Universidad de Zamboanga

One environmental challenge posed by agricultural waste in the Philippines can be mitigated by converting fruit peel waste into valuable cellulose-derived microbeads. Utilizing the ionic gelation technique, this study introduces a sustainable, “waste-to-value” innovation designed to replace synthetic microplastics in the cosmetic industry. The resulting microbeads are characterized by a yellowish-green, spherical morphology with a standardized particle size of 850 micrometers, well within the functional limit for exfoliants, and an excellent flowability rating indicated by a 26.55° angle of repose. When incorporated into formulations, the microbeads maintained high structural stability; the resulting hand sanitizer had a pH of 3.55, while the facial gel exfoliant had a pH of 7.6, demonstrating excellent homogeneity and foam stability. By successfully validating these bio-based alternatives, the study highlights a circular-economy approach that mitigates food-processing waste while providing eco-friendly, high-performance materials for the global personal care sector.

This study examined the classroom-based assessment competencies of non-ECE-major kindergarten teachers in Labuan District as a basis for developing an instructional development plan. It was anchored in Assessment for Learning Theory, Teacher Competence Theory, Bronfenbrenner’s Ecological Systems Theory, and Constructivist Learning Theory. An explanatory sequential mixed-method design was employed involving 19 non-ECE-major kindergarten teachers. Data were gathered using a researcher-made 5-point Likert scale questionnaire, classroom observation guide, semi-structured interview guide, and focus group discussion guide. Quantitative data were analyzed using frequencies, percentages, mean scores, and the Mann-Whitney U test, while qualitative data were examined through thematic analysis. Findings showed an overall classroom-based assessment competence of 4.47, interpreted as High Extent. Educational Assessment obtained the highest rating at 4.65, followed by Progress Monitoring at 4.51, Instructional Decision-Making at 4.49, and Identification of Learners with Special Educational Needs at 4.23. No significant differences in assessment competence were found according to sex, specialization, years in teaching, or related training attended. Qualitative findings showed that teachers used varied and developmentally appropriate assessment strategies, assessment-based differentiated instruction, continuous progress monitoring, and curriculum-aligned practices. However, limited formal preparation in Early Childhood Education, diverse learner needs, time constraints, and classroom management demands posed challenges, particularly in identifying learners with special educational needs. Professional experience, mentoring, collaboration, curriculum alignment, and continuous learning strengthened teachers’ competence. The study recommends sustained professional development, coaching, mentoring, Learning Action Cell activities, and training in inclusive and developmentally appropriate assessment. The study supports SDG 4: Quality Education by strengthening teacher competence, inclusive learning, and responsive classroom assessment. Its sustainability impact lies in supporting educational, institutional, social, and policy improvements through continuing teacher development, evidence-based instructional support, and more inclusive assessment practices.

This study examined the mathematical thinking beliefs of secondary mathematics teachers in the Sta. Maria District during the school year 2026–2027, focusing on problem solving, mathematical representation, reasoning and proof, mathematical communication, and mathematical connection. It also determined differences in these beliefs according to sex and years of teaching experience and examined the relationships among the five dimensions. The study was anchored in teachers’ beliefs, the NCTM Process Standards, and Constructivist Learning Theory. A quantitative descriptive-comparative-correlational and cross-sectional survey design was employed. Using total enumeration, all 41 public secondary mathematics teachers from six schools participated. Data were collected using the 23-item Mathematical Thinking Beliefs (MTB) questionnaire and analyzed through weighted mean, analysis of variance, and Pearson’s product-moment correlation. The findings revealed a very high overall extent of mathematical thinking beliefs, with a grand mean of 4.68. Mathematical representation obtained the highest mean of 4.71, followed by problem solving at 4.70, reasoning and proof and mathematical communication at 4.68, and mathematical connection at 4.65. No significant differences were found according to sex (p = .062) or length of service (p = .438). All ten relationships among the five dimensions were positive and statistically significant, with the strongest relationship occurring between problem solving and mathematical connection (r = 0.884). The study concluded that mathematical thinking beliefs function as strongly interconnected components and recommended continued professional development, collaborative learning, reflective activities, and classroom practices that strengthen all five dimensions. The study supports SDG 4: Quality Education by contributing evidence for improving mathematics instruction and teachers’ capacity to promote meaningful and higher-order learning. Its sustainability impact is primarily educational and institutional, as the findings may guide curriculum implementation, instructional leadership, and sustained teacher professional development.

