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Education Policy and Development (EPD)
Published by Research Synergy Foundation
ISSN : 29870011     EISSN : 29868408     DOI : https://doi.org/10.31098/epd
Core Subject : Education,
Education Other
The Journal of Education Policy and Development (EPD) is a scholarly platform dedicated to advancing discourse on education policy and its development. This journal is conceived with the objective of addressing a critical gap in academic literature and providing a comprehensive outlet for rigorous research and analysis in the field of education policy. As a peer-reviewed publication, the EPD Journal invites diverse discussions employing various approaches and methodologies on education policy discourse across all educational levels. This encompasses, but is not limited to: - Sociology to school learning and teaching: The topic covers but is not limited to the social integration of education, socialization, Social Placement, social and cultural innovation. - Digitalization of Schools: but not limited to Learning Methods in the Industrial Revolution Era 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching, online learning, evaluation of distance learning, the effectivity of distance learning - Curriculum review and program planning research: The topic covers but is not limited to curriculum and instruction, curriculum development, curriculum evaluation, support elements of an effective curriculum. - School and community-based management: The topic covers, but not limited to, school-based management, parent participation in school-based management, school-community relations, and community development (economic, social, and physical) - Higher Education Development, including Higher education quality assurance, human resource, finance and Internationalization. - Education (Miscellaneous) The issue also invites high-quality research on teaching and learning processes, school leadership and policy, instructional techniques and programs, assessment practices, and developments in learning technology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "vol. 4 no. 1 (2026): education policy and development" : 8 Documents clear
Relationship Between Financial Literacy and Academic Performance of Business Students in a Philippine Higher Education Institution Aleli Mae A. Anda; Sushmita Sen L. Martinez; Nicholai G. Quiambao; Paulo V. Mendez; Mary Joan Antonette F. Rafon; Jesus Briones; Joanna Paula E. Verano
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3053

Abstract

Effective financial literacy is critical for students in higher education institutions as it influences academic performance and overall success. This study examined the relationship between financial literacy and academic performance of business students in a Philippine higher education institution. A comprehensive quantitative-descriptive study was conducted with a sample of 172 Bachelor of Science in Business Administration (BSBA) students. A validated, researcher-developed questionnaire was distributed to the sampled respondents via Google Forms. Data analysis includes the use of percentages and frequencies, the weighted mean, and the Pearson correlation coefficient. The study disclosed that the respondents were mostly female BSBA students aged 21–23 in their fourth year, from low-income families with at least one parent who was at least high school-educated. While they demonstrated strong knowledge of financial concepts like budgeting, saving, investing, and credit, their financial behaviors and attitudes were inconsistent. BSBA students identified all the academic performance factors considered in the study as keys to their success. However, demographic factors showed no significant relationship with students’ financial literacy. On the other hand, the study revealed a significant relationship between financial literacy and academic performance. Based on these findings, the study proposes a financial literacy program to help BSBA students make informed financial decisions, increase academic engagement, and enhance personal development, ultimately leading to improved academic outcomes. This study reinforces that higher education institutions should implement financial literacy programs focused on practical financial management competencies, as these positively influence students' academic engagement and overall success.
Like, Share, Improve: Student Feedback on Northwestern University’s Student Services Eric Santos Parilla
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3325

Abstract

This study examines the effects of service quality dimensions on student satisfaction and institutional reputation at Northwestern University in the Philippines, using the SERVQUAL framework. A mixed-methods research design was employed to provide a comprehensive assessment of student service experiences. Quantitative data were gathered through a structured Likert-scale survey administered to students across different colleges, and analyzed using descriptive statistics, ANOVA, Pearson correlation, and multiple linear regression to determine group differences and predictive relationships between service quality and institutional reputation. To complement the survey findings, qualitative data were obtained through document analysis of student feedback submitted via the university’s suggestion box system and compiled by the Quality Assurance Office. These qualitative inputs were thematically analyzed to identify recurring service concerns, commendations, and areas requiring improvement. Results indicate that tangibility, assurance, and empathy significantly predict institutional reputation, while reliability and responsiveness show limited influence. Qualitative findings further reveal persistent issues related to infrastructure maintenance, staff professionalism, service accessibility, and digital connectivity, providing contextual depth to the quantitative results. The study underscores the importance of integrating student feedback into institutional decision-making and highlights the need for strategic investments in facilities, human interaction, and student-centered services. These findings offer empirical and practical insights for higher education policy formulation, service enhancement, and institutional branding within the Philippine context and similar settings.
From Policy to Practice: Shaping the Future of Vocational Education in China through Enhanced Management Strategies Zhu Yao; Astri Yulia; Latifah Abd Latib
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3415

