Acta Pedagogia Asiana

Artificial Intelligence in Connectivism Learning: A Pathway to Communication Skill Development

Newbegin Sugandhamani — 2026-05-24

Communication skills have grown in importance across academic, professional, and social settings, but the current instruction of communication skills has often lacked personalization, adaptability, and an effective feedback system. Given these constraints, connectivism theory broadened the notion of learning into a networked and relational process with a strong focus on both human and technological relationships in relevant contexts, particularly in digital learning environments. Hence, this study concentrated on the utilization of Artificial Intelligence (AI) tools such as conversational chatbots, speech-recognition software, and automated writing evaluation systems to improve communication skills. The study was carried out using a mixed-methods research design composed of quantitative and qualitative analyses. Pre-test and post-test evaluations, along with learner feedback, were used to collect data, as well as AI- and peer-based assessments of learners who participated in communication training sessions supported by AI tools. This study compared the transformation of learners’ fluency, vocabulary, pronunciation, coherence, and engagement within the AI-connectivism learning framework. The results showed significant improvements in students’ communication skills as a result of regular interaction with AI-enhanced tools and collaborative learning groups. Reflection, critical thinking, and meaningful communication practice were crucial components of the learning process, highlighting the indispensable role of teachers and peers in the classroom. AI technologies provided immediate feedback, personalized practice, and adaptive learning opportunities. According to the study, the integration of AI within a connectivist educational context was found to be flexible and scalable for communication skills development in the modern educational environment.

Short Stories as a Pathway from Reading to Writing: Students’ Perceptions of English Language Improvement

Sevaraj Dhanalakshmi Srirevathi — 2026-05-03

Short stories were a successful teaching and learning strategy for second languages. This study aimed to find out how students felt about using short stories and how well they read and wrote English. The study intended to determine the advantages that students experienced from using short stories, as well as the difficulties they faced and how they overcame them. The study population consisted of secondary school students in Grade IX at a government tribal school in Tiruchirappalli District, who received instruction in Tamil (the regional language). A total of 40 students were selected using a sampling method. Constructivist theory provided the theoretical support for this investigation. The study employed a descriptive methodology, utilising focus group interviews and a questionnaire to gather data. While the focus group interviews produced qualitative data, the questionnaire generated quantitative data. The findings showed that the two English language skills, reading and writing, were developed among students through the use of short stories. The results also indicated that students’ vocabulary improved as a result of reading short stories. However, the findings revealed that students lacked confidence in sharing their experiences in front of their peers and struggled to understand messages due to limited resources, restricted vocabulary, spelling issues, and insufficient understanding of English tenses. Nevertheless, by learning new words and supporting one another’s learning, they were able to overcome these challenges. The study concluded that short stories were useful in enhancing language resources and could be proposed as effective materials for facilitating the acquisition of a foreign language.

Determinants of Chinese Language Learning Demand: Evidence from North Central Vietnam

Nguyen Ngoc Anh — 2026-05-20

: In the context of increasing economic integration, Chinese language proficiency has become an important asset for workforce competitiveness in Vietnam. This study investigates the factors influencing the demand for learning Chinese in the North Central region of Vietnam. Based on the theoretical foundations of foreign language learning motivation, the Theory of Planned Behavior, and Self-Determination Theory, a research model was developed and empirically tested using survey data from 489 respondents aged 15–35. The results of the SEM analysis indicate that the model achieves a good fit (χ²/df = 1.70, CFI = 0.967, TLI = 0.959, RMSEA = 0.054). Among the examined factors, employment opportunities (β = 0.537, p < 0.001) and information technology (β = 0.486, p < 0.001) have significant positive effects on learning demand, with employment opportunities exerting the strongest influence. In contrast, learning attitude and gender differences are not statistically significant (p > 0.05). These findings highlight the dominant role of practical and contextual factors over individual psychological traits in shaping language learning demand. The study contributes to the literature by providing empirical evidence from a less-explored regional context and offers practical implications for aligning language training programs with labor market needs and enhancing technology-supported learning environments.

