response Fund for education emergencies. Findings highlight the need for proactive, integrated, and well-funded strategies to ensure equitable access to quality education amid rapid urbanization and enrollment growth in Cavite and similar settings.

Keywords: enrollment surge, educational infrastructure, teacher shortage, classroom shortage, urbanization and education

Cite this article:

Ramirez, M.T., Bernardo, H., Calairo, L., Gacelo, J.A., Gatdula, G., Manalo, C., Montillano, V., Obo, E., Padilla, C., Reblora, D., Salibay, M. R., & Valera, M. (2025). Sudden Surge in Enrollment in Cavite Schools: Causes, Impacts, Responses, and Recommendations. Academia Lasalliana Journal of Education and Humanities, 7(1), 217-230. https://doi.org/10.55902/UVLJ5648

An Analysis of Values Education Towards a Gender Sensitive Instructional Framework

https://doi.org/10.55902/OGWU5944

Melanie S. Bimeda

ORCID: 0009-0009-3165-8810

De La Salle University - Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This study explores the integration of gender sensitivity into Values Education in selected public elementary schools in Silang District, Division of Cavite. The research focuses on analyzing current teaching practices in Values Education and their alignment with gender-sensitive principles. By examining teaching methodologies, the management of academic processes, and instructional strategies, this study aims to identify gaps and opportunities for fostering inclusivity and equity within the classroom. Employing a mixed-method approach, data were collected through surveys and interviews. Results show how much teachers incorporate gender sensitivity into the classroom and the barriers they encounter when aiming to create inclusive learning spaces. Additionally, the study highlights factors influencing instructional content and its potential to support gender equity. Based on the results, a gender-sensitive instructional framework in Values Education is proposed, aimed at cultivating a more inclusive and equitable educational experience. This research underscores the importance of integrating gender perspectives into pedagogy to foster holistic student development and promote a culture of respect and equality in schools.

Keywords: Gender Sensitivity, Inclusive Education, Gender-sensitive Instructional Framework

Cite this article:

Bimeda, M. (2025). An Analysis of Values Education Towards a Gender Sensitive Instructional Framework. Academia Lasalliana Journal of Education and Humanities, 7(1), 231-250. https://doi.org/10.55902/OGWU5944

The Culture that is Cavite: A Multimodal Critical Discourse Analysis of Cavite’s Official Facebook Tourism Pages

https://doi.org/10.55902/MZFV1768

Krisha S. Asuncion and Lourdes Dela Cruz – Rudio

De La Salle University - Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

This paper explores Cavite’s culture through representations in the official Facebook tourism pages of selected cities in the province. The research methodology followed a purposive sampling technique, selecting the five Facebook pages with the highest number of followers as of February 2025. The data is composed of screenshots of visual and textual data, examined in the lens of Multimodal Critical Discourse Analysis. The study used the framework of Kress and van Leeuwen (2001; 2006) to analyze visual components with focus on resources of metafunctions and composition, and the Functional Approaches to Written Text: Classroom Applications of Miller (1997) to analyze the textual components. The study revealed that visual components foreground history and heritage, festivities, political figures and leisure while textual components emphasize government agency and community participation. The underlying ideologies of historical memory, inherent political presence, consumable aesthetics, and cultural compliance and conformity emerged from the analysis. The selective representation of Cavite in tourism posts is a simplification of Cavite, excluding marginal experiences of locals and the realities and societal issues in the province. In other words, Cavite is a province which culture and tourism are curated and filtered based on how the local government allows it to be. The purpose of this research is to uncover how the use of multimodal strategies construct cultural representations, reveals embedded ideologies, and eventually allows for the exploration of realistic representation of local heritage in tourism.

