Education policy reforms across Asia have sought to improve the quality, accessibility, equity, and effectiveness of public school systems through curriculum updates, teacher professional development, decentralized school governance, expanded digital infrastructure, and increased funding. Despite widespread reform efforts, empirical evidence reveals persistent gaps between policy design and classroom-level implementation, with countries such as the Philippines, India, and Indonesia experiencing uneven gains in student learning outcomes, equity, and school performance. This study employs data mining integrated with a systematic literature review to synthesize findings from empirical studies, policy reports, and academic publications on education policy reforms across Asian public school systems. Guided by Fullan’s Theory of Educational Change, Systems Theory, and the Political Economy Theory of Education, the analysis identifies recurring themes including curriculum reform, funding disparities, teacher quality, school governance, infrastructure limitations, and technology integration. Findings indicate that teacher training exerts the strongest influence on student achievement and reform sustainability, while insufficient funding, weak management capacity, and urban-rural disparities remain the most significant barriers to effective implementation. The study concludes that successful education reform in Asia requires coordinated investment in teacher capacity, equitable resource allocation, strengthened monitoring systems, and evidence-based policymaking tailored to local contexts. Recommendations are offered to guide future educational policy development toward more inclusive, effective, and sustainable outcomes across the region.
Ma. Elena Sentasas, Jordan Yagong, Regina P. Galigao· International journal of hum...· 0 citations
Classroom communication is an essential element of effective teaching that contributes considerably to students’ education and engagement. In order to explore the factors that influence effective classroom communication among pre-service teachers in various continents, this systematic review has been conducted. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 55 studies published from 2021 to 2026 have been analyzed in this paper. In particular, the focus has been made on determining missing communication skills, analyzing factors that influence effective communication, and evaluating successful training methods. It has been found out that pre-service teachers often face difficulties with oral communication skills, written communication skills, and instruction clarity in practical conditions. This problem is mostly caused by limited vocabulary, lack of ideas’ organization and poor confidence in one’s abilities (Punongbayan et al., 2025). Apart from that, psychological factors such as speaking and writing anxiety considerably affect the performance of pre-service teachers’ communication skills (Miñoza et al., 2023; Arifin et al., 2024). [ibe.unesco.org] [researchgate.net] [alison.com] Moreover, the review highlighted contextual factors such as cultural variation, linguistic diversity, teaching styles, and the use of technology as the most important determinants of classroom communication practices across continents (Mahdi, 2023; Suroso et al., 2024). Communication techniques and approaches were found to play an instrumental role in improving classroom interactions and results (Karasova & Nehyba, 2023). Nevertheless, there is no standard approach to communicating among students due to the absence of communication training programs in teacher colleges around the world. [ejurnal.st…ssel.ac.id], [eric.ed.gov] [hrpub.org] Thus, classroom communication depends on various factors such as communication skills, psychological readiness, context, and training programs. To improve classroom communication, more attention should be paid to training teachers how to communicate using practical approaches and developing standard communication modules.
K. Manulat, Regina P. Galigao· International journal of hum...· 0 citations
The rapid integration of artificial intelligence (AI) into education has introduced new possibilities for personalized, real-time instructional support, particularly through AI-driven scaffolded feedback. This study examines the impact of such feedback on students’ cognitive load and problem-solving efficiency, addressing a notable gap in existing literature, which has largely focused on academic achievement and technology acceptance in higher education settings rather than on cognitive mechanisms among younger learners. Grounded in Cognitive Load Theory, Vygotsky’s Sociocultural Theory of scaffolding, and Self-Regulated Learning Theory, the study explores how AI-generated feedback that is timely, individualized, and responsive to student performance can reduce extraneous cognitive load while promoting deeper engagement, self-regulation, and more efficient problem-solving. Employing a data-mining approach, the research draws on quantitative data collected through surveys, assessments, classroom observations, and records generated by AI-assisted learning platforms to identify patterns linking scaffolded feedback, cognitive performance, and problem-solving outcomes. Findings indicate that well-structured AI feedback systems help organize instructional content, minimize unnecessary cognitive strain, and support faster, more effective problem-solving, though challenges remain regarding technology access, teacher readiness, data privacy, and the need for continued oversight of AI-based instruction. The study concludes that while AI-driven scaffolded feedback holds significant promise for enhancing learning in K-8 classrooms, further research is needed to explore its long-term effects and to develop evidence-based strategies for effective implementation, particularly at the elementary school level.
Connie Ngujo, Precious Albao, Regina P. Galigao· International journal of hum...· 0 citations
The need for instructional strategies that support inclusive and equitable education in global contexts has been highlighted by the growing cultural, linguistic, and social diversity of students. In order to find common strategies that promote inclusive and diverse learning, this study looked at sociocultural teaching practices used by educators worldwide. Using a data mining approach, it specifically investigated the application of sociocultural learning practices across the six continents. Secondary data was gathered from scholarly publications and peer-reviewed journal articles that were retrieved from reliable academic databases. The extracted data was arranged and combined using text mining and thematic analysis to find recurrent themes and patterns in sociocultural teaching methods. The results showed that the most common sociocultural strategies used by teachers to create inclusive learning environments are Culturally Responsive Teaching (CRT), Universal Design for Learning (UDL), Translanguaging, and Collaborative and Peer-Based Learning. Although these practices vary according to regional educational contexts, they consistently emphasize recognizing learners’ cultural identities, linguistic diversity, and individual learning needs to enhance participation, engagement, and academic achievement. According to the study’s findings, sociocultural teaching methods are essential for promoting educational equity and inclusion because they help teachers adapt to increasingly diverse classroom environments. Additionally, the results offer evidence-based insights that could help educators, curriculum designers, and legislators strengthen inclusive pedagogical practices and advance fair learning opportunities in multicultural classrooms.
Jordan Yagong, Joselito Baritua, Regina P. Galigao· International journal of hum...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