Abstract

China's vocational education system faces significant challenges in translating policy directives into effective educational practice amid rapid socio-economic transformation. This study examines management strategies employed by Chinese vocational colleges, investigates the effectiveness of policy implementation, and identifies contextual factors that influence outcomes. Using systematic document analysis of academic publications and policy documents, the research maps institutional management approaches across curriculum governance, faculty development, and digital integration, and evaluates their impact on graduate employability and stakeholder satisfaction. Three primary themes emerged from the analysis: career planning systems, entrepreneurship education initiatives, and structured internship programs. Policy document analysis reveals national emphasis on integrating career guidance into curricula, promoting innovation-focused entrepreneurship education, and establishing quality-assured industry partnerships. However, significant implementation gaps persist between policy aspirations and institutional realities, particularly regarding regional disparities, resource limitations, and faculty preparedness. The findings indicate that while policy frameworks provide clear directional guidance, institutional capacity varies substantially across regions and sectors. Coastal institutions demonstrate more effective policy implementation due to stronger industry partnerships and resource availability, while inland institutions face structural disadvantages. The study recommends enhanced policy support for capacity building, strengthened industry collaboration mechanisms, and development of context-sensitive implementation strategies to bridge the persistent gap between vocational education policy and practice.
Proposed Marketing Plan for ICT-ED Institute of Science and Technology, Inc. Jojie R. De Ramos
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3633

Abstract

In today’s private higher education landscape, effective marketing strategies are vital for institutions to strengthen their market presence, enhance service quality, and sustain student enrollment. This study was conducted in 2024 at the ICT-ED Institute of Science and Technology, Inc., with the objective of developing a comprehensive marketing plan to improve brand positioning and support student attraction and retention. Anchored in the Segmentation, Targeting, and Positioning (STP) framework and guided by the SERVQUAL model, the study emphasizes a service-driven marketing approach that aligns promotional initiatives with quality improvement. A descriptive-quantitative research design was employed, with the sample size determined using Slovin’s formula. Using random sampling, a total of 162 respondents participated in the study, consisting of 140 students and 22 personnel. Data were collected through structured questionnaires and analyzed using Pearson’s correlation coefficient. The study demonstrates that marketing practices are strongly associated with the core dimensions of service quality, such as tangibility, assurance, responsiveness, and empathy, which indicates that effective marketing functions are a critical driver of students’ trust, perceived care, and responsiveness of institutional services. Based on these findings, a marketing plan was developed that integrates targeted promotional strategies and clearly defined marketing goals to ensure consistent messaging across market segments. The proposed plan, projected for implementation from the 2024–2025 to 2026–2027 academic years, aims to enhance stakeholder trust, reinforce student satisfaction, and strengthen ICT-ED’s competitive position in the private higher education sector.
Descriptive Analysis of Science Pre-Service Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) Gemcer D. Selda
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3813

Abstract

This study explores the integration of technology in Philippine teacher education with a focus on the distinctive context of Mindoro. Using the TPACK framework, this study assesses pre-service teachers’ competence in integrating content, pedagogy, and technology into their instructional practices. Results show that the pre-service teacher population is largely young and female, with diverse income levels and specializations. Both pre-service teachers and cooperating teachers report strong development across TPACK domains, especially in Technological Knowledge. Income and specialization emerge as significant factors influencing competency levels, while age and gender show minimal effects. Differences between self-assessments and cooperating teacher evaluations highlight the need for more targeted training and curriculum improvements. Among the three specializations, Mathematics pre-service teachers rated themselves higher than their cooperating teachers did. In contrast, English and Science pre-service teachers received higher ratings from their cooperating teachers than from their own self-assessments. The study recommends refining admission policies, strengthening professional development programs, and enhancing curriculum content better to address competency gaps and support effective technology-enhanced teaching.
Accreditation Readiness and Institutional Quality: An Assessment of Stakeholder Experiences Mary Rose F. Montano; Ronald A. Gonzales; Simplicio P. Alba; Richie V. Mendoza; Anna Rhea C. Opeña; Armando A. Salenga Jr.; Francis Eduard T. Malitig
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.3952