Keywords: Ideologies, Multimodal Critical Discourse Analysis, Visual Components, Textual Components

Cite this article:

Asuncion, K. & Rudio, L. (2025). The Culture that is Cavite: A Multimodal Critical Discourse Analysis of Cavite’s Official Facebook Tourism Pages. Academia Lasalliana Journal of Education and Humanities, 7(1), 251-278. https://doi.org/10.55902/MZFV1768

Women’s Representation in “The World Masterpieces in Literature”: A Feminist Stylistic Analysis of Selected Short Stories

https://doi.org/10.55902/UQPF7517

Jodette F. Moron, Aira Kristine D. Tañamor, Alecs D. Valenzuela³, Julie Ann P. Atienza, and Bernard S. Feranil

Cavite State University, Indang, Cavite, Philippines

ABSTRACT

This qualitative-descriptive study explored the representation of women in selected short stories from the textbook “World Masterpieces in Literature.” Employing the Feminist Stylistic Analysis of Mills (1995) at the sentence/phrase level, the study specifically aimed to: 1) identify participant types featuring women as subject and object through Transitivity Analysis of Halliday (1971); 2) determine the positioning of women participants as subject and object using Mills’ (2003) Feminist Stylistic Critical Discourse Analysis; and 3) distinguish the portrayals of women (Seño, 2023; Sahin et al., 2024; Monteza, & Miralles, 2023) in relation to the Feminist Stylistic Transitivity Analysis. The analysis unveiled the presence of all six transitivity processes, with material processes being the most prominent. Moreover, the key participant types identified were actor, carrier, and sayer. In the Feminist Stylistic Critical Discourse Analysis, women were most frequently positioned as the subject often occurring when the object was absent or non-human, and also significantly placed as the object when other women were the subject. Lastly, several representations of women within the selected short stories, where supportive and domestic roles and sexual and physical objectification emerged as the most prevalent portrayals, suggesting key areas for critical considerations regarding the textbook’s depiction of women.

Keywords: Women’s representation, World Literature, Feminist Stulistic Analysis, Short Stories

Cite this article:

Moron, J., Tañamor^, A. K., Valenzuela, A., Atienza, J. A.,& Feranil, B. (2025).Women’s Representation in “The World Masterpieces in Literature”: A Feminist Stylistic Analysis of Selected Short Stories. Academia Lasalliana Journal of Education and Humanities, 7(1), 279-296. https://doi.org/10.55902/UQPF7517

The Mediating Role of Family Functioning on the Impact of Family Rituals on Student Well-Being Among Asian Undergraduates

https://doi.org/10.55902/GFXL4701

Jeannie A. Perez¹, Jhunar John M. Tauy^b , Cedila Campos

Pereira e Gomes³, Eden Grace M. Pitogo^1,4, Cherry V. Ynalvez^1,5

^aDe La Salle University- Dasmarinas, Cavite, Philippines

^bNational University- Dasmariñas, Cavite, Philippines

^cMES Vasant Joshi College of Arts & Commerce, Goa, India

^dThe Asian International School - High School, Ho Chi Minh City, Vietnam

^eAmerican Prep-International School, Songkhla, Thailand

ABSTRACT

Family rituals and routines are linked to family functioning and student well-being, yet specific settings remain underexplored. This study examines the associations among family rituals in settings such as dinnertime, weekends, and annual celebrations, family functioning, and student well-being, with family functioning as a potential mediator. A quantitative approach was employed, surveying 622 undergraduate students from Thailand, Vietnam, India, and the Philippines (71% female, 29% male). Participants completed an online survey incorporating the Family Ritual Questionnaire, McMaster Family Functioning Scale, and Five-Factor Student Well-being Scale. Path analysis was conducted using the PROCESS module within SMART-PLS. Results show that weekends and annual celebrations positively impact student well-being, while dinnertime does not. However, all three settings enhance family functioning, which in turn mediates their effects on well-being. Country and gender differences also emerged. Findings highlight the role of family rituals in promoting well-being among college students in Asian contexts. Despite reduced time spent with family, structured interactions continue to shape student well-being during emerging adulthood.

Keywords: annual celebrations, Asian emerging adults, family functioning, family routines and rituals, student wellbeing

Cite this article:

Perez, J., Tauy, J.J., Campos, C., Gomes, P., Pitogo, E.G., & Ynalvez, C. (2025). The Mediating Role of Family Functioning on the Impact of Family Rituals on Student Well-Being Among Asian Undergraduates. Academia Lasalliana Journal of Education and Humanities, 7(1), 297-312. https://doi.org/10.55902/GFXL4701

Speech Acts in Cavite State University’s Online Health Communication: Implications for Sustainable Development Goal 3

https://doi.org/10.55902/DJUE7793

Erika V. Delos Reyes, Amira D. Medina, Therese Jullianne Marie E. Olayvar, Agnes C. Francisco, and Julie Ann Perey Atienza

