What was the state of the instructional materials development at the project site? How can the instructional materials and utilization program or educational technology course of the project site be improved? 

During consultation meetings and classroom observations in the analysis phase, the teachers were observed to be using well-prepared, updated, and useful materials, along with technological aids such as presentations, videos, and online tools. However, besides the teacher's books that supplemented student books, the school did not have training initiatives or instructional materials designed specifically for its educators. There was therefore a clear need for a guiding framework or starting point for teacher training and professional development programs and resources, especially in the light of the school's plans to organize English speech eloquence summer classes for students who may compete in the annual English Speaking Contest hosted by the Department of Education and Training (DOET) in Dong Thap. In response to this need, EduPREP was developed in the form of a training program, a teacher's handbook, presentation slides, and a training booklet. 

When I was doing my project tasks and other activities, did I refer to any of the theories, principles, and concepts that I have learned in my BES courses? 

The design and implementation of my special project were grounded in the theories, principles, and concepts I studied in the Bachelor of Education Studies program. These included Bloom’s Taxonomy (EDUC 103), the ADDIE Instructional Design Model (EDS 112), Andragogy or Adult Learning Theory (EDS 131), Constructivist Learning Theory (EDS 103), Dual Coding Theory (EDS 103), Universal Design for Learning (UDL) (EDS 151), Mayer's 12 Principles of Multimedia Learning (EDS 153), and Kirkpatrick's Four Levels of Evaluation (EDS 112). 

What were the issues or factors that affected my performance and/or the learning of the learners? How did these factors affect me and the learners? How can these issues or factors be addressed? 

Several factors affected my work and performance as a designer, including limited resources, time constraints, communication delays, and collaboration challenges with my gatekeeper. These issues, in turn, influenced my preparation for the EduPREP training program and ultimately shaped the engagement and satisfaction of the participating teachers. To address such challenges in the future, it will be essential to establish a more structured project timeline from start to finish, allocate sufficient time for planning and preparation, and dedicate consistent effort each day. This will help prevent disruptions caused by external or internal circumstances and ensure steady progress throughout the project. 

Did I properly apply the theories, principles, or concepts that I have learned? How did I adjust the theories and my practice to the project's context? 

I made certain to apply BES theories, principles, and concepts appropriately and effectively. I created learning objectives based on Bloom's Taxonomy to promote deeper learning across different levels of complexity. I knew from the start that I would adopt the ADDIE model as the instructional design framework, as it provided the iterative process and flexibility needed to execute EduPREP. I also anchored the project on andragogy or adult learning theory, given the focus on Filipino English teachers, ensuring that the training drew from life experiences, promoted goal orientation, and emphasized problem-centered learning. Other theories were adjusted to the teacher training and professional development context. For instance, dual coding theory was evident in the training session facilitated with presentation slides, while the teacher's handbook and the training booklet were designed following both the Universal Design for Learning (UDL) and Mayer's 12 Principles of Multimedia Learning. 

If I applied the theories that I learned from the BES program in my project, how did these theories influence or affect my performance or the quality of my work? Were these theories/principles effective? 

The application of the aforementioned theories positively influenced my performance and the quality of my work. The ADDIE model grounded my instructional design process on a systematic foundation, while other theories strengthened the design and development of materials and resources. As a result, the EduPREP training program was more engaging, effective, and well aligned with the needs of adult learners, i.e., Filipino English teachers. 

Which among the theories, principles, or concepts that I learned from the program should have been applied or adapted in my project work? Why? Why didn't I apply them? 

Upon reflection, one framework I should have applied in my project was Kolb's experiential learning theory, which would have complemented the andragogical emphasis on drawing or learning from life experiences. This theory posits that adults learn best when they connect new information to their past experiences and apply it in practice. Its inclusion would have strengthened the implementation and evaluation of post-training classroom teaching practices. However, I was unable to apply it due to limited time and because I focused more on theories applicable to the design, development, and delivery of training materials and resources. In future projects similar to EduPREP, I plan to integrate this theory by explicitly linking training content with follow-up classroom activities or observations. I aim to apply Kolb’s four stages—grasping experience through concrete learning and reflective observation, then transforming experience through abstract conceptualization and active experimentation (Western Governors University, 2020).

