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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 41 Documents
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Assessment on Knowledge, Attitude and, Behavior of Myanmar Instructors in the Context of Education 5.0 Principles Atar Thaung Htet
Education Policy and Development Vol. 3 No. 2 (2025): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v3i2.3219

Abstract

As education evolves alongside technological advancements, it is crucial to understand how instructors perceive and adopt modern teaching methodologies, including artificial intelligence (AI), project-based learning, cooperative learning, gamification, and learning management systems (LMS). The primary aim of this study is to examine the knowledge, attitudes, and behaviors of Myanmar instructors in the context of Education 5.0 principles. The study employs a survey method, involving 102 instructors employed in private higher education institutions. Findings indicate a strong correlation between knowledge, attitude, and behavior, suggesting familiarity with the principles of Education 5.0. Furthermore, the study highlights a gap in scale development concerning these education 5.0 principles, positioning this research as a step toward filling this void. The implications of these findings are significant for private higher education institutions in Myanmar, offering valuable insights into curriculum development, instructor training, and the integration of technology in education.
Core Competencies and Technological Skills of Maritime Professionals In the Fourth Industrial Revolution Towards a Strategic Plan Christian C Carlos
Education Policy and Development Vol. 3 No. 2 (2025): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v3i2.3257

Abstract

As the maritime industry evolves in the Fourth Industrial Revolution (4IR), understanding the competencies and technological skills needed for Filipino maritime professionals is vital for addressing skills gaps and aligning emerging industry needs to maintain competitiveness in the global workforce. The study identified the core competencies and technological skills of maritime professionals in the 4IR, informing a strategic plan. A descriptive comparative-correlational research design was employed, covering 121 maritime professionals from MHEIs, shipping companies, and training centers. Snowball sampling was utilized to efficiently access deck and engine officers. The statistical tools used in treating the data were: frequency and percentage distribution for demographic profiles, weighted arithmetic means for core competencies and technological skills assessments, and Pearson correlation coefficients to explore relationships between competencies and technological skills. The Kruskal-Wallis H test was used to assess the significant difference in respondents' core competencies and technological skills by profile. Findings of the study revealed that respondents demonstrated average to above-average proficiency in various technical and digital skills. The correlation analysis reveals strong positive relationships between various competencies and technological skills. Competencies in technical and cybersecurity were average; strengths were noted in innovation, adaptability, digital literacy, and regulatory compliance. Significant differences were found in specific technological skills, such as automation and robotics, indicating a need for targeted training in advanced technologies. The findings underscore the importance of aligning specialized training with emerging industry demands. Likewise, fostering a culture of innovation and integrating continuous education opportunities is essential to address gaps in advanced technological skills.
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.
A Comparative Study of Filial Piety Education in Chinese and Malaysian Chinese Yanfang Wang; Muhammad Daoh; Nur Muneerah Kasim
Education Policy and Development Vol. 3 No. 2 (2025): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v3i2.3378

Abstract

Filial piety, a fundamental Confucian value, is traditionally emphasized in Chinese education. However, globalization and modernization have influenced how filial piety is taught and perceived. This study explores the similarities and differences in filial piety attitudes among Chinese and Malaysian Chinese university students. The sample consists of 598 students, including 325 from China and 273 from Malaysia, selected through stratified random sampling from major universities. Independent sample t-tests were conducted using SPSS to analyze the responses. The statistical analysis indicates that while there are shared perspectives, differences also exist in filial piety attitudes between the two groups. Both Chinese and Malaysian Chinese college students highly value the culture of filial piety. In the dimension of authority, the mean scores of both groups are relatively low and similar, suggesting that under the influence of modern society, traditional notions of authority have weakened among university students in both countries. Chinese university students demonstrate more proactive emotional respect, whereas Malaysian Chinese students place greater emphasis on traditional commemorative rituals. Additionally, interviews with 11 education experts (six from China and five from Malaysia) yielded recommendations and strategies to strengthen filial piety education.
The Power of Surrender: The Role of Tawakal in Building Academic Resilience among Indonesian High School Students Difa Fatwa Fadlillah; Hazhira Qudsyi
Education Policy and Development Vol. 3 No. 2 (2025): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v3i2.3414

Abstract

Academic resilience refers to a student’s ability to overcome academic stress, adapt to challenges, and persist in achieving goals despite setbacks. One of the internal factors contributing to resilience is spirituality, including the concept of tawakal, the Islamic belief of surrendering to Allah after making an effort. This study aims to examine the relationship between tawakal and academic resilience among Muslim high school students in Indonesia. Using a quantitative correlational design, data were collected from 268 students across various regions using the Academic Resilience Scale and the Tawakal to Allah Scale. Results from the Spearman Rho test indicated a significant positive correlation between tawakal and academic resilience (r = 0.331, p < 0.01), with tawakal accounting for 11.5% of the variance in academic resilience. These findings highlight the role of Islamic spiritual values in supporting students’ psychological strength in academic settings. The study contributes to the development of context-specific models of resilience and provides practical implications for educators to integrate spiritual development into school-based character education programs. 
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.

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