This study examined the IP teachers’ conceptions of citizenship, pedagogies, and interpretations of citizenship education policies in Araling Panlipunan (AP) in relation to Indigenous Peoples Education (IPEd). This qualitative case study involved four IP schools, with I'1 IP teachers, four school heads, one DepEd official, and two NCIP officials as participants. The data were gathered through document analyses, interviews, and classroom observations. The study revealed the following findings: (1) IPs in Mindanao have an expanded conception of citizenship where it is not only understood as political but cultural i.e., expressing their multiple identities or their difference in ethnicity, language and religion, but belonging to the nation-state as Filipino; (2) There are contextual challenges to citizenship education for IPs as a result of discrimination experiences and issues confronted by IP schools; and (3) There are gaps in citizenship education practice and policy where the citizenship conception in the AP curriculum highlights participation and rights and responsibilities, while the IP conception emphasizes identity and values as IPs.

The findings imply that there is a need to recruit more IP teachers in IP school since being an IP was treated as a positive advantage in relating to the community. Moreover, IP teachers implementing IPEd program need to be provided with more substantial support and supervision from authorities, especially in providing resources and technical knowledge. This will ensure that a relevant citizenship education will be implemented for IPs. Lastly, there is a need to deliberate on the possibility of offering civic or citizenship education as a separate subject area, or designating the grade level/s or grading period/s allotted for civics in the social studies curriculum.

The dismal result of standardized tests conducted on Filipino learners motivates teachers to improve their assessment practices, which only cater to the memorization of facts and fail to develop critical thinking. This design and development research (DDR), which was framed using the critical thinking standards of Paul and Elder (2008), involved analysis, design, development, implementation, and evaluation (ADDIE) phases to develop an assessment framework for Grade 10 Social Studies. Data were collected from ten Social Studies teachers in La Union, Philippines, through class observations, content analysis of lesson plans and periodic tests, and interviews. The findings of the study revealed that there were no formative and summative assessments used by teachers that could determine critical thinking by raising relevant questions and verifying the accuracy of information. Most of the Grade 10 Social Studies teachers have encountered problems with students who have difficulty reading and creating assessments that ask students to verify the accuracy of information. Thus, an assessment framework was developed to help teachers create assessments that can determine critical thinking. The alignment of assessments created by teachers using the framework with critical thinking standards for Grade 10 Social Studies in the K to 12 curriculum revealed that most of these assessments ask students to formulate solutions regarding controversial issues. Few formative and summative assessments created by Grade 10 Social Studies teachers using the framework ask students to verify the accuracy of information. This implies that formative and summative assessments created by Grade 10 Social Studies teachers using the framework have greater chances to determine critical thinking by formulating solutions than by verifying the accuracy of information. Hence, the developed framework was improved to provide equity and equality for developing various critical thinking skills.

This study explored the mentoring experiences of 12 ASEAN educational leaders during COVID-19 pandemic. Using phenomenology, it examined firsthand encounters of how the pandemic affected teacher leadership and reforms in education. The top-level leaders from public and private basic education institutions across eight Southeast Asian nations participated in Zoom interviews. It provides valuable insights about their mentoring practices guided by the central question: “How do ASEAN educational leaders mentor teacher-leaders during the COVID-19 pandemic?” Through analysis of data using Modified Husserl's Framework and Moustakas’ Process, three themes emerged: Mentorship Experience During Pandemic, Contributions of the Pandemic on Mentoring, and Pandemic Gains on Mentoring. The three themes were used to create
the T.L.A! conceptual model (“T.R.A.N.S.F.O.RM,” “LEE.AD.” and "A.S.E.A.NNI") which summarized the core experiences of the participants. They emphasized empowerment. technology- driven communication. and well-being prioritization amidst challenges. The pandemic reshaped mentoling. fostering growth, collaboration, and impacting practices. The study also proposed innovative mentoring strategies and recommendations for theory development. educational administration practices, policy-making, and future research expansion to other Southeast Asian countries and educational levels.

This study was undertaken to examine how adolescents with visual impairment (AVI) thrive in the world of social networking and how this influences their interpersonal lives. This descriptive exploratory study was conducted among forty-two (42) AVI from both elementary and high school levels. A survey questionnaire and focus group discussions were employed to gather data. The findings revealed that adolescent social networking users with visual impairment generally come from the low-income stratum of society. The prevalent reason for social networking use was communication among family and friends. Length of social networking use and size of social network was minimal compared to their sighted peers. Most visually impaired social networking users are “lurkers” and “sporadics.” The social activities they engaged in were primarily for social interaction among online contacts. Difficulties encountered with regard to social networking use were limited to: (1) lack of computer skills and (2) computers that are not designed for blind users. Respondents enjoyed the advantages of social networking while a few have experienced some disadvantages.

This study investigated the differences in science performance of pupils with visual impairment before and after utilizing musical activities. A single-subject design, particularly ABAB Design, was used in the research, while the Wilcoxon Signed Rank was used for the statistical analysis. The study was conducted in July 2013 and administered to pupils from a school for the blind located in Cubao, Quezon City. The study was participated in by six pupils whose visual impairment was due to retinopathy of prematurity. The thematic approach and subservient style in teaching music were utilized. Musical activities like listening, moving to rhythm, singing, using musical instruments, and improvising were used. Similarly, the science lessons focused on life science, particularly plants as living things, parts of plants, and different kinds of plants. The lesson plans used the format of instructional planning recommended by Raiser and Dick(1996). Parents were interviewed to document the difficulties of their blind children in learning Science in terms of scientific attitudes and process skills. The results from observation, daily assessment, and unit assessment revealed that there was a significant difference in the science performance of pupils with visual impairment before and after utilizing musical activities.