This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.

Despite cultural differences, the Philippines–Japan partnership is developing an intentional teaching curriculum with parallel standards. However, disparities among their respective educational systems have prompted inequalities. As education plays a critical role in collaboration, we explored the Epistemic Goals (EGs) and Epistemic Practices (EPs) in the biology curriculum, with the research question: How do the epistemic goals and practices of the biology curriculum transmit knowledge and skills in the Philippines and Japan? Using an ethnographic design, we conducted two iterative explorations of EGs and EPs. First, we examined the curriculum policy to determine its EGs. Using the A-B-C-D protocol, we employed discourse analysis to evaluate knowledge and skills in the biology grade-level standards. Second, we examined the articulation of goals in classroom teaching practices. We conducted classroom immersion and observed classes to determine EPs and supported our observations through interviews, synthesizing the data using inductive content analysis. Our findings revealed that the Philippines’ EGs were to transmit factual knowledge enhanced by basic science skills, and their EPs were audio-visual materials, gamified instructions, guided inquiry, posing questions, and learning-by-doing. In comparison, Japan’s EGs were to provide a solid foundation of theoretical and metacognitive knowledge, integrated science skills, and positive attitudes. Its EPs involved cultivating lasting learning, observation, investigation, experimentation, collaborative discussion, and reflective thinking. Our study makes a meaningful contribution by shedding light on crucial ideologies and cultural identities embedded in Biology curricula and teaching traditions.

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p < 0.05), so only for OLSEE was a significant difference found in terms of gender. In conclusion, Filipino online learners have moderate characteristics across the aspects of student engagement, self-regulation, and self-efficacy.

Home-based biology experiments (HBEs) are practical learning guides that allow students to perform safe and appropriate experiments at home. This quasi-experimental study aimed to determine students’ perceptions, knowledge gains, self-efficacy, and engagements on the use of HBEs. Ten teacher-collaborators and 836 students participated in the implementation. Teacher-made parallel tests and 38-item perceptions, self-efficacy, and engagement questionnaires were distributed via Google Forms. Results revealed that most participants agreed that HBEs were lesson congruent, risk-free, the materials were readily available, and it was fun and challenging. Furthermore, HBEs were found to be effective in improving students’ knowledge gains (g=0.68), perceptions (x=3.56), self-efficacy (x=3.36), and engagements (x=3.45). Factors such as grade level, gender, and type of HBEs also influenced the dependent variables. The study concluded that home-based biology experiments are relevant teaching material to deliver practical learning among students in a distance learning modality.

The COVID-19 pandemic stimulated education system worldwide to employ online learning to support learning despite difficult times. To respond to this challenge and to promote Sustainable Development Goal (SDG) 4, advocating quality education, a virtual learning material (VLM) for Biology was articulated in Google Classroom. Accordingly, this study aimed to evaluate its acceptability and conformity to the international standards for online courses using the Open SUNY Course Quality Review (OSCQR) rubric as the questionnaire. Respondents (N=40) involved four stakeholders: Senior High School Students, Pre-service Science Teachers, High School Teachers, and Science Instructors/Professors, with n=10 representatives each group. Their perspectives of the VLM acceptability in terms of Overview and Information, Technology and Tool, Design and Layout, Content and Activities, Interaction, and Assessment and Feedback were obtained through a Google Form by rating the 50-item questionnaire on a 4-point Likert scale together with two open-ended questions. With a grand mean of 3.81(SD=0.40), the findings revealed highly acceptable results. The qualitative responses also substantiated this result. Significant differences in the responses are also discussed, while the Cronbach alpha reliability test is high (α=0.923). Significantly, the VLM conforms with the international standards for online course design, suggesting it can be implemented among target students.

Early interest and appropriate experiences could foster interest in science, technology, engineering, and Mathematics (STEM) for young children. Pre-service teacher preparation was one of the keys to cultivate the interest in STEM for future generation. With this, the current study determined Early Childhood Education (ECE) pre-service teachers’ aspects regarding STEM such as their belief, understanding, self-efficacy, and intention. Also, the association or correlation of STEM aspects were measured. As a result of multiple analyses, it was found out that they had very high STEM aspects and there was a positive association or correlation of the aspects. New conceptions of STEM were also constructed by almost half of the pre-service teachers. There was no significant gender difference found in their aspects regarding STEM. This finding implied that the ECE pre-service teachers who were mostly female had no gender bias in regards to possible integration of STEM in their own future classroom.

