Service learning is rooted from the education curriculum that focuses on student’s experiential and lifelong learning. It endorses civic responsibility by encouraging the youth to take a role in the community. Service learning goes beyond academic studies towards being complemented by actual community engagement. From the perspective and point of view of the community, this study exemplifies a community experience of service learning programs and highlights community members’ narratives of such engagement, its meaning and role in their community development endeavors.
Furthermore, this study looks into the strength of service-learning programs, in education, capacity building, and welfare service delivery endeavors, as a potential community development initiative. It looks into this potential from the perspectives and worldview of Dueg Resettlement Community in Barangay Maasin, San Clemente, Tarlac by articulating their experiences and voices involved in the interface of service learning and the community members.

The lived experience of Deaf gay workers employed in the private sector in the Philippines remains under-researched. The inadequacy of reliable and accurate data on the situation of Persons with Disabilities and the LGBTQ+ community in employment, coupled with the documented experiences of workplace discrimination that target these disadvantaged groups, render the experiences of those at the intersection of these identities, including Deaf gay workers, practically invisible. Hence, the need to examine their specific realities in order to surface their interlocking experience of discrimination in the workplace.
As an exploratory study, this research aims to document and analyze the Deaf gay workers’ experience of workplace discrimination at the intersection of their disability and sexual orientation. This research focuses on three areas common from the related literature: recruitment and selection, workplace accommodation, and workplace participation. This research utilizes the Gender and Development (GAD) framework, which aims to address inequalities brought about by gender roles and relations, and the intersectionality theory, which recognizes that social inequalities often overlap and create interlocking forms of social injustice.

This study looks at how MSM communities in predominantly religious island communities in Tawi-Tawi, Philippines cope with their conditions by adopting community participation such as the socio-cultural practice of pagtayakkup as an approach in creating a safe space for themselves, and how their sense of community is strengthened and reinforced by this cultural heritage. It aims to provide narratives for a more community-centered approach in addressing issues in relation to MSM behaviors leading to health-related compromises such as HIV infection. This study hopes to aid in generating applicable recommendations to develop policies, community mobilization processes, and localized program implementation based on the experience of MSMs in Tawi-Tawi.
The study adapts a descriptive methodology utilizing qualitative method and case studies to present the dynamics and experiences of select MSM communities in five barangays from four island municipalities in Tawi-Tawi province in terms of their perception and attitude towards HIV, identification of enabling environments, community approaches and community responses towards creating a safe space. Service providers were also included in the study to provide a context to the kind of services received by marginalized communities in far-flung areas in the country.
The unique experiences of these communities were examined in terms of processes and methods of participation in order to analyze factors that affect community participation. It is significant to note that although Tawi-Tawi has a more progressive and proactive community participation within the Bangsamoro in terms of community development, much has to be done by the community as a whole in terms of recognizing that marginalized communities such as the MSM, are capable of initiating and sustaining their own development that transcends traditional belief systems and social norms. The community system itself lacks the inclusive policy support component that needs to be reinforced extensively.

This social development research explores the link between technological transition and sustainable development. It attempts to describe how the mining technological innovation transition occurs/happens in communities and how people respond to it.
In light of supporting the people’s journey towards getting back their wisdom through technology innovation, this study sought to explore and investigate the technology transition process. Specifically, it sought to answer the following questions:

1. What is the process of technology transition in small-scale mineral processing brought about by the CLINN-GEM technology?
2. What are the changes and impacts of technology transition to small-scale mining?

What factors contribute to these changes?

3. What lessons, theoretical constructs, and policy recommendations may be generated from the experience of technology transition in mining communities toward sustainable development?

Epistemologically, the methodology of this study is drawn from the critical social science paradigm. The study is exploratory and descriptive. The researcher employs a single case study approach and adopts qualitative methods in data gathering and analysis. Data gathering methods include documents review, guided tour, and key informant interviews with seven informants, focus group discussions with the operations group and the members of the project staff, and a structured learning exercise with community leaders.

How does a formal education institution exist as an expression of Development Education and as an agent of Community Development?
The Gelacio I. Yason Foundation-Family Farm School (GIYF-FFS) is a private alternative secondary school located in Roxas, Oriental Mindoro. It aims to deliver holistic and contextualized education through an agriculture and entrepreneurship-based curriculum to create sustainable and self-propelling communities.
While the GIYF-FFS primarily exists as a formal education institution, it also stands as an expression of Development Education through its transformative approach to integral human formation that seeks to empower community members in addressing their personal and collective goals and aspirations. Likewise, it is also an agent of Community Development through its contributions to individual and group capabilities building.
The research gathered, documented, and analyzed the voices of 164 community members comprised of students, parents, tutors, school administrators, and partners of the GIYF-FFS. The study applied a qualitative research design to understand the unique features and characteristics of the Roxas FFS and how it contributes to the personal and collective strengthening and transformation of the rural youth and their families.
The analysis of the data generated the following findings: a) the identification of folk terms on human capabilities, b) the classification of individual and group capabilities, c) the recognition of characteristics and processes involved in human capabilities development, d) the formation of an evolving framework on human capabilities based on practice, and e) the examination of the implications of the GIYF-FFS on building knowledge and practice on Development Education and Community Development.