ABSTRACT - This study analyzed the AI-enhanced language lesson plans embedded with Global Citizenship  Education (GCED) themes in the frame of Prompt Based Teaching Model (PBTL). A total of thirty-eight  (38) pre-service teachers participated in this research. Through content analysis of their submitted lesson  plans in language teaching, the study identified the nature of GCED themes and topics embedded in the  lesson plans. Additionally, an online survey was conducted to determine the students’ utilization and  perception of PBTL in lesson planning. 

Initial findings revealed that the majority of the lesson plans incorporated key GCED themes including  local, national, and global systems, structure, and process, along with topics like historical development  of global systems and structures. Culture and intercultural relations include cultural expression and  intercultural exchanges and communication, identity formation protection, recognition, and advancement  in multicultural societies. Socio- economic development and interdependence with topics inclusivity and  equitable development and human capital development and equal opportunities reflecting their  consciousness of global citizenship principles among pre-service teachers. Survey results also indicated  generally positive reception on the use of PBTL, with students frequently using AI tools in designing  their pedagogical repertoire in language teaching for high school students. The study concludes that  PBTL is a mode that can be used in promoting GCED integration in language teaching through AI supported strategies. It is recommended that Teacher Education Institutions formally AI-based  instructional design to further improve the proficiency of pre-service teachers in preparing AI-enhanced  language lesson plans embedded with GCED. 

ABSTRACT - Changes are made constantly in the Philippine curriculum by adding subjects and replacing  other topics to a more relevant one. Research as a subject is used to be offered only to the tertiary  level and in the graduate school as one of its major requirements. When senior high school was  added to the Basic Education curriculum through the K to 12 educational reform, general subjects  from the tertiary level have been offered and these include Research. As a matter of fact, it is not  only offered once - there is Pagbasa at Pagsusuri sa Iba’t Ibang Teksto at Pananaliksik (PPITP), Practical Research 1 (PR1) which focuses on Qualitative Research, Practical Research 2 (PR2)  which focuses on Quantitative Research, Inquiries, Investigations and Immersions (III) which were  taught across all strands in grades 11 and 12, and Research Capstone for grade 12 STEM, which  serves as a final output for the application of learning in research. Hence, senior high school  students are expected to be research-oriented and must have the capability to write quality research  papers in their area of specialization. 

On this principle, the researcher would like to recognize the preferences, environment,  engagements and research practices of senior high school teachers, which might provide Research  Development Program, that will conduct series of research training program for teacher researchers and those teachers who would like to pursue research while teaching with their  respective field of specialization. 

ABSTRACT - This study examines how faculty members and undergraduate and graduate students at the University of Eastern Philippines (UEP) understand and utilize Artificial Intelligence (AI) in research and education. The study explores a descriptive approach and purposive sampling, as well as how 1,232 respondents perceive AI and apply it in academic settings. No names or identifying information were collected from the participants to ensure ethical research practices. Likewise, we assessed Ethical awareness using key metrics such as data privacy, transparency, fairness, and accountability in AI applications. Results showed that while most participants are familiar with AI and its potential value to enhance efficiency, understanding its ethical use, which is central to Global Citizenship Education (GCED) values, remains moderate. Faculty members often use AI to improve productivity and simplify complex ideas. Undergraduates actively apply AI in preparing research defenses and customizing learning experiences. On the other hand, graduate students take a more cautious but balanced approach, showing limited enthusiasm for AI’s personalized features. The findings highlight the various ways our respondents adopt AI and point to a growing need for institutional support. The study recommends the university should implement training, workshops, and clear policies to promote both practical and ethical use of AI. This research shows the potential of AI not just as a tool for their academic success but as a platform for cultivating informed and responsible global citizens.

Keywords: Artificial Intelligence, Global Citizenship Education, digital responsibility, higher education, UEP, ethical metrics

ABSTRACT - Persistent social, cultural, and institutional barriers continue to shape women’s sports participation despite progress toward gender equality. This study explores perceptions of athletic engagement among N=450 female students enrolled in PATHFIT courses across four Higher Education Institutions in Region XII, Philippines. It examines how sociocultural norms, familial factors, and institutional resources influence participation. A quantitative cross-sectional survey utilized the Perception on Women’s Sports Participation Inventory (PWSPI; Aman, 2020) to assess barriers and the Athlete Engagement Questionnaire (AEQ; Jiang et al., 2023) to measure behavioral, cognitive, and emotional engagement. Moderating variables—parental education, family income, and institutional location—were analyzed via correlation and regression. Significant correlations between PWSPI perceptions and AEQ engagement levels are anticipated, with disparities tied to socioeconomic status and institutional resources. Findings will advocate for policy reforms, equitable funding, and curriculum enhancement to embed GCED in fostering inclusive sports education and advancing gender equality in Region XII and similar contexts.

Keywords: gender equity, perception, sports participation

ABSTRACT -  This study sought to create a framework for the implementation of gender and culturally responsive methods within PATHFIT, the physical education program at Philippine Normal University–South Luzon. The study used a convergent parallel mixed-methods approach to explore students' attitudes and experiences about inclusion. A total of 131 first-year BMSEE and BTLE students were involved through complete enumeration sampling. Quantitative data were gained using a validated Likert-scale questionnaire, while qualitative insights were acquired through interviews and focus group discussions with LGBTQIA+ students. 

The findings indicated that students displayed significant gender and cultural awareness, acknowledging cultural influences, rejecting gender-based norms, and sanctioning inclusive engagement. Teachers were seen as remarkably inclusive, including varied cultural norms and advocating for gender-equitable training. Correlation study revealed strong positive associations between inclusive strategies and students' understanding of cultural norms, gender stereotypes, and receptiveness to non-gendered roles.

Qualitative data confirmed these findings, highlighting students' favorable experiences in a respectful and powerful educational setting. The result advises supplementing curriculum content, expanding cultural activities, and generating inclusive learning resources. The suggested paradigm underscores the significance of inclusive physical education in promoting fairness, respect, and cultural appreciation.

Keywords: gender responsiveness, cultural sensitivity, inclusive education, PATHFIT, physical education, mixed-methods research, LGBTQIA+

ABSTRACT -  his study explores the politicized transnational experience of volunteerism through the lens of  an intercultural teaching exchange between a foreign volunteer and a local teacher in a public  higher education institution in the Philippines. Drawing on Bourdieu’s theory of capitals and  Parreñas’ concept of dislocations, the research investigates how both educators navigated  differences in cultural background, pedagogical values, and institutional norms within their team  teaching arrangement. Utilizing qualitative methods—including interviews, documentary  analysis, and participant observation—the study reconstructs their collaboration to examine the  interplay of agency, resistance, tolerance, and adaptation. It situates international volunteerism  within a broader socio-political context, recognizing it as both a pathway to global engagement  and a site of ideological tension influenced by aspirational values and postcolonial conditions.  The findings highlight how the participants mobilized their cultural and professional resources to  manage ambivalence, negotiate structural constraints, and co-construct meaning in their shared  educational practice. Ultimately, the study contributes to critical discussions on volunteerism,  teacher agency, and intercultural collaboration in international education settings. 

Key terms: Agency, Dislocations, Intercultural Collaboration, Transnational, Volunteerism