Various academic disciplines have incorporated environmental concerns and responses to climate change into their scholarly interventions. These bodies of scholarship include those focusing on strategic leadership studies, the Global South higher education landscape, and climate change education. These academic endeavours have yielded valuable contributions to contemporary understandings of the urgency of the climate crisis, and the capacity of different disciplines to engage with the crisis. This conceptual article offers an innovative approach by placing these bodies of scholarship into generative dialogue with each other and providing a critical analysis of the emerging insights through a theoretical rubric of postanthropocentrism. The article focuses on what this analysis reveals about the potential of university strategic leaders to leverage their positions within academic spaces to effect substantive institutional change. This makes a meaningful contribution to knowledge in the field as Global South universities are uniquely positioned to focus on the development of radically innovative solutions that speak directly to the needs of the societies within which our universities are located. Our university strategic leaders serve as the custodians of these institutional visions, missions, and academic projects and, as such, they are potentially powerful agents of change and innovation that can serve our planet rather than merely perpetuating the harm that is being done. By synthesising salient findings from the relevant bodies of scholarship and exploring the points of cross-fertilisation, intersection and overlap from a post-anthropocentric vantage point, the article concludes with practical recommendations for university strategic leaders to drive the type of radical, institutional-level change that is called for by the climate crisis.
This study investigates the implementation and evolving impact of the Student Engagement Program (SEP), a curricular initiative aligned with the United Nations’ Sustainable Development Goal on Quality Education, at De La Salle University–Dasmariñas (DLSU-D). Introduced in School Year (SY) 2019–2020, SEP was designed to monitor and motivate student participation in institutional clusters including mission, culture promotion, health and wellness, leadership, academic support, environment, and mandated engagements. Using a comparative mixed-method design, the study analyzed student evaluations and focus group discussions from four colleges across SY 2019–2020 and SY 2022–2023. Early findings revealed mixed and skeptical perceptions, with many students viewing SEP as compliance rather than engagement. By SY 2022–2023, however, responses shifted toward strong consensus that SEP contributed positively to learning dynamics, leadership opportunities, and holistic development. Mandated and cultural activities were consistently ranked as easiest and most enjoyed while Arbor Day and mission activities remained difficult and least favored. Over time, organizational support and academic assistance gained importance, reflecting evolving student priorities. Synthesizing these results, the study concludes that SEP matured into a meaningful subject fostering holistic student growth while also exposing clusters that require redesign. Recommendations emphasize adapting activities to student needs, leveraging popular clusters to encourage participation in less favored ones, and rebranding wellness and environmental initiatives. A visual program enhancement framework is proposed to guide Higher Education Institutions in balancing administrative mandates with organic student buy-in, ensuring sustainability and relevance in future implementations.
This study investigates the semiotic modes used in ASEAN disease prevention posters. The primary objective is to analyze how structural, linguistic, and visual elements in these posters communicate preventive messages. Thirty-five posters were purposively selected and analyzed through a qualitative multimodal discourse analysis framework. The analysis revealed four key themes: structural organization, linguistic expression, visual expression, and the interplay between visual and verbal semiotic modes. The posters comprise five essential elements: Emblem, Announcement, Enhancer, Lead, and Visit Information, with Announcement and Lead being obligatory. Linguistically, material processes dominate, emphasizing disease prevention actions. Visually, the posters utilize conceptual symbols and narrative actions to convey complex ideas. By integrating visual and verbal elements, the study enhances message clarity and engagement. The study introduces the “Discourse of Prevention from a Multimodal Perspective” and “Multimodal Discourse Analysis Using Qualitative Data Analysis” frameworks, which serve as robust tools for future research in multimodal communication.
This study examines signs, causes, and recommendations to mitigate quiet quitting among public school teachers in San Miguel Elementary School, Dasmariñas City. A mixed-methods approach gathered data via survey. Results show 48 people (75%) qualified as quiet quitters while only 15 teachers (23%) consider themselves quiet quitters, indicating lack of awareness about their quiet quitting behaviours. Among the three QQS factors, detachment (mean score = 2.86) emerged as most prominent, followed by lack of initiative (mean score = 2.32), and motivation (mean score = 2.18). Low pay, overwhelming workload, and insufficient administrative support were identified as the primary causes of quiet quitting, contributing to teacher detachment. To address these challenges, this study recommends improving compensation and benefits, creating supportive work environments, reducing administrative tasks, and fostering positive staff relationships. This study recommends exploring quiet quitting’s effects on teacher well-being and student outcomes, and intervention strategies for teacher retention and satisfaction.
This study explores burnout, resilience, and psychological well-being among selected Scout Rangers in the Philippines. Soldiers completed surveys measuring these constructs. Results revealed evidence of burnout, with emotional exhaustion being the least prevalent dimension. Soldiers reported moderate levels of resilience and psychological well-being. Interestingly, a weak positive correlation emerged between burnout and resilience, suggesting that soldiers experiencing burnout might misinterpret coping mechanisms as signs of perseverance due to the cultural emphasis on toughness within the military. The expected negative correlation between burnout and well-being was found, but it was weak. Resilience did not significantly mediate this relationship. These findings suggest that while selected Scout Rangers experience burnout and its negative impact on well-being, they also exhibit a moderate level of resilience. The weak positive correlation between burnout and resilience warrants further investigation into the cultural context of the military and how it may influence the perception of burnout symptoms.
