ABSTRACT - Research indicates that professional learning and development is essential to teachers.  Further research is required to characterize and identify the methods and obstacles involved in  putting collaborative learning into practice. The study investigates the teachers’implementation of  PROJECT S.I.R.I.B (Strategic Instructional Resources for Inspiring and Better) World as Basis for  Policy Recommendations in Umingan National High School, Umingan, Pangasinan by utilizing  mixed method. In this study, it will find out which is fully implemented along the flagship of Global Citizenship Education (GCED) under Whole-School Approach (WSA) which are  curriculum teaching and learning, effective leadership, awards, initiatives and extra-curricular  activities, and community connections. It will also determine the challenges experienced by the  teachers in implementing the said project. 

Since the study will follow a mixed method, qualitative data on the participants' challenges  will be collected through Online Focus Group Discussion (FGD) for the teachers and In-Person  Focus Group Discussion for the teachers for the quantitative part, while quantitative data will be  collected by using a survey questionnaire.  

In the qualitative part of the study, online focus group discussion (FGD) will be utilized for  the informants, which is the maximum number of participants considering the data saturation  points. The utilization of online focus groups has witnessed a notable surge in supplementing or  potentially supplanting in-person research connections with technologically facilitated alternatives  (Lobe, 2017).  

A focus methodology will be utilized that is most relevant when studying the challenges  experienced by the informants in implementing the collaborative learning and expertise session.  Focus group discussion allows the informants to interact with one another rather than with the  study's researcher. Also, focus group discussion allows observation of how meaning is formed, 

questioned, explained, and disputed inside the group, providing insight into the interaction among  informants (Morgan, 1996). A focus group discussion brings people with similar backgrounds or  experiences to explore a particular topic of interest. Informants in focus group talks are free to  converse with other group members; unlike other research methodologies, it encourages  participants to converse with one another (Baral et al., 2016). This study will apply the four stages  in FGD: introduction, rapport-building stage, in-depth discussion, and closure. In the introduction  stage, the moderator will outline the discussion's objectives, inform the confidentiality of the  session, and introduce the participants. Informants are encouraged to start conversing and sharing  by asking simple questions in the rapport-building stage. The moderator will be focused on the  central questions in the topic guide, enabling participants to express their feelings and thoughts  through conversation during an in-depth discussion. Finally, the moderator wrapped up the  impressions or conclusions gathered, and participants clarified, confirmed, or elaborated on the  information at the closure stage.  

Ultimately, the analysis comes to the conclusion that the school implements its  collaborative learning and expertise session. Findings will serve as the basis for policy  recommendations. It is noteworthy that larger-scale research of this kind is required, with the aim  of implementing and assessing the study's output in terms of its efficacy. 

Keyword: PROJECT SIRIB, Whole-school approach, policy recommendation

ABSTRACT - This study investigated the influences of spiritual values and intelligence on the ability of student leaders to lead and motivate their peers. The literature posited that spiritual intelligence positively impacts leadership effectiveness. The study focused on purposively chosen 12 respondents from Program-Based Organizations (PBOs), interest clubs and University Chapter Organizations (ICUCOs), and the Student Government. An exploratory research design paired with a qualitative approach is employed, utilizing semi-structured in-person interviews to explore how spiritual values and intelligence affect student leaders' decision-making, leadership abilities, and motivational capacity. The data were analyzed using Analytic Steps in Qualitative Research Technique,  incorporating natural language processing (NLP) and machine learning (ML) techniques. The findings reveal that spiritual values such as humility, compassion, truthfulness, and love significantly influence leadership styles and strategies, fostering environments of trust, respect, and inspiration. These values guide leaders in conflict resolution and managing challenging situations with patience, understanding, faith, and transparency. Compassion, empathy, integrity, and resilience were identified as crucial for effective leadership. The study concluded that spiritual intelligence, encompassing empathy, integrity, responsibility, and inclusivity, is pivotal in shaping authentic, responsible, and resilient leadership styles, ultimately enhancing team dynamics and organizational success. These insights have broad implications for developing leadership training programs that integrate spiritual values to cultivate capable, empathetic, and ethically grounded leaders.

Keywords: spiritual values, spiritual intelligence, student leaders, spiritual leadership

ABSTRACT - This study explores the implementation of Global Citizenship Education (GCED) training at the University of Eastern Philippines, emphasizing its role in promoting awareness, sustainability, and social responsibility among faculty and students. The training sessions focused on integrating GCED into the curriculum, promoting environmental consciousness, and developing leadership skills to align with the United Nations' 17 Sustainable Development Goals (SDGs). More than three thousand students participated in the program alongside 500 faculty members who recognized the value of incorporating GCED into their teaching. The GCED training has significantly enhanced faculty engagement, with many educators integrating GCED principles into their instructional methods. Furthermore, pre-service teachers and NSTP students demonstrated an increased commitment to applying these concepts in their off-campus internships and community immersions, promoting civic responsibility and climate resiliency. The study highlights the university’s proactive efforts in institutionalizing GCED, contributing to a more inclusive and globally aware educational environment. The study recommends continuous GCED training, curriculum integration, strengthened community engagement, and the establishment of partnerships with relevant organizations. By embedding global citizenship principles into education, the university reinforces its commitment to producing socially responsible graduates who are prepared to address local and global challenges.