The research focused on the challenges and opportunities given by the fast transition of academic institutions to remote online learning amid the country's Covid-19 pandemic. Data from online surveys and focus groups were analyzed using descriptive statistics and theme analysis. The consequences and complexity of limited internet connectivity, loss of human interaction, and low skill in digital platforms were highlighted as the primary problems and disadvantages of online learning. The adaptability of the children to the online platform and the teachers' originality, flexibility, and eagerness to learn and adapt in the digital environment transformed these issues into learning opportunities. The university's continued efforts and will to prosper in the new normal of education, eventually preparing itself for the future normal of education, were attributed to the success of distant synchronous and asynchronous online learning.

Blended learning (BL) is a technologically driven approach that relies on multiple modalities in teaching content. The researchers investigated BL by integrating information communication technology (ICT) in high school physics from 2014 to 2020. Twenty-four (24) individual studies were presented where twenty-seven (27) reports were extracted. The random-effects size indicated a significant large ES preferring BL as a promising approach in teaching Physics among high school learners. Favorability towards LMS use in teaching was observed, while a significant ES is seen in both Junior and Senior learners showing preference in BL. Studies with low ES showed a teaching approach that relied on less teacher supervision. Furthermore, publication bias suggests that studies available in the searched online databases primarily published BL panned results.

The virtual laboratory can be described as an info-communication system, which is used by teachers to create virtual experiments and learning materials and by students to gain knowledge through these virtual experiments. In order to have a better understanding on the behavior of psychology students toward virtual laboratory system, it is necessary to analyze their self-motivation, self-efficacy, and self-regulation in the cognitive process of learning and the virtual laboratory as an info-communication system together. Thirty two undergraduate Psychology students under Human Anatomy General Education subject responded to the three types of research questionnaires: self-motivation, self- efficacy and self-regulation. This study indicates that psychology students are intrinsically motivated where their behaviors are engaged in for their own sake, in other words, for the pleasure and satisfaction derived from performing them, have high self-efficacy or beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments and have high self-regulation where students have the ability to understand and manage their behaviors and reactions to feelings and things happening around them. This research shows that there is a significant difference among the level of motivation, self-efficacy, and self- regulation. It further shows that there is a high correlation coefficient between the level of motivation and self- regulation, motivation and self-efficacy and self-efficacy and self-regulation.

Educational Institutions can provide career pathways for students, entrepreneurship education has been considered by a lot of developing and underdeveloped countries as one possible solution to address poverty issues. Many governments have not been remiss in initiating programs and campaigns to promote entrepreneurial activities, especially among the young to encourage them to be active contributors to the thrust of poverty alleviation. Despite these efforts, the mindsets of students still appear to be focused on corporate employment. Therefore, this study was conducted to examine students' perceptions of entrepreneurship education in shaping entrepreneurial intention. Students' perceptions of entrepreneurship education are measured based on three variables: entrepreneurship curriculum, teaching methods, and school's role in promoting entrepreneurship. The study design is a survey study where data is collected through the distribution of questionnaire forms. The questionnaire that was distributed is in the form of closed-ended questions with a 4- point Likert scale. A total of 42 high school students and 23 teachers were selected through the purposive sampling method. The study data were analyzed using Statistical Package for Social Science (SPSS) software version 26.0. The findings of the study show that the entrepreneurship curriculum, teaching methods, and the school's role in promoting entrepreneurship have no significant relationship with the entrepreneurial intentions of students. In conclusion, Entrepreneurial education must be given support by the school leaders by reviewing the existing high school entrepreneurship curriculum and strengthening teachers’, training to improve teaching methods on entrepreneurship education. Increase entrepreneurship awareness among students and teachers through a variety of school activities that promote entrepreneurship

The study demonstrates the learning losses in remote online learning during the Covid-19 pandemic and how online teaching can mitigate these losses. The findings were analyzed using descriptive statistics and theme analysis based on online surveys and focus groups collected. Significant learning losses occurred in an online learning environment due to reduced curricular content, a lack of student engagement, and holistic performance assessment. Unique and varied teaching tactics, such as optimizing the use of online tools and platforms, online teacher presence, and tailored evaluations, were discovered to assure optimal student learning. The University's e-readiness contributes to the e-learning success of the University's curriculum delivery. The findings provided in this paper have policy implications for curriculum review, performance assessment and evaluation in online learning, and intervention and development programs for online teachers.