What were the difficulties that I encountered during the project? What were the causes of these difficulties? How could these difficulties be remedied or resolved? 

During the project, I encountered several difficulties, such as limited resources, time constraints, communication delays, and collaboration challenges with my gatekeeper. These were caused by the school's limited availability of dedicated training resources—and even references, overlapping schedules, and occasional misalignment of priorities between my project timeline and the school’s existing activities. As a result, my preparation for the EduPREP training program was often rushed, with adjustments being made on short notice, influencing the quality of facilitation and the engagement of participants. To remedy these difficulties, a clearer and more realistic project timeline must be established from the start, adequate time for planning and revisions must be allocated, and consistent communication channels with the gatekeeper and other involved stakeholders must be created. With these, future projects could run more smoothly, ensure better collaboration, and improve overall outcomes. 

What were my strengths and weaknesses as an instructional designer? 

As an instructional designer, my strengths included effectively applying BES principles and theories, such as the ADDIE model, Bloom’s Taxonomy, and the dual coding theory, as well as creating clear, engaging, and well-structured training materials and resources. These strengths allowed me to design the EduPREP training program to match the needs of adult learners, provide teachers with practical strategies, and give them structured resources like the teacher's handbook and training booklet. On the other hand, weaknesses that affected my ability to fully maximize the training’s impact comprised time management difficulties, overlooking the application of certain theories (e.g., Kolb’s experiential learning theory), and having limited strategies to engage online participants effectively, even if it was a very last-minute adjustment. Moving forward, I aim to improve by strengthening my project management skills, incorporating more experiential and collaborative learning strategies, and gaining expertise in supporting hybrid or online learning experiences, may they involve young learners or adult professionals.

What were the bases for the decisions that I made during the project? Did I make the correct decisions at that time? What improvements could I make in the future? 

The decisions I made during the project were based on both the institutional and personal goals of the project, the needs analysis conducted during the consultation meetings and classroom observations, along with the instructional design theories and frameworks I studied in the Bachelor of Education Studies program. At that time, I believe I made the correct decisions because they matched the English teaching context in Vietnam, addressed the immediate needs of Filipino English teachers at FIS, and aligned the school's English Speaking Summer Program with the goal of preparing students for DOET's English Speaking Contest. Looking back at EduPREP, I could improve by seeking earlier and more consistent feedback from the gatekeeper and other involved stakeholders, testing materials before implementation, planning for hybrid or online participation in case of necessity, and allowing more time for revisions. In future projects, I plan to strengthen my decision-making by combining theoretical foundations with ongoing consultation and evaluation throughout the process. 

What skills do I need to develop more? Why? 

I need to develop my skills in project management, particularly time management and coordination with stakeholders. This is important because overlapping schedules, communication delays, and time constraints challenged my ability to prepare fully for the EduPREP training program. Strengthening these skills would allow me to manage timelines more efficiently, maintain clearer communication channels, and ensure smoother collaboration, which will ultimately enhance the overall quality and effectiveness of future instructional design endeavors and educational initiatives. 

How can I improve myself and my performance as an education professional? 

I can improve myself and my performance as an education professional by pursuing continuous professional development in instructional design and teacher training, practicing reflective evaluation after each project, and staying updated on emerging educational technologies. I also plan to refine my facilitation strategies for both in-person and online contexts, ensuring that participants remain engaged regardless of the format. By continuously learning and adapting, I can better support learners of different levels and backgrounds, design more effective learning experiences, and contribute to raising the quality of education in my current context as an overseas Filipino—as an overseas Eskolar ng Bayan—and wherever else the world takes me.