ABSTRACT - Student mothers navigate a complex intersection of academic responsibilities and parental duties, often with limited institutional support and social recognition. This study, titled “Beyond the Classroom and the Cradle: Profiling the Lived Experiences of Student Mothers at PNU South Luzon,” explores the multifaceted realities of women who simultaneously fulfill the roles of learner and caregiver within a state university context.

Anchored in a phenomenological qualitative approach, this research aims to understand how student mothers at Philippine Normal University – South Luzon manage their dual identities, cope with daily academic and domestic demands, and construct meaning from their lived experiences. Through in-depth interviews and purposive sampling, a profile of student mothers was developed, capturing demographic information, family backgrounds, academic status, and support systems.

Thematic analysis revealed key challenges such as time poverty, emotional exhaustion, financial strain, and feelings of isolation. However, the findings also highlighted resilience, strong maternal motivation, and the presence of informal support networks that helped participants persist in their studies. Many student mothers viewed education not only as personal development but also as a pathway to securing a better future for their children.

This study underscores the urgent need for gender-sensitive and family-inclusive educational policies, such as flexible learning modalities, on-campus childcare, and psychosocial support programs. By giving voice to an often-overlooked student demographic, this research contributes to the discourse on inclusive education and equity in higher learning institutions in the Philippines.

Keywords: student mothers, lived experiences, PNU South Luzon, dual roles, inclusive education, qualitative research, phenomenology

ABSTRACT - This study examined the prevalence and impact of workplace sexism within local government offices in Tabuk City, Philippines, focusing on the lived experiences of employees. Findings revealed that sexism manifests in three primary forms: normalized discriminatory behaviors, unequal opportunities, and harassment. These issues significantly impact employees' personal and professional well-being, leading to emotional and psychological stress, reduced self-esteem and self-worth, lack of recognition and participation, and professional disengagement, hindering career growth. Existing measures like Gender and Development training fall short of addressing the root causes, necessitating deeper cultural changes and stronger enforcement. Based on these findings, the study recommends the development of an inclusive organizational practices framework towards the implementation of monitoring schemes, cultural change initiatives, secure reporting mechanisms, leadership training, and regular evaluations to foster a more inclusive, respectful, and productive workplace environment.

Key words: Workplace sexism, Gender and Development (GAD), Local government employees, Lived experiences, Workplace environment

ABSTRACT - Towards the achievement of the Philippine commitments to the United Nation’s 17 Sustainable Development Goals, the University of Eastern Philippines pledged its commitment to contribute its share for this global policy and advocacy. As a state University, UEP endeavors to fulfill its social and moral responsibility to its stakeholders, clients and partners in the development arena.

Despite the global environmental and economic crisis that is affecting the local academic community, the University strives its efforts to cope with these crises. In order to help the local community to educate the people to become globally-aware citizens, the University has collaborated with various national government agencies, local government units, and private institutions for this causes for a greater impact to the target communities. Stakeholders’ participation plays a critical role in global citizen education. It provides the opportunity to share available yet limited resources at the same time learning from its success and failures. Through collaboration and co-management of various program and projects, the impacts to the target population and communities radiates to various degree of effects on their lives, environment, society and their economy.

The University’s innovative solutions to contribute with this global agenda is manifested in the participation in the local action dubbed as Prosperity (KAUSWAGAN) Caravan which was initiated last 2022. This is a humble taking of local actions for the global concern of sustainable development goals. The Public-Private Partnership (PPP) Law (RA 11966) offers great opportunities of taking possibilities for changes in the near future for all concern agencies to actively participate in the execution and working for the progress of our local actions for this global agenda.

Recently, the provincial government of Northern Samar has concluded its 24th   of the series of KAUSWAGAN Caravan in the island municipality of San Vicente where the presence of the University is always recognized for providing its program, products, and services to the people.

