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Santi Rahmawati, S.T., M.S.M.
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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 49 Documents
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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.
Malaysia’s English Language Education Policy: Comparative Lessons for Vietnam’s Transition Toward English as a Second Language Thai Thi My Dung; Tran Thi Dung; Dang Hoang Quang; Pham Quoc Trung
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.3711

Abstract

In the context of rapid globalization, multilingual developing nations constantly struggle to strengthen English language education while simultaneously safeguarding national linguistic identity. Malaysia and Vietnam represent two structurally comparable cases in Southeast Asia, where English has been strategically promoted alongside Malay and Vietnamese, respectively. This study examines Malaysia’s English language education policies, trajectories, and pedagogical practices to draw context-sensitive lessons for Vietnam’s ongoing structural educational reforms. Using an exploratory, descriptive qualitative comparative policy analysis grounded in Spolsky’s Language Policy Model and Bourdieu’s Theory of Linguistic Capital, the study analyzes national blueprints, curriculum frameworks, and empirical scholarly literature. The findings indicate that Malaysia’s functional bilingual approach—orchestrated through the MBMMBI policy and the Dual Language Programme (DLP)—has noticeably enhanced national English proficiency while firmly preserving the primacy of the national language. However, persistent urban-rural socio-economic disparities remain a structural barrier. The study argues that Malaysia’s multi-phase experience offers crucial strategic insights for Vietnam as it navigates its national roadmap to position English as a systemic second language (ESL) by 2035. Key implications highlight the need for clear institutional policy, continuous professional development (CPD) for teachers, equitable localized resourcing, and balanced competency-based assessments. Ultimately, this study contributes to the broader literature on educational "Englishization" by offering a comparative structural design framework for language planning in non-postcolonial developing contexts.
Navigating the Data-driven Landscape: Exploring Academic Libraries’ Role in Data Literacy Education Robert D. Vallente; Marvin A. Factor; Simon V. De Leon; Marie Chezka G. Tamayo
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.3951

Abstract

This study explores the current landscape of data literacy education in academic libraries, analyzes how libraries equip users with data skills, identifies effective strategies for integrating data literacy instruction into the library setting, and uncovers challenges, best practices, and emerging trends in library-based data literacy programs. This study conducted a systematic literature review to analyze the role of academic libraries in data literacy education from January 2014 to January 2024. Following the PRISMA framework for rigor and transparency, we analyzed and coded selected articles to identify key themes, trends, methodologies, and findings. Three (3) major databases, such as EmeraldInsight, ProQuest, and ScienceDirect, were used to perform the literature review. The search focused on peer-reviewed articles published in English during the specified period. The study reveals that data literacy initiatives often include workshops, training programs, online resources, and collaborations with faculty and campus stakeholders. Challenges identified include resource constraints, staff training needs, and the evolving landscape of data technologies. However, opportunities exist in fostering interdisciplinary collaborations, leveraging emerging technologies, and promoting a data-informed culture. By addressing these challenges and seizing opportunities, academic libraries can empower individuals with the data literacy skills needed to succeed in the digital age. This study provides a comprehensive analysis of how academic libraries have evolved in promoting data literacy over the past decade. It highlights trends, effective practices, and challenges, fills a significant gap in the literature, and offers actionable insights for enhancing data literacy education in academic settings. This study is limited by the constraints of a systematic literature review, such as potential selection bias in the sources analyzed and the likelihood that rapidly evolving data literacy practices and technologies may outpace some findings. However, the study's implications are significant as it provides actionable insights for academic libraries to enhance data literacy education.
Artificial Intelligence in English Language Teaching: An Assessment of Teacher Comfort, Usage, Readiness, and Perceptions John Francis C. Cruz
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.3971