Keywords: UEP, Global Citizenship Education, Sustainable Development Goals (SDGs)

ABSTRACT - This paper presents the findings on the rich, colorful, and mathematically patterned native woven mats, or banig, created by skilled weavers in Northern Samar. Specifically, the study aimed to identify the symmetry group types of frieze and wallpaper patterns present in the designs of these traditional mats. Recognizing and analyzing these patterns can contribute to the creation of new banig designs, potentially leading to local and regional commercialization. The researchers examined eight banig from Brgy. Bukid, Las Navas, identifying eight frieze patterns, and three banig from Brgy. Bantayan, San Roque, identifying three wallpaper patterns. The results revealed symmetry groups p111, p112, and pmg for the frieze patterns, and p112, p2mm, and pg for the wallpaper patterns. Based on these findings, it is recommended to further analyze the color symmetry of the banig designs included in this study and to explore additional designs created by the same group of weavers to expand the mathematical and cultural documentation of banig patterns.

Keywords: Banig, symmetry groups, frieze patterns, wallpaper patterns, mathematical design, Northern Samar

ABSTRACT - Sa makabagong konteksto ng edukasyon sa Pilipinas, hinarap ng mga guro ang hamon ng  paggamit ng panitikan bilang makabuluhang kasangkapan sa paghubog ng makabansa at  makataong kamalayan ng mga mag-aaral. Isa sa mga tampok na akdang pampanitikan sa kurikulum  ng Baitang 9 ay ang Noli Me Tángere ni Dr. Jose Rizal. Bagama’t mahalaga ang historikal at kultural  na ambag ng nobela, hindi ito lubos na naiuugnay sa mga kontemporaryong isyu na hinarap ng  kabataang Pilipino. Kaugnay nito, nilayong isagawa ng pananaliksik na ito ang integrasyon ng  Global Citizenship Education (GCED) sa pagtuturo ng Noli Me Tángere upang mapataas ang antas  ng kaalaman, kamulatan, at pagkilos ng mga mag-aaral bilang responsableng mamamayan ng  mundo. 

Ginamit sa pananaliksik ang pagsusuri ng kasalukuyang kurikulum ng Baitang 9 at ng 64  na kabanata ng nobela upang maihanay ang mga ito sa mga domeyn, pangunahing kalalabasan ng  pagkatuto, at mga temang GCED na nakaangkla sa konteksto ng Pilipinas. Mula rito, binuo ang  isang banghay-aralin na may integrasyong GCED. Isinagawa rin ang pilot implementation sa mga  pampubliko at pampribadong paaralan upang maikumpara ang epekto ng tradisyonal at GCED 

integrated na pamamaraan ng pagtuturo. Ginamit ang talatanungan, observation checklist, at  panayam sa mga piling mag-aaral upang masukat ang naging epekto nito sa kanilang pag-unawa at  pananaw. Sa huli, nilayon ng pananaliksik na mailahad ang naging implikasyon ng GCED sa mas  makabuluhang pagtalakay sa Noli Me Tángere, at kung paanong nakatulong ito sa paglinang ng mga  mag-aaral bilang aktibong kalahok sa lokal at pandaigdigang lipunan. 

ABSTRACT - The diverse socio-cultural landscape in Mindanao necessitates equipping future  educators with the skills and knowledge to implement teaching-learning embedded with  peace lens. The purpose of this study is to assess the teaching demonstration  performance of pre-service teachers in embedding peace education in elementary  schools. The study focused on assessing how effectively pre-service teachers applied  peace education principles in their teaching demonstrations. 

A total of forty-three (43) pre-service teachers from College of Education, Mindanao State  University-General Santos participated in the study. Participants underwent Teaching  Peace Education training sessions, which emphasized integrating peace concepts in  lesson planning, teaching-learning, classroom management and assessment. Their  performance was assessed using a rating scale that measured indicators such as content  integration, instructional strategy, classroom management, and assessment. 

Descriptive statistics, including mean scores and percentages, were used to analyze  performance of the pre-service teachers across subject areas. Results indicated that most  of the participants demonstrated a high level of competency in embedding peace  concepts into their lessons, particularly in fostering positive interactions, and selecting  instructional materials sensitive to the diverse backgrounds of learners. They provided  opportunities for students to demonstrate their learning and respected diverse student  experiences. However, variations were noted in the depth of integration across subject  areas. There are areas that require further improvement, including managing transition  times, implementing culture-sensitive peace policies, and using appropriate peace themed materials.  

The study concludes that targeted sessions on Teaching Peace Education prepared the  pre-service teachers to deliver peace-embedded teaching-learning for elementary  learners. It recommends the institutionalization of the training of pre-service teachers on  teaching peace education before their deployment to the cooperating schools during their  practice teaching. Additionally, a phenomenological study is recommended to explore the  lived experiences of pre-service teachers on embedding peace education in elementary  schools.

Keywords: Peace-embedded Teaching Demonstration Performance, trained pre-service  teachers, peace education

ABSTRACT - This study explores the ethnobotanical knowledge of the Mamanwa tribe in Northern Samar, with a focus on their traditional use of medicinal plants for treating various health conditions. Rooted in centuries-old practices passed down through oral tradition, the Mamanwa’s herbal medicine reflects a deep connection to nature and a sustainable way of life. Fieldwork conducted in the remote community of Barangay San Isidro revealed a diverse range of plant-based remedies used to address gastrointestinal, dermatological, respiratory, and musculoskeletal ailments. Viewed through the lens of Global Citizenship Education (GCED), this research highlights the importance of preserving indigenous knowledge as a means of promoting cultural diversity, environmental sustainability, and global responsibility. The Mamanwa’s traditional practices serve not only their immediate health needs but also contribute to a broader dialogue on sustainable living and ecological stewardship. By documenting and valuing these indigenous health practices, the study underscores the relevance of local wisdom in addressing global challenges, such as healthcare accessibility, biodiversity loss, and cultural erosion. In doing so, it supports the GCED goal of fostering respect for cultural heritage, while encouraging inclusive and sustainable solutions for a shared global future.

Keywords: Biodiversity, cultural diversity, healthcare, herbal medicine, indigenous knowledge