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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Arante, Ramil B.
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Humanities Education Library & Information Science Social Sciences Other

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Exploring non-education faculty’s lived teaching experiences in a Philippine higher education institution Limen, Julanie M.; Arante, Ramil B.
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33744

Abstract

This qualitative, phenomenological study investigates the impact of lacking formal pedagogical training on non-education faculty in the context of Caraga State University Cabadbaran Campus (CSUCC). The research explores their lived experiences to understand the specific challenges and coping mechanisms they employ in their teaching roles. Data was collected through in-depth interviews and focus group discussions with a purposive sample of ten non-education faculty members representing various disciplines at CSUCC. The sample size of 10 participants was determined by the principle of data saturation, ensuring the collection of rich and recurring data to identify significant themes. Several key themes emerged through thematic analysis of the transcribed interviews and focus group discussions. These included self-perceived teaching efficacy, difficulties encountered in test construction and syllabus design, challenges related to student engagement, and the utilization of available resources and support systems. The findings of this study provide valuable practical implications for higher education institutions (HEIs). They suggest the necessity of implementing targeted training programs, offering relevant professional development opportunities, and establishing dedicated resources to support non-education faculty better. Ultimately, these interventions aim to enhance teaching quality, improve faculty satisfaction, and foster a more supportive teaching and learning environment.
Needs of learners with disability: inputs in promoting inclusive education Estillore, John O.; Arante, Ramil B.
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23807

Abstract

This study explored the critical needs of learners with disabilities and their impact on promoting inclusive education. With the growing emphasis on creating equitable learning environments, it is essential to understand the unique challenges and requirements faced by learners with disabilities in the context of Caraga State University Cabadbaran Campus, an educational institution based in the Philippines. Through a sequential exploratory mixed-methods approach, which includes surveys of 900 participants out of 3,000 enrolled learners and interviews with 10 participants from 61 learners with disabilities based on the survey results, the study identified critical needs essential for their academic growth. These are academic needs, social integration and identity needs, preferred learning environment, peer support and learning assistance needs, inclusivity and equity needs, and a supportive learning environment. These needs suggest that a holistic approach integrating mental health, financial aid, inclusivity, peer assistance, and personalized learning can significantly improve the educational experiences of learners with disabilities, promoting a more equitable and supportive learning environment. These findings also serve as inputs to guide educational institutions toward more inclusive practices, ensuring that learners with disabilities are given equal opportunities to succeed academically. Addressing their needs contributes to the ongoing efforts to promote inclusive education in higher education institutions, fostering a more supportive and accommodating environment for all learners.
Co-Authors Estillore, John O. Limen, Julanie M.