Keywords: transformative community, Global citizenship, Kauswagan

ABSTRACT - This is an institutional study focusing on the programs, activities and projects as initiatives  of the Marikina Polytechnic College (MPC), the GCED Regional Hub for the National  Capital Region (NCR). Using the case study research design, official documents such as  annual, technical and accomplishment reports along with interviews with concerned  stakeholders were examined and analyzed. It was noted that MPC has numerous initiatives  on GCED particularly that of the Learning Express Program (LEX) and the International  Conference on Innovations and Education (ICIE). LEX is a program since 2018 that is  anchored on the framework of intercultural learning, inclusivity, sustainable development  and gender equality. The first ICIE in 2022 and the 2nd in April 2025, have served as  avenues for sharing of research-based papers and discourses relevant to various areas that  include GCED-related topics. While there were challenges noted in the implementation of  GCED-related programs, it is recommended for MPC to further sustain such initiatives in  collaboration with other higher education institutions (HEIs) and other civil society  organizations both at the national and international contexts. 

Salient Findings relevant to GCED 

It was noted that MPC has numerous initiatives on GCED particularly that of the Learning  Express Program (LEX) and the International Conference on Innovations and Education  (ICIE). Both initiatives are done collaboratively with partner institutions and/or  organization of the Marikina Polytechnic College (MPC).  

LEX is a program since 2018 that is anchored on the framework of intercultural learning,  inclusivity, sustainable development and gender equality. In partnership with Singapore  Polytechnic (SP), the LEX program is a collaborative program that uses the 'design  thinking framework' in conducting an international community extension program  anchored on the United Nations Sustainable Development Goals (SDGs). It is a program  that promotes intercultural understanding between and among all the concerned  stakeholders - administration, faculty, students, community partners, and alumni. LEX is  also anchored on the framework of inclusivity and gender equality.  

The first ICIE in July 2022 focused on professional sharing relevant to innovations  particularly in Technical Vocational Education and Training (TVET) and higher education  in general. Conducted via online modality in 2022, the conference was attended by more or less 300 participants with keynote and plenary speakers coming from across the country  and abroad.  

The 2nd ICIE in April 2025 revolved around the theme 'Navigating the Futures of TVET,  Higher Education and Global Citizenship in the Era of Artificial Intelligence (AI).' With  more than 500 onsite and online participants and with at least 100 research papers presented  together with inputs from Keynote and Plenary Speakers from across the country and  beyond, the conference specifically provided a platform for professional sharing and  discourses on the following: Artificial Intelligence (AI) and Global Citizenship Education  (GCED), TVET and Higher Education in the AI Era, Smart Nations and Industry 4.0  Innovations, Gender Equality and Inclusivity in Education, and, Microcredentialing and  the Future of Learning.  

While there were challenges encountered by MPC in organizing the above cited GCED related initiatives, the study revealed that such challenges were positively addressed. I was  recommended that the institution may consider sustaining (and even improving) the said  GCED-related initiatives with the potential of expanding partnerships with other academic  institutions and organizations in the country and beyond.

ABSTRACT - The growing need to embed peace education in teaching learning comes with the urgency to develop instructional materials to support the teacher education institutions in preparing the pre-service teachers to embed peace lens in their lessons. The aim of this study was to create structured, contextually relevant instructional modules that promote the culture of peace in delivering the lessons and to evaluate their validity for use in teacher education institutions. This study employed a developmental research design comprising three phases: planning, development, and validation. The content of the modules was informed by key concepts of peace education, global citizenship education, and contextual issues in teaching peace in Mindanao. The modules covered topics such as fundamental components of peace education, teaching peace education in Basic Education, designing peaceable classrooms, teaching strategies in peace education, assessment in teaching peace education, planning lessons in peace education. The developed modules were subjected to content and face validation by the deans, peace educators, and senior faculty of the College of Education as well as the directors/coordinators of the Institute for Peace and Development in Mindanao in all Mindanao State University System campuses. A total of thirty (30) pool of experts evaluated the modules based on clarity, relevance, content accuracy, and instructional alignment. The mean Content Validity Index (CVI) for all modules was 4.26 indicating high validity. Findings affirm that the modules are appropriate, relevant as well as huetagogically and andragogically sound for integration into teacher education curricula. The study concludes that the validated teaching peace education modules can serve as an effective material for preparing pre-service teachers in embedding peace lens in their future classrooms. It recommends pilot implementation and further research to assess the effectiveness on teaching practice and student learning outcomes.

