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Acta Pedagogia Asiana
Published by Tecno Scientifica
ISSN : -     EISSN : 29636442     DOI : https://doi.org/10.53623/apga
Core Subject : Education,
Education Other
The journal welcomes submissions regardless of methodological approach, we expect all manuscripts to include a nuanced consideration and rich discussion of results in relation to the research and broader context of teaching and learning. Though we prioritize empirical work, purely theoretical manuscripts will also be considered. Topics: Higher education Continuing Professional Development Adult Education and Lifelong Learning Teachers & Teacher Education Teaching & Learning Science Education (Math, Chemistry, Biology, Physic) Social Science Education (Economic, Literature, Literature) Language Education (English and other languages) Classroom Practice Sociolinguistic Pragmatics
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 19 Documents
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Search results for , issue "volume 5 - issue 2 - 2026" : 19 Documents clear
Short Stories as a Pathway from Reading to Writing: Students’ Perceptions of English Language Improvement Srirevathi , Sevaraj Dhanalakshmi; Aravind, Banumathi Rajamanickam
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1029

Abstract

Short stories were a successful teaching and learning strategy for second languages. This study aimed to find out how students felt about using short stories and how well they read and wrote English. The study intended to determine the advantages that students experienced from using short stories, as well as the difficulties they faced and how they overcame them. The study population consisted of secondary school students in Grade IX at a government tribal school in Tiruchirappalli District, who received instruction in Tamil (the regional language). A total of 40 students were selected using a sampling method. Constructivist theory provided the theoretical support for this investigation. The study employed a descriptive methodology, utilising focus group interviews and a questionnaire to gather data. While the focus group interviews produced qualitative data, the questionnaire generated quantitative data. The findings showed that the two English language skills, reading and writing, were developed among students through the use of short stories. The results also indicated that students’ vocabulary improved as a result of reading short stories. However, the findings revealed that students lacked confidence in sharing their experiences in front of their peers and struggled to understand messages due to limited resources, restricted vocabulary, spelling issues, and insufficient understanding of English tenses. Nevertheless, by learning new words and supporting one another’s learning, they were able to overcome these challenges. The study concluded that short stories were useful in enhancing language resources and could be proposed as effective materials for facilitating the acquisition of a foreign language.
AI-Augmented Student-Centered Learning: Personalization and Agency Tang, Kuok Ho Daniel
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1107

Abstract

Artificial intelligence (AI) is increasingly integrated into educational environments and is widely recognized as a transformative technology for advancing Student-Centered Learning (SCL). By enabling adaptive instruction, real-time feedback, and learning analytics, AI systems can personalize learning experiences and address diverse learners’ needs. This review synthesizes current research on how AI contributes to key dimensions of SCL, including adaptive content delivery, data-driven feedback, learner agency, and human–AI collaboration. The literature indicates that AI-powered educational technologies can enhance engagement, facilitate individualized learning pathways, and support self-regulated learning by providing timely insights into performance, progress, and learning strategies. Learning analytics and intelligent tutoring systems further allow instructors to better understand learners’ behavior and tailor instructional support, strengthening alignment between teaching practices and students’ needs. However, integrating AI into SCL environments also presents several challenges. Concerns have emerged regarding cognitive offloading and overreliance on AI systems, which may reduce learners’ active problem-solving and critical thinking if not carefully managed. Issues related to algorithmic transparency, data privacy, and equitable access also remain important considerations as educational institutions increasingly depend on data-driven technologies. Moreover, educators continue to play a critical role in guiding the effective use of AI and ensuring that technology enhances rather than replaces meaningful learning processes. By and large, AI has substantial potential to strengthen SCL when implemented as a transparent, supportive pedagogical tool. Effective integration requires balancing algorithmic guidance with learner autonomy and maintaining strong human oversight. Future research should examine long-term impacts on learner agency and self-regulation and develop pedagogical frameworks that support responsible human–AI collaboration in student-centered education.
Determinants of Chinese Language Learning Demand: Evidence from North Central Vietnam Nguyen Ngoc Anh; Bui Thi Van Nga
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1183