Unpacking the perspective of family-owned schools towards the concepts of internationalization is a study that seeks to check if internationalization is an acceptable undertaking for school owners, top management, and middle management relevant to the school's operational viability and sustainability. The motivation behind unpacking is that each school has the potential to participate in the internationalization of higher education. This is examined by determining theoretical perspectives of family-owned school leaders on the concept, strategies, and the role of school leasers. Using a hybrid questionnaire that are products of previous studies, coupled with interview, and the appropriate statistical methods produced by SPSS, this study has shown that the concepts, strategies and leadership of internationalization is doable, and it has identified strategic planning, leaders' knowledge, and experience as a key factor in a successful transition.

This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was employed to determine the study's objectives. One hundred twenty-nine students participated in this study: 7 students-low SES; 63 students-high SES; 59 students-excellent SES. Specifically, it aims to determine the levels of students' socioemotional skills, perceptions of the lessons' clarity and difficulty, and performance using lesson playlists and task cards. Also, it aims to assess the relationship between students' posttest scores and perceived lessons' clarity and difficulty. The quantitative data were analyzed using descriptive and inferential statistics and qualitative data through thematic analysis. This study revealed that the lesson playlists and task cards on earth and space lessons were useful as an intervention in online distance learning, considering students' socioemotional skills. This study also revealed that students with different socioemotional skills would have unifying perceptions of how they perceive the lessons' clarity and difficulty. If the students perceived the lessons are crystal clear, they would also perceive that the lessons are easy to understand.

The global pandemic redefined the educational landscape posing new concerns in equity and equality. As the world continues to grapple with its effect, Mixed Online Learning (MOL) as an alternative strategy must be carefully designed to promoting improved practices, thereby advancing knowledge in this pressing time. The current study determined MOL's impact on students' performance, attitude, engagement, and efficacy. Two cycle of plan-do-study-act action research utilized together with time-series experiment approach to induce the study's intervention. With the 7E (elicit, engage, explore, explain, elaborate, extend, evaluate) inquiry segments as a model, the concepts under Environmental Science were unpacked and offered to undergraduate Science education students. The data revealed that students perform positively in a MOL. Likewise, it showed proficiency in the level of students' efficacy. Meanwhile, students' attitude was tremendously affected by the completion of the performance tasks. Each inquiry segment was determined as boring for elicit, foster engagement, fun, and meaningful for exploring, active for explaining, and bring optimism for elaborating, pioneering (trailblazing) for evaluating, and exhausting for extending. Nevertheless, as a strategy to improve mixed online learning, the 7Es inquiry segment is an effective and reliable model to use. Its utilization can translate across designing asynchronous modules or assessing the impact of students learning in online distance learning. Also helpful in identifying provisions to enhance the built-in features of any learning management system leading to the integration of the 7E inquiry framework.

Education in the 21st century is oriented towards innovation in the future. Robotics is a constructivist tool which can leverage student's knowledge, skills, and attitude (KSA) using design-based paradigm to explore novel teaching and learning environment. Utilizing a 5D (define-discover-dream-design-destine) inquiry model of appreciative inquiry, this educational action research aimed to describe students' competence and their confidence in building cities through robotics. Four projects were evaluated to determine the students' competence in knowledge, skills, and attitude. Adapted self-efficacy inventory questionnaire is administered at the end of the intervention to determine students' confidence. In terms of competence in knowledge, the students are proficient in the processes involving research like problem identification, determine sources of information, and analyze problems. Proficient in innovative solution including team solution, innovation, and solution development. Lastly, proficient in presentation including sharing, creativity, and presentation effectiveness. In terms of skills, the students are proficient in the processes involving mechanical design, programming and strategy and innovation. In terms of values, the students are proficient in the processes involving inspiration, teamwork, and gracious professionalism. Moreover, data revealed that in terms of confidence students can achieve goals set by themselves, certain to accomplish task, accomplish essential outcomes, succeed in most endeavor, successful to overcome challenges, and perform effectively in several tasks.

