ABSTRACT -  Education is a crucial driver of positive social change and sustainable development. However,  globally-oriented standardized educational institutions often struggle to address the specific needs of  marginalized communities and grassroots populations. Recognizing the significance of this issue, our  University, designated as a Hub for Indigenous Peoples Education, is committed to providing essential  assistance and services to Indigenous Peoples (IP) communities. This study presents a case study of the  Agta Community in Sitio Magamut, San Vicente, San Pablo Isabela, employing an immersive,  participatory, and focused group ethnographic methodology. 

Through a comprehensive needs assessment survey and interviews conducted with 15 respondents,  predominantly males, key findings revealed that numerous young IP community members face obstacles  such as financial constraints, long distances to schools, household responsibilities, and a lack of motivation  to pursue education. The community expressed a strong desire for home-based education, while IP elders  and household leaders emphasized the importance of preserving their unique culture and traditions.  Moreover, financial limitations significantly hindered the community's ability to sustain their daily lives. 

Building upon these insights, a series of projects were implemented, anchored in the Sustainable  Development Goals (SDGs). These initiatives aimed to enhance educational access, foster relevant skills  development, and promote the preservation of cultural heritage within the Agta Community. By addressing  these challenges, this study contributes to the broader objective of advancing sustainable development and  promoting social equity among Indigenous Peoples. 

Keywords: Indigenous Peoples, global citizenship education, sustainable development, cultural  preservation, marginalized communities

ABSTRACT - Environmental factors play a critical role in shaping the operation and effectiveness of Traditional  Madrasah education in the communities surrounding the Ligawasan Marsh within the Bangsamoro  Autonomous Region in Muslim Mindanao (BARMM). This study explored the environmental challenges  confronting these institutions and their implications to global citizenship education. Findings revealed that  deteriorating infrastructure is a pressing concern, with many Madrasah classrooms becoming increasingly  dilapidated due to years of neglect and insufficient funding. These conditions compromise student safety,  disrupt learning, and hinder the adoption of modern pedagogical practices. Additionally, the vulnerability  of Madrasah infrastructure to environmental hazards, particularly flooding, is exacerbated by the  geographical landscape where drainage systems are poorly constructed. Field visits documented frequent  class cancellations and extended disruptions due to flood-damaged facilities. Compounding these issues is  the widespread inadequate water, sanitation, and hygiene (WASH) facilities, which undermine not only  students’ health and well-being but also the religious practices integral to Islamic education, such as  ablution before prayer. The gap between Islamic teachings on cleanliness and the poor conditions in many  Madrasah highlights a deeper disconnect that hinders learners' holistic development. These issues, rooted  in environmental neglect, call for not only infrastructure investment and climate-resilient planning but also  the integration of Global Citizenship Education (GCED). Madrasah institutions should serve as spaces that  uphold religious values while promoting environmental awareness, disaster preparedness, and social  responsibility. The study recommends embedding GCED to empower learners with the knowledge,  attitudes, and skills to address environmental issues and support community well-being. This aligns with  the Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 6 (Clean Water and  Sanitation), and SDG 13 (Climate Action), and equips Muslim learners in Ligawasan and similar areas in  BARMM to help build inclusive and sustainable societies. 

Keywords: traditional madaris, madrasah education, BARMM, Global Citizenship Education (GCED),  environmental sustainability challenges, sustainable development goals

ABSTRACT - The integration of Artificial Intelligence (AI) into education presents promising opportunities, particularly regarding its influence on students’ academic behaviors and performance. This study investigates the relationship between AI usage and academic procrastination among third-year students at Philippine Normal University South Luzon (PNUSL). Specifically, it examines how varying degrees and types of AI use affect students’ tendencies to delay academic tasks. Understanding this relationship is crucial as AI becomes increasingly embedded in educational systems, potentially shaping student behavior in both positive and negative ways.

Using a quantitative research design, the study surveyed 107 third-year students through standardized instruments: The Procrastination Assessment Scale–Students (PASS) and the Artificial Intelligence Attitude Scale (AIAS). Data were analyzed using descriptive statistics, correlation, and regression analyses to explore the interplay between AI use and procrastination levels.

Results indicate that students who utilize AI tools report moderate procrastination, particularly regarding assignment deadlines. Notably, external factors such as environmental distractions and social media exerted a stronger influence on procrastination than internal factors like fear of failure or lack of motivation. Contrary to expectations, no significant correlation was found between students' attitudes toward AI and their overall levels of academic procrastination, suggesting that other variables may play a more critical role.

This study contributes to the growing literature on educational technology by underscoring the nuanced relationship between AI use and procrastination. The findings imply that while AI can support academic tasks, its presence alone does not necessarily mitigate delay tendencies. Therefore, educators and policymakers must consider a broader range of behavioral influences when integrating AI into curricula. Future research should pursue longitudinal and cross-institutional studies to deepen understanding and enhance the generalizability of findings.

