Throughout Project EduPREP, I took time to reflect on the process and consider how the training could be improved. If I were given the chance to do it again, I would focus on making the program stronger, more relevant, and more impactful for teachers and learners. The first version laid a meaningful foundation by equipping Filipino English teachers at Future Integrated Schools (FIS) with tools, strategies, and confidence to prepare for the English Speaking Summer Program in alignment with the annual English Speaking Contest hosted by the Department of Education and Training (DOET) in Dong Thap. Nevertheless, every project comes with lessons learned, and new insights have inspired me to reimagine EduPREP with deeper relevance, sharper focus, and a renewed commitment to empowering teachers so their students can thrive not only in English speaking competitions but also in real-world communication. EduPREP Version 2.0 serves as my recommendation for future implementations of EduPREP or similar courses, programs, or projects. 

Modified Training Duration 

The EduPREP training program ran for three and a half hours, from 8:00 a.m. to 11:30 a.m., which was an appropriate time frame for the designed content and program flow. However, observations and evaluations indicated that while the delivery was effective, the information presented could be elaborated further and explored in greater depth to maximize relevance and impact. 

To address this, EduPREP Version 2.0 will be implemented as a full-day training workshop or extended over two to three days, with at least two hours allotted per major section (e.g., Context and Program Overview, Needs Analysis: The Current Speaking Landscape, Instructional Solutions: Strategies for Teachers, EduPREP Teacher’s Handbook and Summary). This extended format ensures that teachers have sufficient time not only to receive information but also to engage in active reflection, collaboration, and application. 

Enhanced Content and Strategies 

In response to EduPREP pilot testing observations, challenges encountered, and feedback gathered from participants, the content and program flow will be refined to include the following:

• Provision of Authentic Examples and Contexts. Incorporate concrete situations from the current speaking landscape in FIS. Facilitate a guided needs analysis discussion so that teachers fully understand the rationale of the program. Consistent with andragogy and constructivism, participants will be encouraged to draw from their experiences, collaborate on problem-centered tasks, and actively co-construct knowledge.

• Deeper Focus on Lesson Planning Strategies. Provide practical examples and guidelines on how to align classroom instruction with contest rubrics, as well as on how to use backward design as a framework for mapping learning outcomes to instructional activities. In line with the experiential learning theory, teachers will not only receive input but also engage in experiencing, reflecting, conceptualizing, and applying newly learned strategies.

• Expert-Led Sessions. Dedicate time for invited trainers or educators specializing in English speaking instruction—whether from FIS, DOET, or external institutions. Aligned with Vygotsky's zone of proximal development, these experts will act as more knowledgeable others, scaffolding teacher learning by presenting insights that extend just beyond participants’ current practices. Through guided presentations and interactive question-and-answer segments, teachers can bridge the gap between what they already know and what they are capable of doing with support, gradually internalizing new strategies that broaden their instructional perspectives.

• Improved Integration of Multimedia Resources. In addition to presentation slides, incorporate varied instructional materials such as video clips, images, and graphic organizers. These resources combine verbal and visual channels, helping participants process and retain information more effectively, as posited by the dual coding theory. Additionally, guided by the Universal Design for Learning, multimedia will also provide multiple means of representation—ensuring that concepts are accessible, engaging, and adaptable to diverse learning preferences, while also modeling inclusive strategies that teachers can replicate in their own classrooms.

• Hybrid and Remote Participation Options. To make EduPREP more inclusive and sustainable, Version 2.0 will offer both onsite and online participation. Teachers who cannot attend physically may join via platforms such as Zoom or Google Meet, with opportunities to participate in polls, breakout discussions, and live Q&A. Sessions will also be recorded for asynchronous access, ensuring flexibility for teachers managing heavy workloads. In addition, digital collaboration spaces (e.g., Padlet, Google Docs) will be used for peer exchange, reflection, and ongoing professional dialogue. This modification aligns with Universal Design for Learning by offering multiple means of engagement and ensures that all teachers—regardless of availability—can benefit from the training.

Through these modifications, EduPREP Version 2.0 will not only retain the strengths of the pilot run but also provide a richer, more interactive, and sustainable professional development experience for teachers.

Expanded Target Audience 

EduPREP was initially created for the Filipino teachers in the English Department, based on analysis modalities such as surveys and observations conducted with them. The instructional design indicated that other foreign teachers and Vietnamese teachers in the department could join as secondary participants. However, during the session, it became clear that these teachers could benefit from the program just as much as their Filipino colleagues—they, too, needed teacher training and professional development opportunities. The few Vietnamese teachers who were able to attend found value in the experience, underscoring the need to make the program more inclusive. 

For this reason, EduPREP Version 2.0 will open participation to all teachers in the English Department at FIS. This ensures that every teacher—Filipino, Vietnamese, or foreign—has access to the same tools, strategies, and confidence to facilitate English speaking summer classes and prepare students not only for competitions but also for real-world communication. This shift also strengthens the application of andragogy and constructivism, as having a broader audience will deepen the collaborative learning process. With teachers from different backgrounds and experiences, discussions and activities will naturally draw out richer perspectives, making the training more reflective, problem-based, and responsive to real classroom challenges. 

Refined Data Collection 

Expanding the audience also means refining how information is gathered during the analysis phase. In EduPREP Version 2.0, participant information and consent forms will be shared with all English Department teachers. Classroom observations will be increased, and one-on-one interviews—both formal and informal—will be conducted to capture deeper insights into teacher needs and the speaking challenges students face. These steps ensure that the program remains grounded in the realities of FIS teachers and students, allowing EduPREP to stay relevant, adaptive, and sustainable over time. 

Additional Theoretical Underpinning: Kolb's Experiential Learning Theory 

In EduPREP Version 2.0, I plan to integrate Kolb’s Experiential Learning Theory to complement the program’s andragogical foundation of drawing from life experiences. This theory emphasizes that adults learn best when they connect new knowledge to prior experiences and immediately apply it in practice (Western Governors University, 2020). Its inclusion will strengthen not only the delivery of training content but also the follow-up implementation and evaluation of post-training classroom practices. 

To achieve this, EduPREP 2.0 will explicitly link training activities with what must be observed in post-training classroom application, guided by Kolb’s four stages of learning. During the training, participants will engage in concrete experiences (e.g., analyzing student speaking performances) and reflective observation (e.g., discussing strengths and challenges with peers). They will then move toward abstract conceptualization (e.g., formulating strategies aligned with contest rubrics and learning objectives) and active experimentation (e.g., piloting these strategies in their own classrooms). 

Modified Learning Activities, Assessment Methodologies, & Instructional Materials 

In EduPREP Version 2.0, the learning activities, assessment methodologies, and instructional materials from Version 1.0 will be retained but modified and expanded to align with Kolb’s experiential learning theory. By embedding Kolb’s stages into the activities, assessments, and materials, the program goes beyond theory and becomes more closely connected to classroom practice—making the training more relevant, impactful, and sustainable for teachers and their learners. The table below outlines how each stage of Kolb’s cycle informs the modifications and additions in activities, assessments, and materials for Version 2.0.