Enhancing Student Learning and Engagement Through AI-Enhanced Instructional Materials: A Study on Personalized Education and Interactivity

S. H. M. Phua — 2026-05-30

This paper explored the potential of AI-enhanced instructional materials to improve student learning outcomes and engagement, aligning with the principles of Education 4.0 and the Malaysian Higher Education Blueprint. The integration of AI into educational content enables personalized learning experiences, addressing individual gaps in understanding while catering to diverse learning styles and paces. AI’s capability to analyze data and adapt content dynamically supports the goals of Education 4.0, which emphasizes personalized and technology-driven learning experiences. By incorporating interactive ele-ments such as quizzes and real-time feedback, AI platforms pro-mote active student participation and reflection, which are crucial for knowledge retention and critical thinking. The study employs a mixed-methods approach by incorporating both quantitative and qualitative analyses to assess the impact of AI integration. Quantitative data was gathered through assessments and surveys, measuring improvements in learning outcomes and student engagement. Qualitative insights were obtained from focus group discussions and interviews, providing deeper understanding of student experiences and perceptions. The findings suggest that AI can help educators shift from traditional, didactic teaching methods to more responsive, student-centered approaches. This transition prepares students with the necessary skills and com-petencies for the 21st century. The advancement of educational technology through AI offers significant benefits in equipping students for the digital age, fostering critical thinking, creativity, and lifelong learning.

Comparative Perspective on Curriculum Design: The Philippines and Global Educational Systems

Merianne D. Gucor — 2026-05-28

Curriculum design shapes national education systems and prepares learners to address global challenges. The Philippine K–12 curriculum, implemented in 2013, aligns with international standards but faces constraints related to flexibility, teacher autonomy, and interdisciplinary learning. This study systematically reviewed and compared Philippine curriculum frameworks with those of Finland, Singapore, the United States, and Japan to identify shared principles, distinctive features, and best practices. Peer-reviewed journal articles, national curriculum documents, and international education reports published between 2000 and 2025 were analyzed through thematic synthesis and comparative evaluation. The findings show that Philippine and global curricula share standards-based, competency-driven frameworks that emphasize 21st-century skills; however, they differ in governance, flexibility, teacher autonomy, and the integration of interdisciplinary learning. While the Philippines excels in contextualization and localization, other systems demonstrate greater adaptability, phenomenon-based learning, and technology-supported instruction. A re-conceptualized curriculum model is proposed that integrates global best practices while preserving local relevance. These insights highlight opportunities to enhance flexibility, empower teachers, promote interdisciplinary approaches, and integrate digital tools, thereby supporting evidence-based reforms and future research toward a globally aligned Philippine education system.

The Role of Teacher Leadership in Coaching, Mentoring, and Collaborative Improvement

Phobelyn C. Zamudio — 2026-06-01

This literature review examined the role of teacher leadership in enhancing instructional quality, professional growth, and school improvement, with a focus on coaching, mentoring, and collaborative practices in both international and Philippine contexts. Drawing on recent studies (2020–2025), the review highlighted how teacher leadership strengthened instructional capacity and fostered leadership identity at the teacher level, while improving school culture, collaboration, and instructional alignment at the institutional level. Coaching and mentoring were identified as key mechanisms that operationalized leadership practices, while collaborative structures such as professional learning communities and Learning Action Cells amplified their impact. Comparative analysis revealed similarities in collaborative emphasis across contexts; however, Philippine schools faced challenges related to structural support, policy maturity, and resource constraints. The findings reinforced theoretical frameworks, including Distributed Leadership Theory and collective efficacy, underscoring teacher leadership as a form of organizational capital. Practical implications included the need for formalized coaching, leadership training, institutionalized mentoring programs, and policy support. Identified research gaps pointed to the need for longitudinal, quantitative, and mixed-method studies, particularly in rural school settings. Overall, teacher leadership emerged as central to sustainable school improvement and needed to be systematically institutionalized rather than treated as incidental.