Abstract

: In the context of increasing economic integration, Chinese language proficiency has become an important asset for workforce competitiveness in Vietnam. This study investigates the factors influencing the demand for learning Chinese in the North Central region of Vietnam. Based on the theoretical foundations of foreign language learning motivation, the Theory of Planned Behavior, and Self-Determination Theory, a research model was developed and empirically tested using survey data from 489 respondents aged 15–35. The results of the SEM analysis indicate that the model achieves a good fit (χ²/df = 1.70, CFI = 0.967, TLI = 0.959, RMSEA = 0.054). Among the examined factors, employment opportunities (β = 0.537, p < 0.001) and information technology (β = 0.486, p < 0.001) have significant positive effects on learning demand, with employment opportunities exerting the strongest influence. In contrast, learning attitude and gender differences are not statistically significant (p > 0.05). These findings highlight the dominant role of practical and contextual factors over individual psychological traits in shaping language learning demand. The study contributes to the literature by providing empirical evidence from a less-explored regional context and offers practical implications for aligning language training programs with labor market needs and enhancing technology-supported learning environments.
Data-Informed Teaching and Action Research in Improving Evidence-Based Instruction Alvin F. Consistente
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1078

Abstract

This explored the role of data-informed teaching and classroom action research in strengthening evidence-based instruction and improving student learning outcomes. The problem addressed centered on the persistent gap between the availability of educational data and its effective use in classroom decision-making, often resulting in less responsive and less effective teaching practices. The review aimed to synthesize existing literature on how teacher data literacy, action research, and continuous improvement models contributed to more systematic and evidence-driven instruction. It was hypothesized that integrating data-informed practices with iterative inquiry processes enhanced instructional quality and student achievement. Using a systematic review approach, relevant studies were analysed to identify key themes and relationships among data use, instructional strategies, and professional collaboration. The findings indicated that teacher data literacy was a critical foundation, enabling educators to interpret and apply data meaningfully. Classroom action research, particularly when conducted within Professional Learning Communities (PLCs), supported reflective practice and collaborative problem-solving. Evidence-based strategies such as explicit instruction, formative assessment, cooperative learning, metacognitive techniques, and timely feedback, were shown to be more effective when guided by data-driven insights. Furthermore, continuous improvement frameworks, especially the Plan-Do-Study-Act (PDSA) cycle, provided a structured process for refining instruction. The review concluded that the integration of data-informed teaching and action research fostered a culture of continuous improvement, professional growth, and accountability. Future studies should focus on the longitudinal impacts of these approaches, their scalability across diverse educational contexts, and the development of targeted interventions to strengthen teachers’ data literacy skills.
Comparative Perspective on Curriculum Design: The Philippines and Global Educational Systems Merianne D. Gucor; Mauricio S. Adlaon
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1091

Abstract

Curriculum design shapes national education systems and prepares learners to address global challenges. The Philippine K–12 curriculum, implemented in 2013, aligns with international standards but faces constraints related to flexibility, teacher autonomy, and interdisciplinary learning. This study systematically reviewed and compared Philippine curriculum frameworks with those of Finland, Singapore, the United States, and Japan to identify shared principles, distinctive features, and best practices. Peer-reviewed journal articles, national curriculum documents, and international education reports published between 2000 and 2025 were analyzed through thematic synthesis and comparative evaluation. The findings show that Philippine and global curricula share standards-based, competency-driven frameworks that emphasize 21st-century skills; however, they differ in governance, flexibility, teacher autonomy, and the integration of interdisciplinary learning. While the Philippines excels in contextualization and localization, other systems demonstrate greater adaptability, phenomenon-based learning, and technology-supported instruction. A re-conceptualized curriculum model is proposed that integrates global best practices while preserving local relevance. These insights highlight opportunities to enhance flexibility, empower teachers, promote interdisciplinary approaches, and integrate digital tools, thereby supporting evidence-based reforms and future research toward a globally aligned Philippine education system.
Innovations in Digital Education: A Literature Review of Artificial Intelligence, Online Collaboration, and Digital Content Creation in Blended Learning Rey L. Mapalad
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1099