Cavite State University, Indang, Cavite, Philippines

ABSTRACT

This study presents a qualitative-descriptive analysis of the online health communication disseminated by the health services units of Cavite State University on Facebook from January to December 2024. The study specifically aimed to identify the categories of health-related content, determine the types of speech acts used based on Searle’s (1969) framework, and draw implications regarding the university’s alignment with SDG No. 3. A total of 250 transcribed sentences from 42 posts were analyzed through content analysis. Findings revealed that in terms of categories, the majority of the content focused on event advertising, followed by patient support and information awareness, and fundraising while other categories such as human interest, clinical trials and research studies, and product and drug advertising were absent. In terms of speech acts, assertives were the most dominant, followed by directives, expressives, and declaratives while commissives were the least utilized. The current efforts of Cavite State University demonstrate limited alignment with SDG. No. 3, therefore, it is recommended to incorporate the excluded content categories of the materials, and to take proactive approaches in alignment with the SDGs and the 2030 deadline. Furthermore, to increase outreach, the health services units within the institution may expand communication strategies by consistently implementing SDGs to heighten public awareness and incite direct action.

Keywords: content analysis, online health communication, speech acts, sustainable development goals

Cite this article:

Delos Reyes, E., Medina, A., Olayvar, T. J. M., Francisco, A.,& Atienza, J. A. (2025). Speech Acts in Cavite State University’s Online Health Communication: Implications for Sustainable Development Goal 3. Academia Lasalliana Journal of Education and Humanities, 7(1), 313-322. https://doi.org/10.55902/DJUE7793

Living with Psoriasis: An Interpretative Phenomenological Analysis

https://doi.org/10.55902/BAIE5306

Manuel V. Dela Cruz, Jr.

De La Salle University - Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

Psoriasis, a chronic, painful, disfiguring, and disabling condition, significantly impacts patients’ quality of life. Despite affecting approximately 125 million people worldwide, including 1 to 2% of Filipinos, it has historically been reduced to a cosmetic concern. This qualitative study addresses this gap by employing Interpretative Phenomenological Analysis to explore the lived experiences of ten individuals diagnosed with psoriasis. Semi-structured interviews, validated by five experts in the field, revealed three profound master themes that encapsulate their journey. “Ambiguous Sense of Self” highlighted the profound identity disruption and internalized stigma experienced by participants. “Navigating Complexity, Coping, and Stigma” illuminated their struggles with the multifaceted burdens of the condition, including social withdrawal and the emotional toll of concealment, alongside emerging resilience. Finally, “Reclaiming Wholeness: Beyond the Diagnosis” illustrated participants’ transformative pursuit of well-being, emphasizing self-acceptance and a desire for holistic recognition. These findings underscore the critical need for comprehensive, empathetic healthcare that extends beyond physical symptoms to address the intricate psychosocial realities of psoriasis, fostering a true sense of wholeness for those living with the condition.

Keywords: Interpretative Phenomenological Analysis (IPA), Lived Experience (Psoriasis), Psychosocial Realities

Cite this article:

Dela Cruz, M. (2025). Living with Psoriasis: An Interpretative Phenomenological Analysis. Academia Lasalliana Journal of Education and Humanities, 7(1), 323-332. https://doi.org/10.55902/BAIE5306

Empirical Study on Port Navigation and Logistics Course Implementation and Student Performance: Basis for Action Plan Development

https://doi.org/10.55902/BYHE4319

Ye Mei^1,2, Juliet A. Demalen¹ , and Marissa Ejercito-Borines¹

¹College of Arts, Sciences, and Education, Trinity University of Asia, Quezon City, Philippines

²Qingdao Harbour Vocational & Technical College, Qingdao City, Shandong Province, China