Abstract

Artificial Intelligence (AI) is rapidly reshaping educational landscapes, yet its integration in developing contexts remains uneven due to significant infrastructural disparities. This study assessed the comfort, frequency of use, perceived usefulness, and readiness of K–12 English language teachers in the Philippines regarding AI integration. Grounded in the TPACK and SAMR frameworks, the study used a quantitative comparative research design, surveying 688 public school teachers from a highly urbanized division (Biñan City) and a predominantly rural division (Nueva Ecija). The findings reveal a distinct "readiness gap": teachers show high internal self-efficacy and comfort but report insufficient institutional support. While respondents frequently use AI for text-based administrative tasks, usage for transformative listening and speaking activities remains rare, indicating a stagnation at the "Substitution" level of technology integration. Statistical analysis confirms a significant "digital native" effect, where younger, early-career teachers exhibit greater adaptability than their seasoned peers. Crucially, a profound digital divide was identified, with urban teachers reporting significantly higher frequency of AI use (M = 3.98 vs. 3.25, t = 14.31, p < .001, d = 1.09) and readiness for integration (M = 4.05 vs. 3.41, t = 13.56, p < .001, d = 1.03) than their rural counterparts. The study also uncovered a pedagogical paradox wherein teachers acknowledge AI's utility but fear it diminishes students' critical thinking skills. These results challenge the efficacy of uniform training mandates, suggesting that sustainable integration requires differentiated strategies that prioritize infrastructural enablement in rural areas while focusing on ethical, pedagogical governance in urban settings. This research contributes to the literature by quantifying the impact of locational privilege on AI adoption and advocating context-sensitive policies to prevent deepening educational inequities.
Development of a Quality Manual for the City College of Calamba: A Framework for Institutional Integrity Mary Rose F. Montano; Ronald A. Gonzales; Regina G. Almonte; Simplicio P. Alba; Maricris G. Unico; Maryann H. Lanuza; Anna Rhea C. Opeña; Armando A. Salenga Jr.; Francis Eduard T. Mlaitig; Jayzee P. Rafanan
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4219

Abstract

Many higher education institutions face significant challenges in establishing coherent quality assurance (QA) systems due to fragmented policies, inconsistent documentation, and limited coordination between academic and administrative units. This study addresses these issues by developing a contextualized Quality Assurance Framework and Quality Manual for the City College of Calamba (CCC) to strengthen systematic quality management and institutional integrity. Using a qualitative case study approach, the research examined current QA practices and institutional requirements in instruction, research, extension, and support services. Through purposive sampling, the study selected 22 respondents, including administrators, faculty, and staff involved in QA. The study used key informant interviews, open-ended surveys, and document analysis, and applied thematic analysis to identify core themes. To ensure credibility and reliability, the study conducted expert validation and member checking. Findings show that although basic QA mechanisms exist, the lack of a formal quality manual has led to inconsistent implementation, weak documentation systems, fragmented coordination among units, and insufficient data-driven monitoring of institutional performance. Stakeholders emphasized an urgent need for a unified framework, standardized procedures, clear role definitions, and ongoing capacity-building to foster a culture of quality within the institution. To address this, the study suggests a combined QA Framework that uses the Plan–Do–Check–Act (PDCA) cycle and Total Quality Management. The newly developed Quality Manual aligns with CHED policies, ALCUCOA accreditation standards, and ISO 9001:2015 principles, offering standardized policies and procedures. This model offers pragmatic, policy-oriented guidance for higher education institutions aiming to institutionalize continuous improvement and accountability.
Reframing World-Class University Theory in a Resource-Constrained Public University: Internal Stakeholders’ Lived Experiences in Navigating Global University Rankings Mary Grace I. Cruz; Luningning B. de Castro; Ligaya Z. del Rosario
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4394

Abstract

Global university rankings have become influential instruments that shape institutional agendas, governance, and definitions of quality in higher education. The World-Class University (WCU) Theory identifies research output, internationalization, and worldwide renown as fundamental indices of greatness. However, growing evidence suggests these measures offer a narrow and contested view of institutional quality.  This research used a transcendental phenomenological methodology to investigate the lived experiences of internal university stakeholders in a Philippine public university functioning under fiscal constraints while adapting to ranking-driven changes. The study gathered data through comprehensive, semi-structured interviews, supplemented by reflective journaling and institutional documentation, and analyzed them using Moustakas’ phenomenological approach. Research indicates that institutional procedures are increasingly aligning with global ranking criteria, leading to heightened research activity, data-informed governance, and purposeful internationalization. Nonetheless, stakeholders face significant financial and organizational constraints, increased professional demands, and differing interpretations of excellence based on pedagogy, accessibility, and social significance. These findings advance World-Class University Theory by demonstrating how stakeholders at resource-constrained public universities balance global ranking pressures with commitments to teaching quality, accessibility, and social relevance. The results indicate that institutional excellence encompasses not only research productivity and international visibility but also context-sensitive missions and public service obligations.
Naturalization Policy and Chinese-Filipino Educational Access: A Legal-Historical Analysis Daniel Francisco P. Del Rosario; Rishirl A. Cuario; May D. Borja; Jennifer Victoria N. Genato; Dexter B. Raymundo; Karlos Guerrero D. Zaragoza
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4415