The COVID-19 pandemic has brought forth numerous new challenges for all afflicted as well as exposed the weaknesses of the current educational system. The public education in the Philippines had to overhaul its system to ensure quality and to provide accessible education to all students. Varying strategies have emerged to deliver relevant Online Classroom Delivery (OCD). The utilization of e-Assessment was sought after to generate real-time feedback to facilitate and monitor the students' progress. This research aimed to determine the students' perceptions and anxieties with OCD embedded e-Assessment, and the challenges encountered in an OCD. A cross-sectional survey was employed to determine the students' perceptions and anxieties. The results revealed the perceived threats and the remarkable anxiety levels of the students caused by the pandemic. This supports the information that the students' perception of using e-Assessment is positively correlated with their levels of anxiety. Challenges attributed to the perceived threats and anxiety included the availability of the technology, the presence or absence of internet connection, mobilization of software and related technology, appropriateness of e-Assessment strategy whether to be given as (diagnostic, formative or summative), teachers' adeptness, and familiarity towards the innovation of educational technology. Accordingly, this paper recommends the strengthening of research efforts in relation to the factors that increase students' level of anxiety in OCD, incorporation of accessible and easy-to-use mental health services, and computer training for both teachers and students.

The 21st-century skills in education are integral components in the competency of the students. Among these skills are known as the “Four C's” - communication, collaboration, critical thinking, and creativity. With the sudden shift of the educational paradigm, this case study intends to identify the challenges the students face in acquiring the 4Cs, which would lead to identifying the effects of online distance learning on the acquisition of the 4Cs. An in-depth study was made to identify the improved practices of a beginning teacher and how these practices can be applied that would integrate the 4Cs to the students. The participants of the study will include senior high school students of De La Salle University-Laguna Campus. Challenges were mentioned within the experience of online distance learning. As such, these problems impacted the students' acquisition of 4Cs. The suggested practices of a beginning teacher include three categories which are the utilization of interactive materials, technological management, and enhancing students' learning experience. There may be a lot of factors to consider when applying the 4Cs during online distance learning, but as future educators, the important thing is to always be open to adjustments and ensure that quality education is always being delivered to the students.

E-learning as a form of Information and Communication Technology (ICT) integration in education is very significant as it supports Sustainable Development Goal (SDG) 4 to promote quality lifelong learning. Students’ acceptance as their voice of e-learning is a key factor in determining whether e-learning should be adapted. There are several studies conducted to document the acceptability of e-learning in various online platforms and technology-based instruction. However, there is little information about the acceptability of e-learning using Google Classroom as the learning management system within which the learning cycle (LC) model is integrated. Hence, this study is conducted to gauge students’ acceptability of e-learning in Google Classroom in which the 7E LC model with learning segments Elicit, Engage, Explain, Explore, Elaborate, Extend, and Evaluate is used as the instructional design in the e-module. Participants included teacher education students who qualified as end-users of the e-module articulated in Google classroom. Results revealed the mean values follow an order of 4.97, 4.90, 4.81, 4.75, and 4.54 scores for the components ease of access, perceived instruction delivery, perceived usefulness, communication and interaction, and students’ satisfaction, respectively. The grand mean of 4.79 with a standard deviation of 0.31 shows that student-participants highly accept e-learning in Google Classroom using the 7E LC model as instructional design. Thus, the authors suggest 7E LC as a model of instruction in e-learning.

This paper focuses on the development of an e-module for grade 7 science discussing the content about monsoon based on the learning competency expected to be achieved in the content. The evaluation of four experts yielded to a high rating in terms of the content, instructional, and technical quality. The module was also found to be free from conceptual, factual, and grammatical errors. Based on the result of the evaluation, the e-module was deemed to be appropriate for the target audience. A 20-item pretest administered to a heterogeneous section composed of 32 students resulted a proficiency level ranging from “no mastery” to “near mastery”. The findings of this study aims to provide insights to science teachers to promote integration of disaster risk reduction and science education as well as integration of technology to alternative modalities of learning.