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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 83 Documents
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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.
Promoting Experiential Learning through Extended Reality Technology Aidrina Sofiadin
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.v5i2.1175

Abstract

The rapid advancements in technology have transformed the educational landscape, leading to new initiatives for innovative learning. Extended reality (XR), such as virtual reality, augmented reality, and mixed reality, has the potential to redefine teaching and learning methods. Experiential learning is an effective teaching and learning strategy that improves learners' understanding of real-life experiences. This paper aims to discover the ability of XR to promote experiential learning. Thus, a mixed-methods study was conducted with 54 undergraduate students who shared their views on the use of XR in promoting experiential learning. Students were optimistic about the use of virtual tours and a mixed reality (MR) post-it notes application in their learning. Findings from the survey and discussion have highlighted the potential of XR applications in fostering experiential learning among students.
Comparative Analysis on post-Covid Digital Competency Frameworks and Digital Skill Gap Studies Myat Min Thu; Thanatip Chankong
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.v5i2.1178

Abstract

As regarded as the age of Industry 4.0, digital skills have emerged as a more significant aspect of daily life. Equipping oneself with adequate digital skills has become increasingly essential across domains such as employment, education, and business. Especially in the wake of the COVID-19 pandemic, the need for digital skills stands out as an even more prominent asset, as remote work and online learning have become the new norm. Various entities such as governments, non-governmental organizations, academic institutions, and corporations are adapting to this advancing era by conducting new studies and designing new frameworks for digital literacy to address existing skill gaps. This paper conducts a comparative analysis of these frameworks and studies to identify commonalities and differences between them. This review also explores best practices, advantages, challenges, and limitations of existing studies and frameworks to propose potential improvements or new approaches to tackle digital skill gap issues and address evolving digital skill requirements more efficiently in a post-COVID-19 world.
Catalyst of Innovation: How CA Elevates Education at Curtin University Rachel Sheffield; Sherry Bawa; Dale Pinto; Fu Ee Tang; Janie Brown; Stephanie Bruce; Ben Milbourn; Natalie Gasson; Lisa Tee
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.v5i2.1180

Abstract

The CA(CA) is an integral part of the Curtin University community, established to enhance learning and teaching quality by recognising and rewarding teaching excellence. In recent years, universities have faced significant challenges in maintaining high standards of learning and teaching, particularly with the rise of online education and the need for innovative teaching practices that support student engagement. The CA addresses these challenges by fostering a culture of excellence and innovation in education, including by involving students as partners and adopting other collaborative learning practices. CA aligns with Curtin University's strategic goals of people, planet and partnership. CA champions global educational trends, focusing on promoting innovative and inclusive teaching practices and research-informed teaching. This approach aligns with the university's goal of maintaining high educational standards, excellence, sustainability and social responsibility through programmes like the New Colombo Plan and Mentoring Circle. To ensure continued success and address challenges for the future, Curtin Academy’s strategies at local, national and international levels are proposed.
Enhancing Student Learning and Engagement Through AI-Enhanced Instructional Materials: A Study on Personalized Education and Interactivity S. H. M. Phua; Choo. W. R. Chiong; W. H. D. Chai
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.v5i2.1182

Abstract

This paper explored the potential of AI-enhanced instructional materials to improve student learning outcomes and engagement, aligning with the principles of Education 4.0 and the Malaysian Higher Education Blueprint. The integration of AI into educational content enables personalized learning experiences, addressing individual gaps in understanding while catering to diverse learning styles and paces. AI’s capability to analyze data and adapt content dynamically supports the goals of Education 4.0, which emphasizes personalized and technology-driven learning experiences. By incorporating interactive ele-ments such as quizzes and real-time feedback, AI platforms pro-mote active student participation and reflection, which are crucial for knowledge retention and critical thinking. The study employs a mixed-methods approach by incorporating both quantitative and qualitative analyses to assess the impact of AI integration. Quantitative data was gathered through assessments and surveys, measuring improvements in learning outcomes and student engagement. Qualitative insights were obtained from focus group discussions and interviews, providing deeper understanding of student experiences and perceptions. The findings suggest that AI can help educators shift from traditional, didactic teaching methods to more responsive, student-centered approaches. This transition prepares students with the necessary skills and com-petencies for the 21st century. The advancement of educational technology through AI offers significant benefits in equipping students for the digital age, fostering critical thinking, creativity, and lifelong learning.
The Role of Authentic Assessment in Improving Learning Outcomes: A Review of Formative and Summative Assessment Practices Phoebe Kate V. Jacob
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.v5i2.1187

Abstract

Authentic assessment has emerged as an important educational approach that promoted meaningful learning by engaging students in real-world and performance-based tasks. This study reviewed existing literature on the role of authentic assessment in improving learning outcomes, with emphasis on formative and summative assessment practices. A systematic literature review design was employed using studies retrieved from academic databases such as Google Scholar, ERIC, Scopus, and ScienceDirect. Relevant studies published between 2015 and 2025 were screened and analyzed through thematic analysis. The findings revealed that authentic assessment significantly enhanced students’ critical thinking, problem-solving abilities, and application of knowledge in real-life contexts. Formative assessment was found to support continuous learning through timely feedback, progress monitoring, and reflective practices, while summative assessment effectively evaluated overall student achievement through performance tasks, project-based activities, and portfolio assessment. The review also highlighted the importance of rubrics and scoring guides in ensuring transparent and consistent evaluation, as well as the value of student-centered evaluation in promoting active participation, self-reflection, and ownership of learning. Overall, the literature suggested that authentic assessment contributed to deeper understanding and improved learning outcomes across educational settings. The study recommended the integration of authentic assessment strategies into classroom instruction and encouraged further research on digital and discipline-based applications of authentic assessment practices.
The Role of Teacher Leadership in Coaching, Mentoring, and Collaborative Improvement Phobelyn C. Zamudio
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.v5i2.1189

Abstract

This literature review examined the role of teacher leadership in enhancing instructional quality, professional growth, and school improvement, with a focus on coaching, mentoring, and collaborative practices in both international and Philippine contexts. Drawing on recent studies (2020–2025), the review highlighted how teacher leadership strengthened instructional capacity and fostered leadership identity at the teacher level, while improving school culture, collaboration, and instructional alignment at the institutional level. Coaching and mentoring were identified as key mechanisms that operationalized leadership practices, while collaborative structures such as professional learning communities and Learning Action Cells amplified their impact. Comparative analysis revealed similarities in collaborative emphasis across contexts; however, Philippine schools faced challenges related to structural support, policy maturity, and resource constraints. The findings reinforced theoretical frameworks, including Distributed Leadership Theory and collective efficacy, underscoring teacher leadership as a form of organizational capital. Practical implications included the need for formalized coaching, leadership training, institutionalized mentoring programs, and policy support. Identified research gaps pointed to the need for longitudinal, quantitative, and mixed-method studies, particularly in rural school settings. Overall, teacher leadership emerged as central to sustainable school improvement and needed to be systematically institutionalized rather than treated as incidental.

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