Keywords: Artificial Intelligence (AI), academic procrastination, factors of procrastination

ABSTRACT - Arts and culture were given prominence in our Philippine Constitution of 1987, wherein  the state shall foster the preservation, enrichment and dynamic evolution of a Filipino national  culture based on the principle of unity in diversity in a climate of free artistic and intellectual  expression. Moreover, it highlighted that the state shall ensure equal access to cultural  opportunities through the educational system, public or private cultural entities, scholarships,  grants and other incentives, and community cultural centers, and other public venues; and stressed  that the state shall encourage and support researches and studies on the arts and culture. 

The Gabaldon school buildings are historical structures where many generations of  Filipinos first experienced the light of knowledge, and, hopefully, wisdom. It is then a national  imperative that we preserve these structures, as a reminder of our nation’s past, what we should  now, and how we should go forward into the future – that is, that education is intrinsically  important to the development of our nation. 

This work in progress study would like to analyze the historical and architectural relevance  of Gabaldon Buildings as a Legacy to the Philippine Educational System, thus, will be limited to  its purposes which will include the existing Gabaldon Buildings that can be found only under the  Schools Division Office of Bulacan. 

Henceforth, the researchers will infuse the historical and architectural relevance of  Gabaldon Buildings as a legacy to the Philippine educational system, especially for the next  generations. 

ABSTRACT - Small-scale minor prostitution is rampant and mostly unreported. Despite their  young age, they are compelled to do it because of several factors. The primary  purpose of the study is to delve further into the minds of these minors why they  engage in small-scale prostitution and to further add literature on few published  studies in the Philippines related to these kinds of study. The study focused on the  reasons, challenges, fears, desires, and realizations of these minors living in  Pangasinan, particularly in the municipality of Sison. The study used a qualitative  research method using an unstructured interview anchored on the Social Exchange  Theory, Family System Theory, Systems Justification Theory, Theory of  Rationalization and Individual Deficiencies Theory. Purposive Sampling,  Convenience Sampling, and Snowball Sampling was used to identify the participants  of the study. The whole month of October 2024 was the period in the collection of  data. The study had 10 participants in which all are from Sison, Pangasinan. Their  responses were analyzed through Interpretative Phenomenological Analysis,  particularly the Heideggerian type of phenomenology. The study revealed that  poverty and dysfunctional family forces these minors into prostitution to earn money  for themselves which is risky because they can get Sexually Transmitted Infections.  At the lowest point of these minors, a gay patron comes along, offers them money,  possibly inviting them to be a live-in partner which results to child grooming as a  form of abuse, and then after time, the minor develops feelings to the gay patron and  reciprocates the goodness showered unto him which results to Stockholm Syndrome.  The findings of the study would form a basis of an intervention program. Moreover,  expanding the scope of the research into other municipalities must be conducted to  acquire more extensive and relevant data to explore the lived experiences of these  minors. 

ABSTRACT - An era marked by increasing global interconnectedness and the imperative for community-driven development, Romblon State University (RSU) has embarked on a transformative journey through collaborative engagement with stakeholders. This study explores RSU's innovative approach to empowering global citizens through community-driven education initiatives. By fostering partnerships with local stakeholders, including government agencies, non-governmental organizations, and community leaders, RSU aims to co-create educational programs that address local challenges and leverage global opportunities. This research investigates the impact of these initiatives on community development, educational outcomes, and the cultivation of global citizenship among RSU students and community members. Through qualitative analysis of stakeholder perspectives, program evaluations, and student outcomes, this study offers insights into effective strategies for fostering sustainable community engagement and empowering global citizens in diverse educational contexts.

KEYWORDS: partnerships, community-driven education, stakeholder collaboration, global citizenship, educational initiatives

ABSTRACT - In line with the Education 2030 Agenda, particularly Target 4.7 of SDG 4 on Quality  Education, Global Citizenship Education (GCED) develops people's ability to address  global concerns and promote social justice, sustainability, and peace. Using a descriptive  quantitative approach, this study investigated how GCED is currently incorporated into  Pangasinan State University's Teacher Education Program curricula. CTE Deans and  Program Heads were given a validated survey questionnaire. According to the profiles of  the 40 responders, the majority were female (65%), between the ages of 26 and 30, and  40% had between 11 and 20 years of service. The most number of specialization was  Science, which was followed by Elementary Education and English. Notably, none  majored in Values Education. Nearly all respondents (97.5%) held permanent positions,  and over half (57.5%) had doctorate degrees. 

Regarding GCED-related training, two had exposure at the national level, six received  training at the local level, and 22 had attended institutional seminars. Nevertheless, none  had any exposure abroad, and ten had not gone to any seminars about GCED. 47.5% of  respondents said that GCED is only "somewhat implemented" in terms of curriculum  integration. The lack of a GCED course guide or syllabus, few faculty training  opportunities, stakeholders' lack of orientation/ familiarization with GCED, a lack of  teaching materials, and a lack of GCED-specific pedagogical frameworks were among  the main issues noted. 

The study suggests that the university improve the implementation of GCED by holding  awareness symposia, creating educational materials through writeshops, and holding  specialist training, seminars, and workshops. These efforts aim to equip faculty with the  necessary competencies and promote GCED as an essential part of teacher education  and broader social responsibility.