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All Journal Journal of Environment and Sustainability Education Indonesian Journal of Education and Pedagogy
Pecson, Ryan R.
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Chemistry Education Environmental Science Physics Other

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Green skills integration practices of student teachers and cooperating teachers among secondary schools: Basis for enhanced instructional plan Pecson, Ryan R.; Zabala, Arlene A.
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.54

Abstract

Student teachers and cooperating teachers are mandated to teach and impart to students the needed skills for them to become environmentally conscious citizens upholding sustainable and ecomonical practices. With that, the present study compares the green skills integration practices of student teachers and their cooperating teachers among secondary schools in a province in the Philippines as a basis for an enhanced instructional plan. The study utilizes the comparative design of quantitative research, wherein a questionnaire is used to gather data from 100 respondents (50 student teachers and 50 cooperating teachers) who voluntarily participated in the study. The study is implemented among public secondary schools in a province in the Philippines where the student teachers are deployed. As partners in the internship program, the cooperating teachers of the student teachers are included to compare their integration practices. A questionnaire is used to measure the green skills integration in the teaching practices. Descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test) are used to analyze and identify significant differences in their integration practices. Findings reveal that cooperating teachers are more engaged in integrating green skills than student teachers, highlighting the need for enhanced training and support. A comprehensive learning plan, including targeted training and curriculum integration, is recommended to promote sustainable practices in education.
Juxtaposing the global citizenship competencies of senior high school and college students: Input for a contextualized learning plan Salvador-Desnacido, Grace Ann; Pecson, Ryan R.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 2 (2025): August
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i2.170

Abstract

Education and globalization, as tools empowering learners to think and act globally, are driving forces for producing the competent and humanized citizens that the world needs today. The present study explores the global citizenship competencies of senior high school (SHS) and college students as the baseline for a contextualized learning plan premised on that. The study employs the descriptive survey design of quantitative research, wherein the needed data are gathered through a questionnaire to select students with leadership positions in various student organizations in their respective institutions. The data gathered are analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Independent Samples t-test). The findings reveal that both SHS and college students show strong agreement in possessing global citizenship competencies across knowledge, skills, values, and attitudes, with college students exhibiting slightly higher levels. College students demonstrate significantly more vital global citizenship competencies in knowledge, values, attitudes, and overall domains than SHS students, while no significant difference is observed in the skills domain. A contextualized learning plan is developed to address the learning needs of SHS and college students, aiming to sustain and enhance their global citizenship competencies in knowledge, values, and attitudes through various tailored activities.
Green skills integration practices of student teachers and cooperating teachers among secondary schools: Basis for enhanced instructional plan Pecson, Ryan R.; Zabala, Arlene A.
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.54

Abstract

Student teachers and cooperating teachers are mandated to teach and impart to students the needed skills for them to become environmentally conscious citizens upholding sustainable and ecomonical practices. With that, the present study compares the green skills integration practices of student teachers and their cooperating teachers among secondary schools in a province in the Philippines as a basis for an enhanced instructional plan. The study utilizes the comparative design of quantitative research, wherein a questionnaire is used to gather data from 100 respondents (50 student teachers and 50 cooperating teachers) who voluntarily participated in the study. The study is implemented among public secondary schools in a province in the Philippines where the student teachers are deployed. As partners in the internship program, the cooperating teachers of the student teachers are included to compare their integration practices. A questionnaire is used to measure the green skills integration in the teaching practices. Descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test) are used to analyze and identify significant differences in their integration practices. Findings reveal that cooperating teachers are more engaged in integrating green skills than student teachers, highlighting the need for enhanced training and support. A comprehensive learning plan, including targeted training and curriculum integration, is recommended to promote sustainable practices in education.
Co-Authors Salvador-Desnacido, Grace Ann Zabala, Arlene A.