https://hdl.handle.net/20.500.14353/1067 2026-07-15T05:21:36Z 2026-07-15T05:21:36Z Leysa, Rundy C. https://hdl.handle.net/20.500.14353/1074 2026-05-06T02:05:14Z 2025-11-26T00:00:00Z

Motivations and challenges of adult women learners pursuing elementary education in Philippine higher education Leysa, Rundy C. In the Philippines, the growing participation of adult women learners in elementary education degree programs raises critical questions of equity, gendered access, and social justice in higher education. This study examines the motivations and challenges of eight adult women learners pursuing an elementary education degree at a non-urban university. Guided by feminist theory and self-determination theory, data from semi-structured interviews, observations, and document analysis were thematically interpreted. The findings reveal three interconnected motivations—emotional, functional, and social—and three corresponding challenges—personal, emotional, and social. These dynamics show how financial constraints, caregiving roles, and gendered expectations intersect with autonomy, competence, and relatedness to shape persistence, identity reconstruction, and developing pedagogical agency. The study points out that there are flexible, inclusive, and gender-responsive adult education programs that recognise women’s intersecting responsibilities. Situated within a Global South framework, the research enhances a socially just comprehension of adult women learners in higher education and underscores its capacity to promote empowerment, equity, and the transformation of educator identities in the Philippines.

2025-11-26T00:00:00Z Villaruz, Joselito F. https://hdl.handle.net/20.500.14353/751 2025-02-14T15:26:12Z 2025-01-28T00:00:00Z

Speech by Dr. Joselito F. Villaruz during the state of the university address on January 28, 2025 Villaruz, Joselito F.

2025-01-28T00:00:00Z Ballaret, Jeffrey R. https://hdl.handle.net/20.500.14353/1072 2026-05-06T01:00:08Z 2025-01-01T00:00:00Z

Behind the bars and beyond: A qualitative exploration of Filipino families embracing returning prisoners Ballaret, Jeffrey R. This phenomenological study explores in depth the complex cultural realities faced by Filipino families as they welcome back their formerly incarcerated relatives. It fills a gap by providing an expanded view of how Filipino families navigate this important juncture, revealing distinctive cultural aspects that shape the process of reentry and influence returning inmates and their families. The research outcome thus explicates the experiences involved in reintegration processes. Returning prisoners, together with their families are profoundly affected by stigma, resilience, forgiveness, and cultural identity factors that unfold throughout the narratives. Family stories in their transformational nature highlight areas of strength for each family struggling on “behind the bars and beyond.” In addition, knowledge gained from this study provides a culturally sensitive view on this journey thereby filling existing gaps while guiding future services and policies that will facilitate successful reentry for individuals released from prison.

2025-01-01T00:00:00Z Jabor, Rodgen M. https://hdl.handle.net/20.500.14353/988 2026-02-12T10:00:10Z 2024-05-01T00:00:00Z

Participatory photography as a creative and collaborative tool in teaching peace education Jabor, Rodgen M. Peace and education are inseparable. Grounding on the aforementioned premise, peace education has become part of the curriculum in a number of countries including the Philippines. Along with the inclusion of peace education was the challenge of how to provide responsive and meaningful learning experiences in peace education. This article discusses the attempt of the use of participatory photography as a teaching methodology. Ten pre-service teachers participated in a peace education class that trialed the use of participatory photography as a teaching approach guided by a manual that was developed by the researcher. Through conducting a focus group discussion, and written reflections, the participants’ overall experience was ascertained. The participants regarded participatory photography as a potential teaching methodology that is constructivist and timely. The learning experience with participatory photography is described as a journey of self-discovery which is empowering to students. Full-Text

2024-05-01T00:00:00Z