ABSTRACT

This study explores the link between the port navigation and logistics course implementation and students’ comprehensive performance, providing basis for action plans to enhance talent cultivation in the digital-intelligent logistics era. Using a descriptive correlational design, data were collected via a self-designed questionnaire from 935 Port and Shipping Logistics freshmen/ sophomores at Qingdao Harbor Vocational and Technical College. The instrument assessed four curriculum implementation dimensions (Curriculum Objectives, Learning Content, Learning Activities, Evaluation of Learning) and six student performance aspects (e.g., Professional Knowledge Ability, Practical Operation Ability, Innovative Application Capabilities). Findings show positive curriculum implementation ratings (5-point Likert scale, 4.21–5.00=Strongly Agree) with overall means of 4.39 for Objectives/Content and 4.38 for Activities/Evaluation. Demographic analysis revealed no significant gender differences in performance (all p>0.05), but shown significant age differences in Practical Operation Ability (p=0.045). A comprehensive Spearman’s Rho correlation among all four curriculum dimensions and six student performance aspects revealed that only Evaluation of Learning has significant low positive correlation with student performance (r=0.101, p=0.002); other curriculum dimensions exhibited non-significant weak positive correlations (r=0.047–0.061, all p>0.05). The study concludes that the curriculum effectively fosters competencies but needs optimization in digital-intelligent integration and personalized training. Recommendations include refining objectives to match industry trends, developing age-differentiated practical modules, and strengthening process-oriented evaluation. These findings support Taylor’s curriculum theory and offer actionable insights for improving port navigation and logistics education.

Keywords: Port and Shipping Logistics, Curriculum Implementation, Student Performance, Vocational Education, Digital-Intelligent Logistics

Cite this article:

Mei, Y., Demalen, J.,& Borines, M.E. (2025). Empirical Study on Port Navigation and Logistics Course Implementation and Student Performance: Basis for Action Plan Development. Academia Lasalliana Journal of Education and Humanities, 7(1), 333-346. https://doi.org/10.55902/BYHE4319

Paglinang sa Sosyolinggwistik Kompitens ng mga Mag-aaral gamit ang mga Gawaing Pangkomunikasyon

https://doi.org/10.55902/NRSU6599
 

Maricel Layno Mendoza

Kolehiyo ng Sining at Humanidades, Benguet State University,

Benguet, Philippines

ABSTRACT

This study explored the sociolinguistic competence of Senior High School students, focusing on how their research learning skills are influenced by their ability to adapt language use based on context, audience, and situation. Utilizing survey questionnaires, interviews, and classroom observations, the study assessed students’ proficiency in various communicative settings. Thematic analysis and De Guzman’s (2013) “cool and warm” analysis method were employed to interpret the data. Results revealed a range of competence levels, with two skills categorized as “Not Good,” three as “Moderately Good,” two as “Good,” and o ne as “Excellent.” The weakest areas involved the use of literary and figurative language, indicating a lack of exposure to formal academic discourse. Students were also found to have difficulty expressing complex ideas and arguments with logical coherence. These findings underscore the need for targeted communicative activities that foster the use of appropriate vocabulary and structured language. The study concludes by proposing an intervention designed to enhance both sociolinguistic competence and research communication skills among Senior High School students.

Keywords: Sociolinguistic Competence, Communicative Activities, Research Learning Skills, Language, Thematic Analysis

ABSTRAK

Sinuri sa pag-aaral na ito ang sosyolingguwistikong kakayahan ng mga mag-aaral sa Senior High School, partikular sa kung paano naaapektuhan ang kanilang kasanayan sa pananaliksik batay sa kanilang kakayahang iangkop ang paggamit ng wika ayon sa konteksto, kausap, at sitwasyon. Gumamit ang mga mananaliksik ng talatanungan, panayam, at obserbasyon sa loob ng silid-aralan upang masukat ang antas ng kahusayan ng mga mag-aaral sa iba’t ibang sitwasyong komunikatibo. Isinagawa ang pagsusuri ng datos gamit ang thematic analysis at ang paraang “cool at warm analysis” ni De Guzman (2013). Ipinakita ng mga resulta na nagkakaiba-iba ang antas ng kakayahan ng mga mag-aaral: dalawang kasanayan ang nasa antas na Hindi Mahusay, tatlo ang Katamtamang Mahusay, dalawa ang Mahusay, at isa ang Napakahusay. Naitala na pinakamahina ang mga mag-aaral sa paggamit ng pampanitikan at matalinghagang wika, na nagpapahiwatig ng kakulangan sa pagkakalantad sa pormal at akademikong diskurso. Lumitaw din ang kanilang kahirapan sa pagpapahayag ng masalimuot na ideya at argumento nang may lohikal na pagkakaugnay-ugnay. Ipinapahiwatig ng mga natuklasan ang pangangailangan ng mga tiyak at angkop na gawain sa komunikasyon upang mapalalim ang wastong paggamit ng bokabularyo at maayos na estruktura ng pagpapahayag. Bilang kongklusyon, nagmumungkahi ang pag-aaral ng isang interbensyon na naglalayong higit pang mapahusay ang sosyolingguwistikong kakayahan at kasanayan sa komunikasyong pananaliksik ng mga mag-aaral sa Senior High School