This study examined the relationships among growth mindset, mathematics self-efficacy, and academic performance among Grade 7 students at Maria Clara L. Lobregat National High School during School Year 2025–2026 and used the findings as the basis for an instructional development program. Anchored in Bandura’s Social Cognitive Theory and Dweck’s Growth Mindset Theory, the study employed a quantitative-correlational design involving 303 students selected from a population of 1,247 learners across 22 sections through stratified random sampling with proportional allocation. Data were collected using a three-part survey questionnaire covering demographic characteristics, an eight-item growth mindset scale, and a 17-item mathematics self-efficacy scale, while academic performance was represented by final Mathematics grades. Results revealed moderate growth mindset (M=3.10), moderate mathematics self-efficacy (M=3.46), and satisfactory Mathematics performance (M=84.64). Growth mindset was moderately and positively correlated with mathematics self-efficacy (r=0.521, p=0.000), while growth mindset (r=0.311, p=0.000) and mathematics self-efficacy (r=0.317, p=0.000) had significant but weaker positive relationships with Mathematics performance. Growth mindset differed significantly only according to father’s educational qualification, whereas mathematics self-efficacy showed no significant differences across the demographic variables examined. The findings indicate that learners’ beliefs and confidence contribute to, but do not solely determine, Mathematics achievement. The study supported the development and recommended pilot implementation of the GROW-MATH Program, incorporating differentiated instruction and structured learning support to strengthen persistence, confidence, engagement, and mathematical learning. The study supports SDG 4—Quality Education and SDG 3—Good Health and Well-Being through its focus on mathematics learning, confidence, resilience, and emotional well-being. It contributes to educational, institutional, community, and socio-economic sustainability by providing context-specific evidence for instructional improvement, learner support, and sustained participation in mathematics learning.

This qualitative phenomenological study explored the lived experiences of faculty members in relation to character development during the implementation of the Innovative Leader U Course at Universidad de Zamboanga. Anchored on character-based leadership, the Seven Habits framework, and adult development perspectives on reflective practice and meaning-making, the study examined how faculty members internalized leadership principles and translated them into their teaching, personal values, and professional identity. The study involved seven faculty members who had direct experience teaching the course. Data were gathered through one-on-one semi-structured interviews, supported by an interview guide with open-ended questions, and were analyzed using thematic, narrative, and phenomenological procedures. Findings revealed that faculty members experienced pedagogical transformation as they shifted from teacher-centered instruction to reflective, facilitative, and student-centered teaching. They also reported personal growth, improved patience, discipline, responsibility, accountability, empathy, emotional intelligence, and stronger awareness of their role as educators and leaders. The Seven Habits were internalized and applied in decision-making, relationships, time management, and daily responsibilities. However, faculty members encountered challenges related to workload, limited time, student engagement, fatigue, burnout, and competing responsibilities. The study concluded that the Innovative Leader U Course contributed to faculty character development, values formation, reflective teaching, and professional identity transformation. It recommended sustained faculty training, institutional support, mentoring, curriculum integration, program evaluation, and adequate instructional resources. The study aligns with SDG 4 on Quality Education, SDG 16 on Peace, Justice, and Strong Institutions, and SDG 17 on Partnerships for the Goals. Its sustainability impact lies in strengthening educational, institutional, socio-cultural, and governance sustainability through values-based leadership and character education.