Basilan State College

This study analyzes the crucial role of emotional profiling and empathy in informing strategic teaching adaptations that enhance student learning outcomes. By assessing the emotional conditions of students, teachers can adjust their instructional strategies to more effectively address both emotional and academic needs. The research underscores the importance of recognizing the emotional dimension of learning, emphasizing that emotional well-being is a key driver of motivation, participation, and academic success. Additionally, the study identifies effective empathy-based teaching strategies, such as active listening, emotional check-ins, and the integration of social-emotional learning, which contribute to a more inclusive and supportive classroom environment. The findings indicate a strong association between emotional profiling and empathy in educational contexts, suggesting these practices should be integrated into teacher preparation programs and daily instructional methods. This research contributes to the fields of environmental and social psychology by demonstrating how emotional intelligence and empathetic engagement can positively influence experiences and outcomes in inclusive education, especially by addressing emotional barriers to learning.

This qualitative study examines how diverse undergraduate learners navigate systemic infrastructural barriers-such as poor connectivity and device inequality-to achieve equitable language production. Framed by Universal Design for Learning (UDL) and Self-Regulated Learning (SRL), the research explores adaptive practices in a mobile-first, multilingual higher education context. Data from semi-structured interviews and reflective journals with 30 English language students reveal that marginalized learners actively reorganize their production environments. Findings indicate students strategically adapt or abandon inaccessible digital workflows to preserve core academic standards. Furthermore, learners utilize multilingual repertoires and generative AI as critical, stage-specific assistive scaffolding during planning phases, while fiercely protecting their authorship in final outputs. This bounded AI engagement demonstrates a sophisticated inclusive digital literacy. Ultimately, the study argues that educational equity requires institutions to validate flexible, asynchronous workflows and support responsibility-driven AI engagement over rigid technological compliance.

Despite ongoing efforts to promote equity in higher education institutions (HEIs), economically disadvantaged learners often face systemic barriers that extend beyond the traditional classroom. While much of the existing research focuses on pedagogical reforms within formal instruction, there remains a critical gap in understanding how stakeholders' motivations and collaborative dynamics contribute to the creation of inclusive educational management practices and support systems outside the conventional learning space. This exploratory study addresses that gap by examining the motivations, experiences, and collaborative efforts of key stakeholders including academic personnel, students, parents, and community members in shaping responsive and accessible learning guidelines for economically challenged students in HEIs. Using purposive sampling, data will be collected from 25 participants through one-on-one semi-structured interviews. A reflexive thematic analysis approach will be employed to uncover emergent themes related to stakeholder engagement, shared responsibilities, and policy development. The study is expected to yield insights into the motivational drivers that prompt stakeholders to engage in educational support initiatives beyond classroom instruction. It also aims to identify effective collaborative practices and highlight systemic challenges faced during policy formation. The anticipated outcome is a set of practical recommendations for HEIs seeking to institutionalize stakeholder-informed, inclusive learning policies tailored to the needs of economically marginalized learners.

Youth leadership brings new perspectives, innovative ideas, and a dynamic approach to addressing contemporary issues. Young leaders often possess a deep understanding of the unique challenges and opportunities faced by their generation, enabling them to develop solutions that are relevant and impactful. Their involvement in public service fosters a sense of responsibility and civic engagement, encouraging a culture of active participation and community building. This study examined the innovative and responsive characteristics of young leaders in the Philippines. This exploratory paper expected to provide understanding on how community clientele like community residents, elderly people, persons with disability, perceived innovative and responsive traits of community youth leaders. Convenience sampling (n=12) was carried out to select the participants seeking assistance from barangays leaders. Findings indicated that the community clienteles described these young leaders as possessing creative minds capable of ‘thinking outside the box’ to address evolving challenges and meet community needs. Youth leaders were noted for their commitment to effective communication, gathering feedback, and working collaboratively with the community to resolve issues. They are accessible and approachable, demonstrating empathy and attentiveness to the concerns of those they serve. The perception of community clientele emphasized how young leaders integrate creative and innovative approaches to problem-solving with proactive and empathetic engagement to the community, and their commitment to transparency and effective communication. These qualities collectively contribute to the community's positive view of youth leadership, recognizing the potential of young leaders to bring about meaningful and lasting change.

The purpose of this study was to assess the grammar competence and English academic performance of first-year college students in Basilan State College. Stratified random sampling (n = 464) was carried out to sample the participants from each college within the institution. A standard grammatical test was used to assess the grammar skills of the participants. English grade point average (GPA) represented the students’ academic performance in English. Findings indicated that the first-year college students had limited skills in grammar mainly limited to familiar situations and had frequent problems in understanding and expression. Despite this, they still perform satisfactorily in their English classes. There was a significant moderate correlation between students’ grammar competence and overall academic performance. Education and health sciences students were highly competent compared to students from criminal justice, information and communication, and arts and sciences. Understanding the interactions among grammatical competence, academic achievement, and contextual factors may have significant effects on instructional strategies and direct the creation of focused interventions that will integrate students’ linguistic and intellectual growth.