Abstract

Digital transformation in education has accelerated the use of technologies such as artificial intelligence (AI), online collaboration tools, and digital content creation in teaching and learning. Blended learning, which combines face-to-face and online instruction, provides an effective framework for these innovations. This literature review synthesizes research on artificial intelligence applications, online collaboration platforms, and digital content creation, and examines their integration within blended learning environments. A systematic review of peer-reviewed studies published between 2015 and 2025 was conducted using Google Scholar, Education Resources Information Center, Scopus, ScienceDirect, and JSTOR. Sixty articles were selected and analyzed thematically under four themes: artificial intelligence in education, online collaboration, digital content creation, and their integration within blended learning. The findings show that artificial intelligence enhances personalized learning, online collaboration fosters interaction and teamwork, and digital content creation supports engagement and knowledge retention. When combined within blended learning, these innovations improve flexibility, accessibility, and overall learning outcomes. However, challenges such as the digital divide, teacher readiness, infrastructure limitations, and data privacy concerns remain significant. The integration of artificial intelligence, collaboration tools, and digital content creation offers substantial potential to advance student-centered education. Strategic investments in teacher training, infrastructure, and supportive policies are essential to fully leverage digital transformation and develop future-ready education systems.
School Improvement Planning: A Review of Strategic Processes, Data Use, and Monitoring Practices in the Philippines and Beyond Jane A. Panerio
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1102

Abstract

School improvement planning (SIP) is a key strategy for enhancing educational quality worldwide, emphasizing data-driven decision-making, strategic goal-setting, and continuous monitoring. In the Philippines, SIP is guided by the Department of Education framework, while international practices provided valuable insights into effective planning and monitoring systems. This review synthesized literature on strategic processes, data utilization, goal-setting, and monitoring practices, comparing Philippine and international experiences. An integrative review was conducted using peer-reviewed articles, policy documents, and reports retrieved from Scopus, Web of Science, ERIC, Google Scholar, and ProQuest, covering publications from 2010 to 2025. The findings showed that effective SIP relied on systematic planning cycles, SMART goal-setting, stakeholder engagement, and evidence-based decision-making. Data, including student performance, attendance, and school climate, were crucial for informed planning, while continuous monitoring and evaluation supported iterative improvements. Philippine practices aligned with global trends but faced challenges related to resource availability, leadership capacity, and data management systems. Strengthening school data systems, developing leadership capacity, and promoting collaborative planning were recommended. Future research should explore the empirical effectiveness of SIP implementation and conduct comparative studies across educational systems to identify best practices.
Instructional Leadership Models in Education: A Comparative Review of Practices in the Philippines and Selected Countries Diana Mae Planteras
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1113

Abstract

Instructional leadership was widely recognized as a key factor in improving school effectiveness and student learning outcomes. Despite its global relevance, leadership practices differed according to governance systems, cultural contexts, and accountability structures. This study aimed to examine instructional leadership models in selected countries and determine their implications for strengthening educational leadership in the Philippines. A systematic review of international and local literature was conducted, synthesizing empirical studies and policy documents from the United States, Finland, Singapore, Australia, and the Philippines. The analysis focused on governance structures, leadership preparation, autonomy, accountability, and cultural influences. The findings revealed common dimensions across countries, including curriculum supervision, teacher professional development, and student achievement orientation. However, variations existed in levels of autonomy, leadership training systems, and accountability mechanisms. Centralized systems emphasized structured frameworks and performance monitoring, while decentralized systems promoted professional trust and shared leadership. In the Philippine context, instructional leadership was guided by national standards but constrained by administrative workload, limited autonomy, and resource challenges. Emerging trends included distributed leadership, data-informed decision-making, equity-focused practices, and the influence of global policy exchange. Instructional leadership was shaped by contextual factors and needed to be adapted to local realities. Strengthening leadership preparation, reducing administrative demands, and promoting collaborative and evidence-based practices were essential for improving learning outcomes in Philippine schools.
Constructivist Teaching Strategies in Secondary Science Education: A Systematic Review of Student-Centered and Active Learning Approaches Cromwell B. Ancla Jr.; Mauricio S. Adlaon
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1141

