The Philippine Normal University (PNU; Filipino: Pamantasang Normal ng Pilipinas) is a public coeducational teacher education and research university in the Philippines. It was established in 1901 through Act No. 74 of the Philippine Commission "for the education of natives of the Islands in the science of teaching". It has campuses in Manila, North Luzon, South Luzon, Visayas, and Mindanao. Pursuant to Republic Act No. 9647, it is the country's National Center for Teacher Education.In addition to the powers and functions provided for in its charter, the university is mandated to conduct researches, build and develop a database of education policies, and provide technical support to the Department of Education and the Commission on Higher Education, as well as assistance to the Congress of the Philippines, in the design and analysis of programs, projects, and legislative proposals concerning teacher training, teacher education, continuing professional education of teachers and academic supervisors, teacher education curricula, and other issues affecting teacher education.
This study examines how climate change education (CCE) initiatives in Philippine basic education shape learners' climate-related knowledge, awareness, behaviours, and perceptions of environmental well-being through the interconnected influences of families, schools, and communities. While many CCE initiatives focus on school-based knowledge and awareness, less attention has been given to how environmental practices are sustained across everyday socioecological contexts. Guided by action competence, intergenerational learning, and socioecological perspectives, the study integrates a systematic review of 109 Department of Education (DepEd) and government issuances with key informant interviews involving teachers and school-level programme implementers. Findings show that DepEd initiatives - such as YES-O, WASH programmes, and school-based greening activities - serve as critical entry points for environmental engagement but do not consistently lead to sustained behavioural change. The continuity of environmental practices depends on the degree of alignment across school, home, and community systems. Inconsistent family routines, limited local government unit (LGU) support, infrastructural constraints, and programme discontinuities weaken learners' capacity to internalise environmental practices. Conversely, experiential learning, family modelling, lived experiences of climate risks, and active community participation strengthen children's action competence and resilience. The study advances a socioecological alignment framework that conceptualises CCE as a relational and multi-level process shaped by structural, cultural, and institutional conditions. It argues that strengthening intergenerational learning, community engagement, and governance continuity is essential for cultivating sustained climate action. These insights offer implications for rethinking climate education in the Philippines and other climate-vulnerable and resource-constrained contexts.
This study examined the effect of academic stress on burnout among university dance athletes undergoing intensive training. While research has explored stress and performance in athletes, limited attention has been given to student dancers balancing academic and artistic demands. Guided by the Cognitive-Transactional Theory of Stress and Coping, the study analyzed how dimensions of academic stress predict burnout symptoms, including emotional exhaustion, detachment, and reduced accomplishment. A total of 243 Filipino student dancers aged 18-25 were purposively selected based on the following inclusion criteria: competitive experience at the national or international level, at least five years of formal dance training, and current academic enrollment. Using a descriptive-correlational design, participants completed the Educational Stress Scale for Adolescents (ESSA) and the School Burnout Inventory (SBI), and data were analyzed through multiple regression using IBM SPSS v28. Results showed that academic stress significantly predicted dance burnout, with study pressure emerging as the strongest predictor, followed by despondency, worry about grades, workload, and self-expectation. These findings underscore the need for institutional programs, such as stress-management training, academic accommodations, and mental-health support, to help student performers sustain both academic success and artistic performance.
This phenomenological research delves into the lived experiences of school-based mental healthcare providers who engaged in counseling during and after the COVID-19 lockdown. Through qualitative analysis, the study identifies key themes that depict the providers' adaptation to evolving counseling methods and the personal meaning they derive from their professional roles. Themes emerged around the challenges of technological adaptation, heightened student mental health needs, expanded professional roles, pandemic-related impacts, and contemplation of career trajectories. Providers attribute significance to their roles by navigating complexities in balancing personal and professional considerations, finding purpose in meaningful connections, and evolving responsibilities within their practice. Policy recommendations derived from the findings highlight the imperative to enhance technological proficiency, ensure financial stability with job security measures, provide ongoing professional development opportunities, and foster mental well-being through self-care initiatives and equitable resource allocation. These recommendations aim to bolster provider resilience and optimize support for students in future emergencies, contributing to a more robust and adaptive school-based mental healthcare system.
This poem, drawn from oral history interviews with my mother, a Kankana-ey woman from Bakun, Benguet, depicts her confrontation with tomok, an arranged marriage practice imposed on girls at a young age. Written in her voice, the poem captures her fears, silence, and act of resistance as she chooses to leave her 'ili' (community) and pursue her education. It illustrates the tension between cultural obligation and women’s aspirations within indigenous contexts. By portraying how women navigate gendered expectations and educational pursuits, the poem reveals that tradition does not uniformly silence women but can be negotiated through agency. This work contributes to gender and education discourse by foregrounding indigenous women's lived experiences and the transformative role of education in resisting normative structures.
This study explores the landscape of global citizenship education (GCE) in Indonesia from 2011 to 2025. Despite being a critical issue closely linked to national values such as Pancasila and religious moderation, the current discourse remains fragmented. Using a bibliometric approach with the Bibliometrix R package and Scopus data, the research maps publication trends, keywords, and collaboration networks. Findings reveal a significant surge in publications since 2019, peaking in 2023, driven by Sustainable Development Goals (SDGs) and national policy shifts. While character education and democracy remain dominant themes, newer topics like digital citizenship and religious moderation are emerging. However, research is heavily concentrated in Javanese teacher-training institutions and lacks global collaboration. Vital gaps include a low integration of ecological issues and a limited interdisciplinary focus. The study concludes that future research must bridge these gaps by prioritising digital literacy and environmental sustainability within the framework of Indonesian citizenship education.
