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All Journal Indonesian Journal of Education and Pedagogy
Quileste, Ronald M.
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Education

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Developing inclusive teacher education: A Stakeholder-driven feasibility study of ECE and SNED micro-credentials Quileste, Ronald M.
Indonesian Journal of Education and Pedagogy Vol. 2 No. 3 (2025): December
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v2i3.239

Abstract

This mixed-methods study examines the feasibility of implementing stackable micro-credential programs in Early Childhood Education (ECE) and Special Needs Education (SNED) at a Philippine university, responding to critical gaps in accessible teacher training. Combining needs assessment surveys (N=60), key informant interviews (n=10), and benchmarking of five leading universities, the research reveals strong demand for flexible upskilling, with 90% enrollment willingness and 65% preference for Master's-credit-bearing certificates. Stakeholders prioritized hybrid delivery (55% online, 37% blended), affordable pricing (₱20,000-25,000/~$350-440), and practical competencies like IEP design and play-based pedagogy. Benchmarking identified successful models integrating practicum requirements and ICT-enabled instruction, while institutional capacity analysis highlighted faculty readiness (5 qualified instructors) despite needing adjunct support for SNED supervision. Financial projections indicate sustainability, with Year 1 revenue (₱1.125M/~$19,500) exceeding operational costs by 125%. The study contributes to global conversations on micro-credentials by: (1) demonstrating their viability in resource-constrained contexts, (2) proposing a stakeholder-driven design framework adaptable to Global South institutions, and (3) addressing SDG4 targets for inclusive teacher training. Findings offer evidence for policymakers navigating the tension between standardization and localization in competency-based education reforms, particularly in Southeast Asia's evolving qualification landscapes.
Micro-scaffolded peer consultation in hybrid literature classes: Enhancing analytical skills through the Seed–Pollinate–Synthesize (SPS) cycle Quileste, Ronald M.; Calib-og, Norman C.; Abalde, Judha Mae E.; Caayupan, Irish Vine S.; Kiseo, Marvic Niña L.; Salarda, Melce Mae L.; Tamiok, Jessa Joyce I.
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.283

Abstract

This explanatory sequential mixed-methods action research investigated student disengagement in literary analysis within a hybrid Grade 12 Humanities and Social Sciences classroom in the Philippines. A total of 28 students from two Grade 12 HUMSS sections at Xavier University Senior High School participated, selected through convenience sampling from enrolled students who provided informed consent. A 20-minute micro-scaffolded intervention—the Seed–Pollinate–Synthesize (SPS) cycle—was implemented asynchronously through Microsoft Teams. Students collaborated in fixed groups: first annotating a figurative device individually, then cross-questioning peers in a shared document, and finally co-authoring one justified textual insight. Pre-intervention diagnostics revealed an advanced baseline with limited evaluative depth. Post-intervention results, collected via identical pre- and post-tests and analyzed using the Wilcoxon Signed-Rank test, showed significant improvement with a large effect size (r = .68). Thematic coding of chat transcripts and teacher reflection logs through the Cognitive–Social–Metacognitive (CSM) framework identified cognitive discourse as the driver of evidence use, social exchanges as the anchor of inclusion, and metacognitive prompts as the regulator of synthesis. The SPS cycle introduces a replicable, low-resource protocol that transforms passive hybrid reading into active peer consultation. Digital traces provide transparent evidence of scaffolding within the Zone of Proximal Development, while teacher reflections confirm feasibility amid real-world connectivity constraints. Limitations include its single-module scope, absence of a control group, and strand-specific sampling. Future research will extend implementation across modules, strands, and time frames to test durability and transferability. Overall, the SPS cycle supports scalable critical literacy aligned with global quality education goals, offering teachers a practical framework to elevate analytical discourse in resource-constrained hybrid environments.
Co-Authors Abalde, Judha Mae E. Caayupan, Irish Vine S. Calib-og, Norman C. Kiseo, Marvic Niña L. Salarda, Melce Mae L. Tamiok, Jessa Joyce I.