Empowering Educators Through Research: Methods, Critique, and Classroom Application

Maryluz Eder — 2026-05-19

This narrative literature review examined how research competencies empowered educators through four interrelated domains: research methods literacy, research critique skills, classroom action research, and the application of research in teaching within international and Philippine contexts. The review synthesized literature published from 2010 to 2025 using sources from ERIC, Scopus, JSTOR, and Google Scholar. Through thematic analysis and narrative synthesis, the study compared global and Philippine perspectives on teacher research engagement, instructional improvement, and evidence-based practice. Findings revealed that international educational systems provided structured professional learning communities, mentoring programs, and collaborative inquiry models that strengthened teachers’ research engagement and instructional decision-making. In the Philippine context, although research initiatives such as classroom action research were institutionally promoted through DepEd and CHED policies, challenges remained in research training, critique competencies, mentorship, and the practical application of research findings in classrooms. The review further showed that research activities were often compliance-driven rather than integrated into reflective teaching practice. The study proposed an Integrated Teacher Research Empowerment Model consisting of four key components: research methods literacy, research critique skills, classroom action research engagement, and research-informed instructional practice supported by institutional collaboration and mentorship. The findings underscored that strengthening teacher research competence enhanced reflective practice, evidence-based instruction, and student learning outcomes. The review recommended reinforcing research training, mentorship systems, and sustained professional development to promote meaningful teacher research engagement and instructional effectiveness.

AI-Augmented Student-Centered Learning: Personalization and Agency

Kuok Ho Daniel Tang — 2026-05-03

Artificial intelligence (AI) is increasingly integrated into educational environments and is widely recognized as a transformative technology for advancing Student-Centered Learning (SCL). By enabling adaptive instruction, real-time feedback, and learning analytics, AI systems can personalize learning experiences and address diverse learners’ needs. This review synthesizes current research on how AI contributes to key dimensions of SCL, including adaptive content delivery, data-driven feedback, learner agency, and human–AI collaboration. The literature indicates that AI-powered educational technologies can enhance engagement, facilitate individualized learning pathways, and support self-regulated learning by providing timely insights into performance, progress, and learning strategies. Learning analytics and intelligent tutoring systems further allow instructors to better understand learners’ behavior and tailor instructional support, strengthening alignment between teaching practices and students’ needs. However, integrating AI into SCL environments also presents several challenges. Concerns have emerged regarding cognitive offloading and overreliance on AI systems, which may reduce learners’ active problem-solving and critical thinking if not carefully managed. Issues related to algorithmic transparency, data privacy, and equitable access also remain important considerations as educational institutions increasingly depend on data-driven technologies. Moreover, educators continue to play a critical role in guiding the effective use of AI and ensuring that technology enhances rather than replaces meaningful learning processes. By and large, AI has substantial potential to strengthen SCL when implemented as a transparent, supportive pedagogical tool. Effective integration requires balancing algorithmic guidance with learner autonomy and maintaining strong human oversight. Future research should examine long-term impacts on learner agency and self-regulation and develop pedagogical frameworks that support responsible human–AI collaboration in student-centered education.

Innovations in Digital Education: A Literature Review of Artificial Intelligence, Online Collaboration, and Digital Content Creation in Blended Learning

Rey L. Mapalad — 2026-05-28

Digital transformation in education has accelerated the use of technologies such as artificial intelligence (AI), online collaboration tools, and digital content creation in teaching and learning. Blended learning, which combines face-to-face and online instruction, provides an effective framework for these innovations. This literature review synthesizes research on artificial intelligence applications, online collaboration platforms, and digital content creation, and examines their integration within blended learning environments. A systematic review of peer-reviewed studies published between 2015 and 2025 was conducted using Google Scholar, Education Resources Information Center, Scopus, ScienceDirect, and JSTOR. Sixty articles were selected and analyzed thematically under four themes: artificial intelligence in education, online collaboration, digital content creation, and their integration within blended learning. The findings show that artificial intelligence enhances personalized learning, online collaboration fosters interaction and teamwork, and digital content creation supports engagement and knowledge retention. When combined within blended learning, these innovations improve flexibility, accessibility, and overall learning outcomes. However, challenges such as the digital divide, teacher readiness, infrastructure limitations, and data privacy concerns remain significant. The integration of artificial intelligence, collaboration tools, and digital content creation offers substantial potential to advance student-centered education. Strategic investments in teacher training, infrastructure, and supportive policies are essential to fully leverage digital transformation and develop future-ready education systems.