Mga Susing Salita: Sosyolinggwistik Kompitens, Gawaing Pangkomunikasyon, Kasanayan sa Pananaliksik, wika

Cite this article:

Mendoza, M. L (2025). Paglinang sa Sosyolinggwistik Kompitens ng mga Mag-aaral gamit ang mga Gawaing Pangkomunikasyon. Academia Lasalliana Journal of Education and Humanities, 7(1), 347-362. https://doi.org/10.55902/NRSU6599

Crisis in the Classroom: Rethinking Assessment, Learning, and Teaching in the Age of AI

https://doi.org/10.55902/QQDB2179

Ma. Virginia G. Aguilar, Edwin F. Lineses, Wynne Angelynne O. Chui, and Irish D. Bautista

ORCID: 10000-0002-0532-1765, 20000-0001-9809-7178, 30009-0007-0922-654X, 40009-0007-5922-0496

De La Salle University - Dasmariñas, City of Dasmariñas, Cavite, Philippines

ABSTRACT

The rapid integration of Artificial Intelligence (AI) into higher education presents both transformative opportunities and an emerging educational crisis, particularly in the Philippine context, where disparities in digital access, ethical clarity, and pedagogical readiness persist. This study employed a Knowledge, Attitude, and Practice (KAP) survey among faculty, students, and staff in a higher education institution, offering insights that may resonate with experiences reported in other Philippine universities. Findings revealed that while many respondents recognize the value of AI tools such as ChatGPT, Grammarly, and DeepSeek for content creation, misconceptions remain regarding the reliability and objectivity of these technologies, highlighting gaps in digital and media literacy. Attitudinal data show openness to AI’s educational potential, tempered by concerns about its influence on students’ critical thinking and originality. In practice, educators are exploring ethical integration strategies, yet uncertainty persists regarding appropriate guidelines and best practices. When confronted with suspected AI use in student work, participants overwhelmingly favored pedagogical dialogue and revision over punitive measures, reflecting an ethic of care amidst uncertainty. These findings highlight issues that may be shared across various higher education settings in the Philippines, while emphasizing the importance of examining local contexts individually. The study calls for context-sensitive frameworks that prioritize care, equity, and critical engagement, underscoring the pivotal role of educators in guiding responsible AI use, redesigning assessments, fostering deeper learning, and adapting teaching practices. The implications extend to policy development and institutional guidelines nationwide, supporting the need for ongoing faculty and student training, clear ethical standards, and continuous evaluation of AI’s educational impact.

Keywords: Artificial Intelligence, AI, Teaching, Learning, Assessment

Cite this article:

Aguilar, M.V., Lineses, E., Chui, W.A,& Bautista, I. (2025). Crisis in the Classroom: Rethinking Assessment, Learning, and Teaching in the Age of AI. Academia Lasalliana Journal of Education and Humanities, 7(1), 363-372. https://doi.org/10.55902/QQDB2179

ACADEMIA LASALLIANA JOURNAL OF EDUCATION AND HUMANITIES

The Academia Lasalliana Journal of Education and Humanities (ALJEH), indexed in the Directory of Open Access Journals (DOAJ), CrossRef, and Andrew Gonzalez Philippine Citation Index, is a bi-annual peer-reviewed journal published by  De La Salle University – Dasmariñas through the University Research Office. It aims to offer a platform for the presentation of scientific knowledge pertaining to a myriad of subjects related to education and humanities. As a peer-reviewed academic journal, ALJEH is devoted to the publication of original papers and book reviews on the following areas: teaching and learning at all levels of education, education management, social science-related subjects, linguistics and humanities-related subjects. Some subjects that cuts across the disciplines of education and humanities are as follows: language, literature, psychology, history, philosophy, religion, visual and performing arts, communication studies, and cultural studies.

EDITORIAL BOARD

Editor-in-Chief

Jonathan V. Gochuico, PhD 

Associate Editor 

Henry L. Bernardo, EdD

Managing Editor 

Jaime Zeus C. Agustin

Members

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