Abstract

Accreditation is a vital mechanism for ensuring quality assurance, institutional credibility, and continuous improvement in higher education. This study examined accreditation readiness, stakeholder satisfaction, and perceived challenges at a Philippine higher education institution following the accreditation visit by the City College of Calamba (CCC) during the second semester of Academic Year 2024–2025. Using a convergent parallel mixed-methods design, quantitative data were collected from 525 administrators, faculty members, non-teaching personnel, and students, complemented by qualitative thematic analysis of open-ended responses. Results indicated a high level of accreditation readiness (M = 4.23, Excellent) and stakeholder satisfaction (M = 4.30, Very Satisfied), with administrators reporting the most favorable perceptions. Challenges were rated as considerable (M = 3.64), primarily related to administrative support, time constraints, and resource limitations. No significant differences were found across stakeholder groups, suggesting a shared institutional experience. A strong positive relationship was found between accreditation readiness and stakeholder satisfaction (r = .894, p < .001), while the relationship between readiness and perceived challenges was negligible (r = .133, p < .001). Thematic analysis yielded four major themes: institutional proactivity, operational barriers, integrated support systems, and empowered teamwork, which reinforced the quantitative findings. The results highlight that preparedness enhances stakeholder satisfaction but does not fully mitigate operational challenges. The study contributes a stakeholder-centered perspective to Philippine accreditation literature and proposes an action plan to strengthen accreditation readiness through inclusive, coordinated, and sustainable quality assurance practices.
Assessing the Integration of UN Sustainable Development Goals in the Business Curricula in HEIs: English Daryl F. Quinco
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.4085

Abstract

The integration of sustainability into higher education is now a global priority, especially in business education. Future professionals are expected to balance economic performance with social responsibility and environmental stewardship. This study examined how sustainability is embedded in the business curriculum of selected higher education institutions in Misamis Occidental and Zamboanga del Norte, Philippines. It also assessed students’ familiarity with sustainability concepts and the United Nations Sustainable Development Goals (UN SDGs), as well as their perceived importance of sustainability integration. A quantitative descriptive design was used. Data were collected from 102 undergraduate business students through a structured questionnaire with Likert-scale items and selected open-ended questions. Results show moderate familiarity with the environmental, social, and economic dimensions of sustainability. The economic area scored lowest despite the business context. Familiarity with the UN SDGs was also limited (M = 2.63). Nearly half of the respondents reported no direct exposure to sustainability-related activities, indicating uneven curricular implementation. Despite these gaps, students strongly agreed that sustainability integration is important (M = 3.92). They associated it with ethical decision-making, critical thinking, professional readiness, and long-term impact. The findings suggest that sustainability is valued but not yet systematically institutionalized across the curriculum. This study contributes by showing that positive student attitudes do not automatically translate into coherent curricular integration. Stronger curriculum mapping, explicit alignment with the SDGs, and expanded experiential learning are needed to achieve comprehensive sustainability education in business programs.
The Human Resource Graduates’ Attributes: An Assessment Stephanie Jan Khevan D. Javate; Joanna Mae M. Santos; Kristine J. Garcia; Troi J. Sacatrapos; Lalyn S. Federizo; Mary Joyce Anne C. Valino; Carolyn P. Gonzales-Marzan
Education Policy and Development Vol. 4 No. 1 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i1.4241

Abstract

This study examines the employability and professional attributes of Human Resource (HR) graduates in the Philippines. A quantitative descriptive-correlational method was used to evaluate alumni's perceptions of their competencies in areas such as communication, critical thinking, and information technology. Based on the findings, most of the respondents were female, aged between 20 and 25, single, graduates from batch 2018-2019, and regular private employees with 1-3 years in service. Results showed that while graduates feel highly proficient in soft skills and human relations, they demonstrate a lower mastery of specialized technical software. Surprisingly, the analysis found no statistically significant association between these academic attributes and actual employment status, suggesting that a degree alone does not guarantee a career. The researchers suggest that higher education institutions (HEIs) must collaborate more closely with the private sector to bridge the gap between classroom learning and industry demands.

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