Data-Informed Teaching and Action Research in Improving Evidence-Based Instruction

Alvin F. Consistente — 2026-05-16

This explored the role of data-informed teaching and classroom action research in strengthening evidence-based instruction and improving student learning outcomes. The problem addressed centered on the persistent gap between the availability of educational data and its effective use in classroom decision-making, often resulting in less responsive and less effective teaching practices. The review aimed to synthesize existing literature on how teacher data literacy, action research, and continuous improvement models contributed to more systematic and evidence-driven instruction. It was hypothesized that integrating data-informed practices with iterative inquiry processes enhanced instructional quality and student achievement. Using a systematic review approach, relevant studies were analysed to identify key themes and relationships among data use, instructional strategies, and professional collaboration. The findings indicated that teacher data literacy was a critical foundation, enabling educators to interpret and apply data meaningfully. Classroom action research, particularly when conducted within Professional Learning Communities (PLCs), supported reflective practice and collaborative problem-solving. Evidence-based strategies such as explicit instruction, formative assessment, cooperative learning, metacognitive techniques, and timely feedback, were shown to be more effective when guided by data-driven insights. Furthermore, continuous improvement frameworks, especially the Plan-Do-Study-Act (PDSA) cycle, provided a structured process for refining instruction. The review concluded that the integration of data-informed teaching and action research fostered a culture of continuous improvement, professional growth, and accountability. Future studies should focus on the longitudinal impacts of these approaches, their scalability across diverse educational contexts, and the development of targeted interventions to strengthen teachers’ data literacy skills.

Reconceptualizing Classroom Inclusivity: A Literature Review on Universal Design for Learning and Differentiated Instruction

Susan L. Abao — 2026-06-02

Inclusive education required pedagogical approaches that addressed the diverse learning needs of all students. This literature review examined Universal Design for Learning (UDL) and Differentiated Instruction (DI) as complementary frameworks for fostering inclusivity. Although extensive research had been conducted on each approach individually, limited exploration existed regarding their integrated application in classrooms, representing a significant gap in the literature. A systematic review of peer-reviewed studies, books, and policy reports published between 2010 and 2025 was conducted, focusing on inclusive practices, curriculum adaptation, and differentiated strategies. The findings indicated that UDL promoted flexible learning environments through multiple means of engagement, representation, and expression, while DI allowed instruction to be tailored according to students’ readiness, interests, and learning profiles. Combined, these approaches enhanced student engagement, academic outcomes, and accessibility for learners with diverse needs. The challenges identified included limited teacher training, resource constraints, and rigid curriculum structures. The review concluded that integrating UDL and DI offered a practical and theoretical pathway to equitable education. The recommendations emphasized professional development for educators, adaptive curriculum design, and further research on the joint impact of these frameworks in diverse classroom settings.

