West Visayas State University (WVSU, referred to colloquially by locals as West; Filipino: Pamantasang Pampamahalaan ng Kanlurang Bisayas) is a public normal research university located in La Paz, Iloilo City, Western Visayas region of the Philippines. It was established in 1924 as Iloilo Normal School under the tutelage of the Thomasites, but dates back its founding in 1902 as a part of Philippine normal school system with Iloilo National High School established by the American colonial government. It later became West Visayas State College in 1965 and acquired its university status becoming West Visayas State University in 1986.The university is one of the accredited Philippine Universities of the University Mobility in Asia and the Pacific and one of the most prominent institutions in the Philippines in the field of Teacher Education, Nursing and Medicine.The West Visayas State University (WVSU) system is composed of the main campus, six external campuses (which are distinct from the main campus) and the WVSU Medical Center. The La Paz (main campus) is organized with an integrated laboratory school and twelve degree granting tertiary schools and colleges. In the collegiate level studies, the academic programs the university offers include Agriculture, Arts and Sciences, Biology, Business Management, Cooperatives Management, Forestry, Hospitality Management, Information and Communications Technology, Mass Communication, Medicine, Nursing, Operations Management, Political Science, Public Administration, Physical Education, Teacher Education and Tourism. The Law program of the university under the newly established College of Law was opened in August 2020. It was later followed by the establishment of the College of Dentistry.The 2,000 hectare Mari-it Wildlife and Conservation Park which is managed as part of the 3,000 hectare WVSU College of Agriculture and Forestry campus in Lambunao, Iloilo, is the largest hornbill breeding facility in the world.The Philippine Commission on Higher Education has also designated the university through its main campus as National Center of Excellence in Teacher Education and National Center of Development in Nursing while the Lambunao Campus as National Centers of Development in the programs of Agriculture and Forestry.
This study aimed to examine how caring attributes influence nurses' professional self-concept and their perceptions of technological influence in the Saudi Arabian healthcare context. A cross-sectional correlational design was used. Data were collected from 248 Saudi nurses using the Caring Attributes, Professional Self-Concept, and Technological Influences (CAPSTI) scale. Structural equation modeling (SEM) with WarpPLS was applied to analyze the relationships among the variables. The results showed that caring attributes had a significant positive effect on professional self-concept (beta = 0.23, p < .01) and a significant negative relationship with technological influence (beta = -0.38, p < .01). Caring attributes accounted for 6% of the variance in professional self-concept and 15% of the variance in technological influence. In conclusion, caring attributes remain an important part of nurses' professional identity; however, challenges exist between caring values and technology-focused practice environments. These findings suggest the need for culturally appropriate strategies that combine caring principles with technological skills in Saudi nursing practice. (c) 2026 The Authors. Published by IASE. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).
This study developed and evaluated a culturally embedded instructional module for the Barayti at Baryasyon ng Wika course to improve student comprehension of Filipino language variations and promote linguistic sustainability. Addressing a lack of localized resources and persistent student difficulty in distinguishing sociolinguistic concepts, a qualitative descriptive design was employed. Data gathered through semi-structured interviews, written reflections, and narrative reviews with purposively selected students and educators underwent reflexive thematic analysis. Results revealed: (1) abstract examples cause significant conceptual confusion when students differentiate terms like dialect, sociolect, register, and idiolect; (2) the culturally integrated module improved comprehension by connecting theoretical frameworks to familiar linguistic contexts; and (3) evaluators affirmed the module's clarity, instructional coherence, and cultural resonance in reinforcing Filipino identity. Ultimately, culturally anchored materials not only enhance academic understanding but also foster positive attitudes toward linguistic diversity. This highlights the critical need for localized, research-based resources tailored to the cultural and cognitive needs of Filipino learners, actively supporting linguistic preservation amid rapid societal shifts.