Abstract

Constructivist teaching strategies have gained increasing attention in science education because they emphasize student-centered, inquiry-oriented, and active learning experiences. This study presents a systematic review of empirical research on constructivist instructional approaches in secondary science education published between 2019 and 2025. Following the PRISMA 2020 framework, a structured literature search was conducted using Scopus, ERIC, and Google Scholar. Eighty-eight records were initially identified, and after duplicate removal, screening, and eligibility assessment, 43 studies were included in the final qualitative synthesis. The reviewed literature examined several constructivist approaches, including Problem-Based Learning, Inquiry-Based Learning, cooperative learning, guided inquiry laboratory activities, project-based learning, and integrated constructivist instructional models. A thematic synthesis approach was employed to analyze cognitive, affective, and skill-based learning outcomes across the studies. Unlike earlier reviews that mainly focused on single instructional approaches, this review comparatively synthesized multiple constructivist strategies within a unified analytical framework. The findings revealed that constructivist instructional approaches were consistently associated with improvements in academic achievement, conceptual understanding, engagement, critical thinking, science process skills, creativity, collaboration, and motivation. Problem-Based Learning and Inquiry-Based Learning emerged as the most frequently implemented and strongly supported strategies. However, the review also identified important implementation challenges related to instructional scaffolding, teacher preparedness, classroom management, resource limitations, and contextual variation. Some studies further suggested that constructivist approaches did not always produce immediate learning gains when instructional support was insufficient. Overall, the findings indicate that constructivist teaching strategies offer strong potential for improving secondary science education when they are carefully designed and effectively facilitated in classrooms.
Artificial Intelligence in Connectivism Learning: A Pathway to Communication Skill Development Newbegin Sugandhamani; Ramkumar Emaraj Vairamuthu; Lincy Kiruba Selvaraj
Acta Pedagogia Asiana Volume 5 - Issue 2 - 2026
Publisher : Tecno Scientifica Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53623/apga.v5i2.1142

Abstract

Communication skills have grown in importance across academic, professional, and social settings, but the current instruction of communication skills has often lacked personalization, adaptability, and an effective feedback system. Given these constraints, connectivism theory broadened the notion of learning into a networked and relational process with a strong focus on both human and technological relationships in relevant contexts, particularly in digital learning environments. Hence, this study concentrated on the utilization of Artificial Intelligence (AI) tools such as conversational chatbots, speech-recognition software, and automated writing evaluation systems to improve communication skills. The study was carried out using a mixed-methods research design composed of quantitative and qualitative analyses. Pre-test and post-test evaluations, along with learner feedback, were used to collect data, as well as AI- and peer-based assessments of learners who participated in communication training sessions supported by AI tools. This study compared the transformation of learners’ fluency, vocabulary, pronunciation, coherence, and engagement within the AI-connectivism learning framework. The results showed significant improvements in students’ communication skills as a result of regular interaction with AI-enhanced tools and collaborative learning groups. Reflection, critical thinking, and meaningful communication practice were crucial components of the learning process, highlighting the indispensable role of teachers and peers in the classroom. AI technologies provided immediate feedback, personalized practice, and adaptive learning opportunities. According to the study, the integration of AI within a connectivist educational context was found to be flexible and scalable for communication skills development in the modern educational environment.

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