Constructivist Teaching Strategies in Secondary Science Education: A Systematic Review of Student-Centered and Active Learning Approaches

Cromwell B. Ancla Jr. — 2026-06-02

Constructivist teaching strategies have gained increasing attention in science education because they emphasize student-centered, inquiry-oriented, and active learning experiences. This study presents a systematic review of empirical research on constructivist instructional approaches in secondary science education published between 2019 and 2025. Following the PRISMA 2020 framework, a structured literature search was conducted using Scopus, ERIC, and Google Scholar. Eighty-eight records were initially identified, and after duplicate removal, screening, and eligibility assessment, 43 studies were included in the final qualitative synthesis. The reviewed literature examined several constructivist approaches, including Problem-Based Learning, Inquiry-Based Learning, cooperative learning, guided inquiry laboratory activities, project-based learning, and integrated constructivist instructional models. A thematic synthesis approach was employed to analyze cognitive, affective, and skill-based learning outcomes across the studies. Unlike earlier reviews that mainly focused on single instructional approaches, this review comparatively synthesized multiple constructivist strategies within a unified analytical framework. The findings revealed that constructivist instructional approaches were consistently associated with improvements in academic achievement, conceptual understanding, engagement, critical thinking, science process skills, creativity, collaboration, and motivation. Problem-Based Learning and Inquiry-Based Learning emerged as the most frequently implemented and strongly supported strategies. However, the review also identified important implementation challenges related to instructional scaffolding, teacher preparedness, classroom management, resource limitations, and contextual variation. Some studies further suggested that constructivist approaches did not always produce immediate learning gains when instructional support was insufficient. Overall, the findings indicate that constructivist teaching strategies offer strong potential for improving secondary science education when they are carefully designed and effectively facilitated in classrooms.

The Role of Authentic Assessment in Improving Learning Outcomes: A Review of Formative and Summative Assessment Practices

Phoebe Kate V. Jacob — 2026-05-31

Authentic assessment has emerged as an important educational approach that promoted meaningful learning by engaging students in real-world and performance-based tasks. This study reviewed existing literature on the role of authentic assessment in improving learning outcomes, with emphasis on formative and summative assessment practices. A systematic literature review design was employed using studies retrieved from academic databases such as Google Scholar, ERIC, Scopus, and ScienceDirect. Relevant studies published between 2015 and 2025 were screened and analyzed through thematic analysis. The findings revealed that authentic assessment significantly enhanced students’ critical thinking, problem-solving abilities, and application of knowledge in real-life contexts. Formative assessment was found to support continuous learning through timely feedback, progress monitoring, and reflective practices, while summative assessment effectively evaluated overall student achievement through performance tasks, project-based activities, and portfolio assessment. The review also highlighted the importance of rubrics and scoring guides in ensuring transparent and consistent evaluation, as well as the value of student-centered evaluation in promoting active participation, self-reflection, and ownership of learning. Overall, the literature suggested that authentic assessment contributed to deeper understanding and improved learning outcomes across educational settings. The study recommended the integration of authentic assessment strategies into classroom instruction and encouraged further research on digital and discipline-based applications of authentic assessment practices.

Instructional Leadership Models in Education: A Comparative Review of Practices in the Philippines and Selected Countries

Diana Mae Planteras — 2026-06-05

Instructional leadership was widely recognized as a key factor in improving school effectiveness and student learning outcomes. Despite its global relevance, leadership practices differed according to governance systems, cultural contexts, and accountability structures. This study aimed to examine instructional leadership models in selected countries and determine their implications for strengthening educational leadership in the Philippines. A systematic review of international and local literature was conducted, synthesizing empirical studies and policy documents from the United States, Finland, Singapore, Australia, and the Philippines. The analysis focused on governance structures, leadership preparation, autonomy, accountability, and cultural influences. The findings revealed common dimensions across countries, including curriculum supervision, teacher professional development, and student achievement orientation. However, variations existed in levels of autonomy, leadership training systems, and accountability mechanisms. Centralized systems emphasized structured frameworks and performance monitoring, while decentralized systems promoted professional trust and shared leadership. In the Philippine context, instructional leadership was guided by national standards but constrained by administrative workload, limited autonomy, and resource challenges. Emerging trends included distributed leadership, data-informed decision-making, equity-focused practices, and the influence of global policy exchange. Instructional leadership was shaped by contextual factors and needed to be adapted to local realities. Strengthening leadership preparation, reducing administrative demands, and promoting collaborative and evidence-based practices were essential for improving learning outcomes in Philippine schools.