In Philippine state universities and colleges (SUCs), faculty are mandated to balance instruction, research, and extension as “trifocal” functions. Yet, research often competes with heavy teaching loads, administrative work, and community engagement, especially in science disciplines that demand laboratory-based and fieldwork. This qualitative multiple-case study examined how twelve science faculty members across academic ranks in a Philippine SUC system enact the research function within their trifocal roles. Drawing on semi-structured interviews, institutional and policy documents, and cross-case analysis, this study employed a case study design through the lens of systems thinking to identify how research function is embedded in institutional structures and professional life-worlds. Findings show that faculty construct research as (1) a catalyst that propels instruction and anchors extension programs; (2) a strategic requirement intertwined with promotion and career progression; and (3) a relational and infrastructural practice dependent on collegial networks, mentoring, and institutional support systems. Feedback loops link these themes wherein research output fuels promotion and time protection, which, in turn, shape opportunities for further research and mentoring. Additionally, verbatim accounts reveal how faculty members navigate structural pressures, such as bureaucratic processes and workload policies, while framing research as a moral and professional responsibility. This article argues that designing research support in SUCs requires moving beyond compliance-driven metrics to system-level arrangements that honor research as a form of scholarly work deeply connected with teaching quality and community impact. Implications are suggested for workload policy, mentoring, and research-capable learning environments in the Philippines and comparable higher education contexts.
Intensifying heat waves disrupt learning environments in the Philippines, particularly in rural areas where schools often lack adaptive infrastructure. Many rural classrooms are built with heat-retaining materials, such as concrete, which trap excessive heat, leading to indoor temperatures exceeding safe comfort levels. These conditions lead to dehydration, fatigue, and reduced cognitive function, directly impairing students' focus and academic performance. Schoolchildren are particularly vulnerable due to their developing thermoregulatory systems, higher metabolic demands, and potential preexisting health conditions. These risks are further amplified in rural communities with limited access to cooling, healthcare, and adaptive resources. These challenges require practical, context-specific interventions. Schools can adopt energy-efficient designs, improved ventilation, and passive cooling techniques to create safer indoor environments while reducing environmental and financial costs. Adjusting school schedules during periods of extreme heat can minimize exposure while minimizing disruption to education. Moreover, heat-health education programs can raise awareness and promote adaptive behaviors among students and families, thereby enhancing community resilience. Integrating climate change and heatwave preparedness into the curricula of the Commission on Higher Education and the Department of Education can equip learners with essential coping skills. Meanwhile, simple measures such as hydration protocols, shaded rest areas, and proper ventilation offer immediate protection for schoolchildren's health and learning outcomes.
Flexible learning system (FLS) became a centerpiece continuity strategy among Philippine higher education institutions during COVID−19. However, its structure and variations across groups of students were unknown. Data were collected from a sample of 12,525 students across higher education institutions in Luzon, Visayas, and Mindanao to study psychometric properties of an FLS questionnaire and relationship of retained domain scores to student profile and teaching-learning technology variables. Sample largely consisted of female respondents (67.5%), individuals who utilized a learning management system during the pandemic (57.9%), and individuals with slow internet connectivity (57.8%) while only 11.8% had fast internet connectivity. Results from our exploratory study provided support for the four-domain structure (Support, Resources and Digital Proficiency, Readiness for Self-Regulated Learning, Barriers and Challenges) which showed good factorability [KMO = 0.944; Bartlett's χ²(325) = 178,200, p < 0.001]. Confirmatory factor analysis indicated model fit was better than a one-factor model, however fit indices were not ideal (CFI = 0.850, TLI = 0.834, RMSEA = 0.098, SRMR = 0.071). Internal consistency was strong for Support (α = 0.862), Resources and Digital Proficiency (α = 0.824), and Readiness (α = 0.832), but weaker for Barriers (α = 0.658). In FDR-adjusted HC3-robust multivariable models, poor vs. fast internet was associated with lower Resources (B = −0.542, p < 0.001) and lower Readiness (B = −0.172, p < 0.001). In contrast, higher digital literacy and prior LMS experience were associated with more favorable scores across several domains (all p < 0.05, FDR-adjusted). Qualitative themes identified connectivity as the dominant challenge (69.6%), while better understanding or learning effectiveness (32.0%) and accessibility or convenience (14.6%) shaped preferred modes of instruction. Overall, FLS during the COVID-19 period was workable but uneven, with support and learner persistence rated more favorably than resource sufficiency and barrier relief. The instrument may serve as a low-stakes institutional monitoring tool during COVID-analogous disruptions, although the Barriers domain still requires refinement and revalidation.
