Northwest Samar State University

For most Southeast Asian nations, sustainable development remains a challenge. Despite environmental, technological, social and economic barriers, it is important to track sustainability progress in the region, given its agriculture-based economy. This study aims to develop sustainability metric indicators for agricultural systems, examine the regional sustainability performance index and identify regional opportunities and challenges for achieving the Sustainable Development Goals. We used principal component analysis (PCA) to create new sustainability metrics for Southeast Asia. Data from the Asian Development Bank were used to determine the key dimensions of sustainability metrics. The analysis produced eight sustainability metrics based on component loadings: climate footprint, material-use efficiency, agrifood system emissions, research and innovation, sustainable consumption and production of biofuels, information and communication technology (ICT), energy access and trade. Most agriculture-based economies have high emissions from their agricultural systems and low material-use efficiency. These challenges necessitate strategic development intervention, which aligns with the region's agricultural base. For example, agricultural trade can be expanded to include bio-based products. This, coupled with the cross-collaboration of bio-based products in the region, will minimise agrifood emissions from countries with above-average emissions, such as Indonesia. This study recommends the development of region-specific monitoring frameworks to track progress in sustainability.

Lean thinking practices remain understudied in the food microenterprise sector, particularly in developing economies focusing on ethical integration and sustainability. The study used total enumeration (N = 73; McDonald’s ω = 0.98) and a quantitative descriptive design to propose an ethical business model by assessing seven types of waste among home-based food microenterprises in Calbayog City, Samar, Philippines. Results revealed that among home-based food microenterprises, defect-prevention and transport-related behaviors were strongly practiced, but there were three gaps – demand-forecast misalignment, workspace constraints, and undervalued household labor. Notably, overproduction served as the “mother waste.” Following the Muda and Stakeholder theories, the model suggests cost-effective interventions: daily sales-tracking logs, workspace reorganization, and reasonable compensation guidelines. This study contributes to the lean thinking philosophy by demonstrating that waste management in resource-constrained enterprises is an ethical responsibility fostering business sustainability, establishing customer relationships, and strengthening community viability without requiring formal lean certification and external capitalization.

Immersive learning environments are increasingly integrated into higher education programs mathematics, where students apply theoretical knowledge through laboratory activities, simulations, problem-solving tasks, and other performance-based learning experiences. Despite their instructional value, the psychological preparedness of learners entering these environments remains less examined. This study explored the psychological readiness and challenges experienced by mathematics learners during immersive learning activities. A qualitative descriptive research design was employed. The participants consisted of twelve (12) college students enrolled in mathematics programs from universities in Calbayog City, Philippines. Participants were selected through purposive sampling to ensure prior exposure to immersive academic activities. Data were collected through semi-structured interviews conducted via online platforms and phone calls and were transcribed verbatim. The data were analyzed using thematic analysis to identify recurring psychological patterns. The findings indicated that learners commonly experienced mixed emotions of anticipation and nervousness prior to immersive activities. Hesitation and reduced confidence were often associated with perceived lack of preparedness, fear of making mistakes, and social comparison with peers. During immersive tasks, students reported psychological pressure resulting from visible evaluation, sudden instructional adjustments, time constraints, and the need to integrate theoretical knowledge with practical execution. Emotional conditions such as anxiety, self-doubt, overthinking, fatigue, and frustration were found to influence concentration and performance. The study concluded that psychological preparedness plays a significant role in shaping learners' engagement and performance in immersive learning environments. Strengthening emotional readiness and confidence may support more effective participation in immersive learning experiences of Math learners.

Pervious concrete (PC) or porous concrete is an innovative and environmentally friendly construction material that allows water to pass through its interconnected pores. The growing interest in sustainable construction and stormwater management has highlighted the importance of pervious concrete in urban environments in the past few years. This has led to an increasing number of studies conducted on PC by several researchers, mainly focused on research areas such as sustainability, structural and hydrological performance, and environmental impact. However, the latest studies on improving mix design and enhancing mechanical properties are still needed to realize its potential as a sustainable material. This paper seeks to evaluate and review recent research systematically for PC performance in the last four years (2021–2024). Essential points of prior studies regarding aggregate-cement ratio, water-cement ratio, aggregate gradation, and porosity impact on PC mechanical properties were emphasized. Experimental results from existing literature were also summarized and served as critical findings to this paper. Furthermore, this study not only identified the research gaps but also proposed potential future directions to enhance the performance of PCs, such as addressing clogging and load-bearing capacity issues, providing a hopeful and inspiring outlook for the future of PC research.

This study examined the relationship among training management practices, instructional readiness, and teacher performance in public secondary schools in the Division of Calbayog City. Anchored on the concepts of professional development and instructional effectiveness, the study assessed the extent of training management practices in terms of planning, implementation, monitoring and evaluation, and training transfer, as well as teachers’ instructional readiness and performance. The study employed a quantitative descriptive-correlational research design utilizing validated survey questionnaires as the primary research instrument. Respondents consisted of public secondary school teachers within the Division of Calbayog City. Statistical tools were used to analyze the data and determine the relationships among the variables. Findings revealed that training management practices were highly evident, while teachers demonstrated a high level of instructional readiness in lesson preparation, classroom management, instructional strategies, assessment practices, and technology integration. Teacher performance was likewise rated high in instructional effectiveness and professional responsibilities. The study further established significant relationships among training management practices, instructional readiness, and teacher performance, indicating that effective professional development initiatives positively influence teachers’ preparedness and instructional effectiveness. Based on these findings, the study recommended strengthening the planning, implementation, monitoring, and evaluation of professional development programs and encouraging teachers’ continuous participation in relevant training activities to sustain instructional quality and professional growth. This study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting effective teacher development and improved instructional practices in public schools. The findings also contribute to institutional sustainability by enhancing educational effectiveness, teacher competency, and the overall quality of learning delivery in the educational system.