Throughout Project EduPREP, I encountered a variety of challenges that shaped both my process and my growth as an instructional designer and education professional. Limited resources, time constraints, communication delays, and collaboration challenges with my gatekeeper often slowed down progress and created uncertainty in scheduling. These difficulties required me to make quick adjustments in the design and facilitation of the training program. In practice, persistence in communication, flexibility in rescheduling, and adaptability in revising materials to fit the realities of the project site were the most effective solutions. What initially felt like setbacks turned into opportunities to strengthen qualities I now see as essential in instructional design and education work—resilience, adaptability, and problem-solving. 

From these experiences, I learned that instructional design is not a neat or linear process but a dynamic and context-driven one that requires constant negotiation between theory and practice. My strengths were most visible when I applied BES principles to the design of EduPREP’s outputs—the training program, teacher’s handbook, training booklet, and presentation slides—which participants found clear, practical, and professional. At the same time, I became more aware of areas for growth, particularly in time management, strategies for online engagement, and the overlooked potential of experiential learning theory in bridging training with classroom practice. These realizations directly informed the recommendations in EduPREP Version 2.0, where extended training time, hybrid participation, expert-led sessions, multimedia integration, and Kolb’s experiential cycle address many of the gaps I initially encountered. 

More broadly, the project helped me realize how powerful instructional design and technology can be when localized and contextualized. EduPREP worked because it was rooted in the realities of Filipino English teachers working in Vietnamese classrooms. At the same time, I saw larger systemic issues reflected in this work: the lack of sustained professional development opportunities, uneven access to instructional technology, and the need for stronger institutional support. These issues extend beyond my project site and reflect wider educational realities, but they also point to opportunities for innovation and collaboration. 

Ultimately, I believe EduPREP contributed in a meaningful way. I achieved both my personal and course objectives by applying instructional design knowledge and skills, reflecting critically on my evolving philosophy as an educator, and producing tangible outputs that served teachers at Future Integrated Schools. EduPREP was both a contribution to the community I was working with and a personal learning experience. It became a way to support teachers’ growth and, through them, their students’ confidence in using English as a tool for competition and real-world communication. At the same time, it was a journey of growth‚ reminding me that education, like instructional design, is always about reflection, adaptation, and moving forward.

Looking ahead, I plan to apply the lessons of Project EduPREP in my future work in instructional design and educational initiatives. One clear direction is to design teacher training programs that progress from theory to practice by giving participants more experiential and practice-based learning experiences. Like the refinements in EduPREP Version 2.0, this means providing participants not only with input but also with concrete experiences, opportunities for reflection, conceptual framing, and structured chances to apply new strategies in their own classrooms. 

Training should also extend beyond single sessions by offering follow-up support, collaborative spaces for resource-sharing, and mentorship systems that sustain impact over time. Version 2.0’s extended duration, expert-led sessions, and hybrid participation options affirm that teacher professional development thrives when it is continuous, inclusive, and flexible. 

In terms of materials, I recommend continuous revision and innovation to ensure that resources remain engaging, relevant, and accessible. Building on Version 2.0’s emphasis on multimedia and universal design for learning, future programs should integrate localized examples, interactive strategies, and digital tools. Materials should also remain adaptable, with teachers actively involved in co-creating or contextualizing them. This ensures that resources reflect not just the program’s design but also the teachers’ voices and classroom realities. 

At a wider scale, the development of overseas Filipino teaching contexts requires stronger investment in teacher training, better integration of technology in classrooms, and policies that ensure equitable access to professional development. EduPREP Version 2.0’s expansion to include all English Department teachers, not just Filipinos, illustrates how inclusivity strengthens collaboration and learning. To fully address these broader challenges, collaboration across schools, higher education institutions, and education agencies is essential. As an overseas Eskolar ng Bayan, I also see the value in building bridges between Filipino educators abroad and those at home, creating spaces to share knowledge and experiences that enrich both local and global education. 

In a personal sense, I want to keep improving by pursuing professional development in instructional design and teacher training, refining my facilitation skills for both in-person and online contexts, and maintaining the practice of reflection after each project. These habits will help me remain adaptable, better support learners and teachers at different levels, and uphold my commitment to serving education wherever my profession takes me. EduPREP affirmed that bridging theory and practice—grounded in context, informed by feedback, and guided by purpose—is the path I want to continue walking as an educator and instructional designer.