Keywords: Teaching Peace Education Modules, Pre-Service teachers, Validation

ABSTRACT - Recognizing the historical context of conflict and cultural diversity in Mindanao, the inclusion of Peace Education in teacher training programs is seen as a critical step toward cultivating future educators who are peace champions in their classrooms and communities. This purpose of this study was to assess the effectiveness of Teaching Peace Education curriculum to pre-service teachers in Mindanao, Philippines. 

The study employed a one-group pre-test and post-test design to assess changes in knowledge of pre-service teachers on embedding  peace education. A total of forty five (45) multicultural pre-service teachers who were from the College Bound Program of the Mindanao State University-General Santos participated in the study. A fifty (50) item test was used to measure the knowledge of the participants. Descriptive and inferential statistical analyses, including percentage, mean and paired sample t-tests, were conducted to determine the significance of changes before and after the implementation of structured Peace Education modules. 

The results revealed statistically significant improvement in the  knowledge of  the pre-service teachers in integrating peace education in their lessons. The findings indicate that the intervention had a positive contribution to the readiness of pre-service teachers to embed peace in their future teaching practice. The study concludes that Peace Education, when systematically taught, can improve the knowledge of pre-service teachers in promoting a culture of peace. It recommends the inclusion of a 3-unit course on teaching peace education in the teacher education curriculum and further quantitative  and qualitative studies  can be endeavored to explore long-term impacts.

Keywords: Teaching Peace Education, pre-service teachers, knowledge, embedding peace, Mindanao 

ABSTRACT - This study evaluates how government reintegration programs affected the quality of life of rebel returnees on the Zamboanga Peninsula. It focuses on their socio-economic conditions before and after reintegration, available programs and services, social challenges, economic opportunities, and psychosocial support, to meet their demands and difficulties. It also suggested a reintegration structure. Examining the psychological, social, and financial elements of reintegration using a mixed-methods approach. Using Slovin’s approach, the research surveyed 100 rebel returnees from Zamboanga Sibugay, Zamboanga del Sur, and Zamboanga del Norte, then purposefully interviewed project managers and community people. Exclusions included individuals without reintegration, those involved in criminal activity, and those with serious mental health problems. Results demonstrated that long-term stability remained a difficulty even if reintegration initiatives provided certain socioeconomic advantages. Employment was erratic; financial help was uneven; and housing support was insufficient. Lack of mental health treatments caused psychological stress for many returnees; community stigma hampered their reintegration. Vocational training’s efficacy was lowered by its frequent mismatch with market needs. Although returnees knew about reintegration programs, accessibility and efficacy still proved issues. 

Strong family and community support helped to smooth out social reintegration, although local decision-making was not often sought for. Low work satisfaction, unstable employment, and housing insecurity were only a few of the difficulties economic reintegration faced. The mediocre rating given mental health support emphasizes the necessity of improved services. Apart from family income, which affected social reintegration, the research revealed no appreciable correlation between major demographic variables and reintegration results. For sustained reintegration, the suggested structure stresses skill development, psychological assistance, stigma reduction, and legislative changes. While government initiatives help with social reintegration, disparities in housing, mental health care, and economic stability still exist. Promoting sustainable development and financial independence for rebel returnees calls both long-term planning.

Keywords: reintegration programs; rebel returnees; socio-economic conditions; sustainable reintegration