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All Journal JTH: Journal of Technology and Health Satmata: Journal or Historical Education Studies
Ana Mae M. Monteza
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Education Health Professions Medicine & Pharmacology Nursing Social Sciences Other

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DESIGNING SUSTAINABLE EDUCATIONAL TECHNOLOGY SOLUTIONS FOR UNDERSERVED PHILIPPINE COMMUNITIES Ana Mae M. Monteza
JTH: Journal of Technology and Health Vol. 2 No. 4 (2025): April: JTH: Journal of Technology and Health
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/jth.v2i4.162

Abstract

Digital inequality remains a persistent challenge in the education systems of underserved communities in the Philippines. This study aimed to design and evaluate a sustainable and context-based educational technology solution accessible to low-resource areas. Using a design-based research (DBR) approach, the study proceeded through four phases: field needs assessment via surveys and interviews, development of a solar-powered portable learning device with offline content, a 10-week pilot implementation in three remote schools, and evaluation using both quantitative and qualitative data. Results revealed significant improvements in students' average scores in Mathematics, Science, and English, with gains ranging from 30% to 35%. Both students and teachers reported high satisfaction with the usability, content relevance, and engagement potential of the device. Qualitative findings further highlighted the importance of localized language support, device portability, and teacher training in the successful integration of technology. The study demonstrates that participatory, context-driven EdTech development can yield impactful, scalable solutions for digital equity in similarly challenged regions.
THE ROLE OF HISTORY EDUCATION IN PROMOTING TOLERANCE AND MULTICULTURALISM IN SECONDARY SCHOOLS IN THE PHILIPPINES Ana Mae M. Monteza
Satmata: Journal of Historical Education Studies Vol. 2 No. 4 (2025): April: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v2i4.178

Abstract

This study investigates the role of history education in promoting tolerance and multiculturalism in Philippine secondary schools, with the aim of identifying how historical narratives, pedagogical strategies, and classroom interactions shape students’ understanding of cultural diversity. Using a qualitative case study approach, the research was conducted at Quezon City National High School and Davao City National High School, involving 30 participants through semi-structured interviews, classroom observations, and document analysis. The findings reveal that while the national curriculum offers limited representation of minority histories, teacher agency and localized instructional practices can significantly enhance multicultural learning. Classrooms that applied participatory methods—such as dialogue, comparative analysis, and community-based content—demonstrated higher levels of student engagement and empathy toward different cultural groups. A key novelty of this study lies in its integration of peace education, historical empathy, and multicultural pedagogy within a single analytical framework, providing a holistic understanding of how history can be taught to foster social cohesion. Additionally, the study contributes a comparative regional perspective by analyzing schools in both Luzon and Mindanao, offering insights into how geographic and cultural contexts affect inclusive teaching. The research concludes that history education can serve as a powerful tool for nurturing intercultural understanding, but only when delivered through inclusive content and reflective pedagogy. Therefore, meaningful reforms in curriculum design, teacher training, and policy implementation are essential to maximize its transformative potential in diverse learning environments.
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