School Improvement Planning: A Review of Strategic Processes, Data Use, and Monitoring Practices in the Philippines and Beyond

Jane A. Panerio — 2026-05-28

School improvement planning (SIP) is a key strategy for enhancing educational quality worldwide, emphasizing data-driven decision-making, strategic goal-setting, and continuous monitoring. In the Philippines, SIP is guided by the Department of Education framework, while international practices provided valuable insights into effective planning and monitoring systems. This review synthesized literature on strategic processes, data utilization, goal-setting, and monitoring practices, comparing Philippine and international experiences. An integrative review was conducted using peer-reviewed articles, policy documents, and reports retrieved from Scopus, Web of Science, ERIC, Google Scholar, and ProQuest, covering publications from 2010 to 2025. The findings showed that effective SIP relied on systematic planning cycles, SMART goal-setting, stakeholder engagement, and evidence-based decision-making. Data, including student performance, attendance, and school climate, were crucial for informed planning, while continuous monitoring and evaluation supported iterative improvements. Philippine practices aligned with global trends but faced challenges related to resource availability, leadership capacity, and data management systems. Strengthening school data systems, developing leadership capacity, and promoting collaborative planning were recommended. Future research should explore the empirical effectiveness of SIP implementation and conduct comparative studies across educational systems to identify best practices.

Catalyst of Innovation: How CA Elevates Education at Curtin University

Rachel Sheffield — 2026-05-30

The CA(CA) is an integral part of the Curtin University community, established to enhance learning and teaching quality by recognising and rewarding teaching excellence. In recent years, universities have faced significant challenges in maintaining high standards of learning and teaching, particularly with the rise of online education and the need for innovative teaching practices that support student engagement. The CA addresses these challenges by fostering a culture of excellence and innovation in education, including by involving students as partners and adopting other collaborative learning practices. CA aligns with Curtin University's strategic goals of people, planet and partnership. CA champions global educational trends, focusing on promoting innovative and inclusive teaching practices and research-informed teaching. This approach aligns with the university's goal of maintaining high educational standards, excellence, sustainability and social responsibility through programmes like the New Colombo Plan and Mentoring Circle. To ensure continued success and address challenges for the future, Curtin Academy’s strategies at local, national and international levels are proposed.

Promoting Experiential Learning through Extended Reality Technology

Aidrina Sofiadin — 2026-05-30

The rapid advancements in technology have transformed the educational landscape, leading to new initiatives for innovative learning. Extended reality (XR), such as virtual reality, augmented reality, and mixed reality, has the potential to redefine teaching and learning methods. Experiential learning is an effective teaching and learning strategy that improves learners' understanding of real-life experiences. This paper aims to discover the ability of XR to promote experiential learning. Thus, a mixed-methods study was conducted with 54 undergraduate students who shared their views on the use of XR in promoting experiential learning. Students were optimistic about the use of virtual tours and a mixed reality (MR) post-it notes application in their learning. Findings from the survey and discussion have highlighted the potential of XR applications in fostering experiential learning among students.

Comparative Analysis on post-Covid Digital Competency Frameworks and Digital Skill Gap Studies

Myat Min Thu — 2026-06-02

As regarded as the age of Industry 4.0, digital skills have emerged as a more significant aspect of daily life. Equipping oneself with adequate digital skills has become increasingly essential across domains such as employment, education, and business. Especially in the wake of the COVID-19 pandemic, the need for digital skills stands out as an even more prominent asset, as remote work and online learning have become the new norm. Various entities such as governments, non-governmental organizations, academic institutions, and corporations are adapting to this advancing era by conducting new studies and designing new frameworks for digital literacy to address existing skill gaps. This paper conducts a comparative analysis of these frameworks and studies to identify commonalities and differences between them. This review also explores best practices, advantages, challenges, and limitations of existing studies and frameworks to propose potential improvements or new approaches to tackle digital skill gap issues and address evolving digital skill requirements more efficiently in a post-COVID-19 world.