Abstract

The Chinese community in the Philippines faced significant educational and professional barriers under restrictive naturalization policies established after independence. Commonwealth Act 473's complex requirements and the corrupt implementation of the naturalization process prevented many Chinese immigrants from obtaining citizenship, limiting their access to professional education and confining them economically to the retail trade. This study examines how President Ferdinand Marcos Sr.'s Letter of Instruction (LOI) 270 (1975) reformed Philippine naturalization procedures and expanded Chinese residents' access to formal educational and professional opportunities. Using legal-historical document analysis, the study compares LOI 270, Presidential Decree 836, Presidential Decree 491, Commonwealth Act 473, and relevant provisions of the 1935 Philippine Constitution. The study used document triangulation and thematic coding to identify patterns of policy change related to educational access. The findings show that LOI 270 substantially simplified naturalization procedures and expanded legal access to professional education for Chinese immigrants. The transfer of Chinese schools to the Department of Education and Culture also aligned Chinese educational institutions with national curriculum standards while maintaining cultural heritage. This study contributes an original analysis of the educational dimensions of LOI 270 and the concept of 'educational citizenship' as a framework for understanding how naturalization policy can dismantle educational barriers in post-colonial contexts. Conclusions are limited to demonstrable changes in legal and policy access; claims about lived integration and intergenerational identity are identified as areas for future empirical research.
From Cognitive Load to Cognitive Growth: A Conceptual Framework Developed Through an Integrative Review for Communication-Centered Learning Competency Development in Elementary and Secondary Learners Trinanjan Gupta
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4668

Abstract

The increasing complexity of contemporary learning environments—shaped by digital technologies, artificial intelligence, and the sheer abundance of information—has intensified the cognitive demands placed on learners, yet research examining cognitive load, communication, metacognition, and learning competency has largely developed in isolation, leaving little understanding of how these strands work together to support learner development. To address this gap, the present paper proposes the Cognitive Growth Communication Framework (CGCF), a communication-centered conceptual model that explains how educational communication may transform cognitive load into cognitive growth and strengthen learning competency among elementary and secondary learners. The framework was developed through a purposive, theory-building integrative review of conceptual and empirical literature published between 2000 and 2026, together with seminal foundational works, retrieved from Scopus, ERIC, PsycINFO, Web of Science, and Google Scholar, and selected against pre-specified eligibility criteria until conceptual saturation was reached. Thematic synthesis generated five analytical themes: communication reduces avoidable cognitive burden; dialogue drives knowledge construction; feedback and reflective discourse activate metacognition; psychological safety and growth-oriented beliefs condition whether communication takes effect; and digital, AI-mediated contexts reshape the mechanism. Because communication recurred across all five themes, the CGCF positions it as the connecting thread linking cognitive processing, knowledge construction, reflection, self-regulation, and competency development, and advances twelve testable propositions specifying this pathway together with its moderating and contextual conditions. The framework is a conceptual proposal rather than a validated model: its claims are theoretical propositions awaiting empirical examination. Its contribution is to draw separate research streams into a single coherent explanation that reframes the aim of instruction from managing cognitive overload toward cultivating sustainable cognitive growth, with implications for educators, curriculum designers, institutions, and policymakers working in technology-mediated classrooms.
National Education Policy (NEP) 2020 and Student Well-Being in Higher Education: A Qualitative Policy and Document Analysis Darakshan Perween; Ibne Hasan; Siddharth K. Gangale
Education Policy and Development Vol. 4 No. 2 (2026): Education Policy and Development
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/epd.v4i2.4670

Abstract

Student well-being has emerged as an important concern in higher education policy, encompassing mental, emotional, psychosocial, social, and academic dimensions of student development. This study critically examines the conceptualization and policy provisions on student well-being in India’s National Education Policy (NEP) 2020 and identifies the institutional and implementation conditions required for its operationalization. The study adopts a qualitative policy and document-analysis approach based on a purposively selected body of national policy documents, official reports, and relevant peer-reviewed literature published between 2000 and 2026. The analysis followed a macro–meso–micro policy–institution–student well-being framework, linking national policy commitments with institutional processes and documented student-level concerns. The results indicate a comprehensive vision of NEP 2020 for student development, with provisions for multidisciplinary study, inclusion, flexible learning, counseling, student support, and life skills development. Many implementation challenges remain, especially around measurable indicators of well-being, institutional responsibility, consistent support systems, professional capacity, and implementation guidance across higher education settings. The analysis suggests policy commitments cannot be directly translated into students' support and must be mediated by institutions, supported by resources, available services, and systems of monitoring and accountability. The study contributes a policy-oriented analytical perspective by clarifying the relationship between policy commitment, institutional operationalization, and student well-being. Given its documentary design, it does not measure the causal or actual effects of NEP 2020 on student well-being; rather, it identifies the policy and institutional conditions that require attention for its well-being commitments to be effectively translated into practice.

Page 5 of 5 | Total Record : 49

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