Philippine Normal University

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.

Understanding cultural systems in online learning with voluminous data, such as the engagement of students and teachers, has proven to be challenging. This predicament catalyzed the need for an emerging methodology to assess learning and complex thinking in online environments using statistical tools to analyze qualitative data. Quantitative Ethnography (QE) blends qualitative and quantitative approaches and uses statistical tools in analyzing qualitative data. This study advanced Epistemic Network Analysis (ENA), a QE tool, to analyze the engagement of teachers and students in online research courses of six groups of students. Observation of synchronous classes and asynchronous activities was carried out, 4,137 utterances were coded, and network models of engagements were generated. The findings show that the ENA engagement models among teachers and students in synchronous and asynchronous sessions differed significantly, with the teachers giving more frequent and varied feedback during synchronous classes. The network models of engagement in synchronous classes reveal the co-occurrence of students’ cognitive engagement and teachers’ feedback. When students try to connect with the lesson, they are given corrective feedback, and when they extend their understanding of the content, they are given affective feedback. On the other hand, when students are given prompts during asynchronous sessions, they try to connect. When they simply agree, they are given informative-procedural feedback, and when they emancipate their understanding, they receive affective feedback. This study illuminates the methodological advantages of ENA as an ethnographic tool that mixes qualitative and quantitative approaches in understanding cultural systems and processes in online education.

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.