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All Journal ASEAN Journal of Community Engagement Indonesian Journal of Social Sciences
Saysi, Jhonies G.
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Creating a Framework for Sustainable Research and Extension Engagements in an Education Institution Funded by the Local Community Bastida, Ernesto L., Jr.; Alvaran, Cecilia Raquel C.; De Lara, Rudy Bhonne R.; Abargos, Jerbert M.; Saysi, Jhonies G.; Auxillos-Cualbar, Kenneth A.; Millo, Lodelio D.
ASEAN Journal of Community Engagement Vol. 8, No. 1
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The role of higher educational institutions (HEI) in securing a sustainable future for all is not only limited to quality instruction but also includes development-focused research and need-based extension services. Pursuant to national and international commitment and policies, these three fundamental functions of HEIs are mandated to be aligned with the 17 Sustainable Development Goals to intensify their roles in knowledge creation and commercialization while protecting the planet. The City of Dasmariñas, through the Kolehiyo ng Lungsod ng Dasmariñas (KLD) as its locally funded HEI, has taken initial steps to strengthen its sustainable governance through competitive research initiatives and extension programs. Using an exploratory research design, the sustainability efforts initiated by this locally funded HEI were revisited and analyzed. The responses of faculty members, parents, students, policymakers, local government officials, scientific communities, and other stakeholders from various qualitative data collection methods were carefully examined. A series of sustainability planning workshops was then conducted. The results revealed that all research and extension activities of KLD hinged on the localized SDGs. The participants highlighted the importance of internal and external funding in sustaining a strong commitment to research and extension. The competitive incentive system and numerous partnerships with other organizations and institutions were also considered enablers for the institution to create projects that would bring positive effects to the local community. The results were used to develop a sustainability-informed research and extension framework containing a research agenda, institutional actors, sustainability metrics, scope of effects, priority areas, core characteristics and principles, and enabling mechanisms.
The construction of gender-responsive classrooms in a higher education institution: An exploration of teachers’ situated knowledge, pedagogical practices, and common challenges in promoting gender equality Bastida Jr., Ernesto L.; Abargos, Jerbert A.; De Lara, Rudy Bhonne R.; Saysi, Jhonies G.; Geronimo, Jet Martine S.; Kim, Rhea A.; Luching, Ma. Eunice S.; Añonuevo, Bien M.
Indonesian Journal of Social Sciences Vol. 17 No. 2 (2025)
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/ijss.v17i2.64424

Abstract

Gender equality is one of the foundations of inclusive learning environments, as emphasized in the Sustainable Development Goals (SDGs). In higher education, the institutionalization of Gender and Development (GAD) programs was initiated to contribute to the attainment of SDG 5. Using grounded theory research design, 20 higher education teachers’ situated knowledge, pedagogical practices, and common challenges in mainstreaming gender equality in classrooms were explored. Data were collected through semi-structured interviews and focus group discussions. Results indicated that while most teachers were well aware of various gender-related issues, policies, and statutory laws, some of them were not able to mobilize effective practices that strengthen gender equality. Common challenges in GAD mobilization were a lack of an integration framework and GAD specialists, a contextualized plan, cultural differences, low prioritization, coordination gaps, a lack of comprehensive knowledge about gender equality, and inappropriate implementation approaches. Drawn from the participants’ responses, the researchers generated a theory labeled as “Praxis-Oriented Construction of Gender-Responsive Classrooms,” which revealed how gender equality was understood, practiced, and challenged in higher education. The researchers conclude that gender equality has not yet been successfully mainstreamed in higher education; it still needs to have clear and well-supervised integration policies to make higher education classrooms genuinely gender-responsive.
Co-Authors Abargos, Jerbert A. Abargos, Jerbert M. Alvaran, Cecilia Raquel C. Añonuevo, Bien M. Auxillos-Cualbar, Kenneth A. Bastida Jr., Ernesto L. Bastida, Ernesto L., Jr. De Lara, Rudy Bhonne R. Geronimo, Jet Martine S. Kim, Rhea A. Luching, Ma. Eunice S. Millo, Lodelio D.