Aug 2026· International Journal of Research on Multidisciplinary Studies· Vol 1, pp. 252· 0 citations· 14 references
TL;DR
The study concludes that the CPD-accredited AI program effectively massified foundational AI literacy in historically underserved regions and recommends the institutionalization of a "Competency-Based Technology Skills Enhancement Workshop."
Abstract
This study investigated the impact of Department of Information and Communications Technology (DICT) CPD-accredited capacity-building programs on Artificial Intelligence (AI) in Region IX and BASULTA to develop evidence-based courses and digital competency advancement. As we navigate the complexities of the "age of intelligence" following the 2022 generative AI surge, this research explored participant proficiency across five specialized modules, while simultaneously documenting baseline implementation challenges and infrastructural friction. Utilizing a descriptive-quantitative research design, the study employed purposive sampling to evaluate training participants through the DICT Standardized Training Evaluation Tool. Key findings from empirical data gathered between March and May 2026 indicate exceptionally high proficiency levels among participants. Mean evaluation ratings consistently ranged between 4.0 and 5.0, specifically within the critical dimensions of Mastery of Subject Matter and Instructional Methodology. Furthermore, analysis indicated that the structured training successfully bridged demographic gaps. While demographic groupings showed no statistically significant variance in ultimate proficiency, systemic external challenges, most notably intermittent internet connectivity and course pacing, were identified as primary friction points affecting the learning experience. The study concludes that the CPD-accredited AI program effectively massified foundational AI literacy in historically underserved regions. The research recommends the institutionalization of a "Competency-Based Technology Skills Enhancement Workshop." This proposed framework focuses heavily on subject-specific AI applications and the integration of offline-compatible digital tools, thereby ensuring a resilient and sustainable pedagogical transformation in the current post-digital era.
Findings reveal that the teacher's engagement is non-linear and front-loaded: while Behavioral Engagement peaked during the Design and Development phases through active material generation, it significantly declined during the Implementation phase due to infrastructural anxiety and instability.
Nasai Danzeng· Region - Educational Researc...· 0 citations
This study examined the instructional competence, support systems, learning pathway effectiveness, and impactful practices of Alternative Learning System (ALS) implementers in rural areas, specifically within ALS Cluster 2 of Surigao del Sur, covering the municipalities of Tago, San Miguel, Cagwait, Marihatag, and San Agustin. Employing a descriptive-correlational research design, the study gathered quantitative data from ALS implementers and supervisors through a structured survey questionnaire. Data were analyzed using frequency count, percentage, weighted mean, standard deviation, t-test, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation. The findings revealed that ALS implementers possessed a high level of instructional competence, particularly in learner diversity, learning environment, and professional development, although content knowledge and pedagogy emerged as the lowest-rated domain. Support systems were perceived as very adequate, with strong administrative support, peer collaboration, and community engagement, but disparities in digital infrastructure and resource accessibility remained evident. Learning pathways were rated as highly effective, while impactful practices were highly practiced, particularly in psychosocial support, contextualization of learning materials, and personalized planning. Inferential analysis showed that educational attainment and participation in trainings and seminars significantly influenced instructional competence. Furthermore, impactful practices were found to have a significant positive relationship with the effectiveness of learning pathways. The study concludes that effective ALS implementation is influenced by the interplay of instructional competence, institutional support, and learner-centered practices. To address identified gaps, the study developed the BRIDGE-ALS Framework (Building Resilient Instruction through Development, Guidance, and Engagement), a localized intervention model designed to strengthen competence, support systems, and learning outcomes among ALS implementers in rural contexts.
Marvin John U. Uriarte, Dr Irene Grumez· International journal of soc...· 0 citations
As artificial intelligence (AI) continues to reshape modern society, there is an urgent need to equip K–12 educators with the skills and confidence to integrate AI tools into their instructional practice. This pilot study examined the preliminary effectiveness of an asynchronous professional development course designed to increase educators’ comfort with AI, shift their perceptions, and expand access to instructional resources. A mixed-methods approach was used to analyze data from 30 participants, including K–12 teachers, preservice educators, and others in educational roles in K–12 schools, who completed pre- and post-course surveys. Quantitative results revealed statistically significant increases in comfort with AI, perceptions of AI, access to resources, and familiarity with AI tools. Correlational analyses found strong positive relationships between perceptions, resource access, and comfort. No significant differences were observed across demographic variables; while this does not establish equivalence, it suggests the course may be broadly accessible across participant groups. Qualitative findings, including participant reflections, highlighted the transformative impact of the course, with educators reporting a shift from skepticism to enthusiasm. The course’s modular design, grounded in best practices for professional learning, was well-received and scalable. Recommendations include expanding the course to a larger and more mixed sample, integrating AI training into preservice teacher education, and updating content regularly to reflect the rapidly evolving AI landscape. This research demonstrates that thoughtfully designed, flexible professional development can build AI literacy and empower educators to adopt emerging technologies with confidence and purpose. As data collection is ongoing, these findings represent early trends that will inform future iterations and expanded implementation.
Overall, TBL supported progressive improvements in academic performance and cognitive development, and student adaptation enhanced the effectiveness of this pedagogical approach in veterinary education.
N. Martín-Alguacil, L. Avedillo· Education sciences· 0 citations
Examination of preservice teachers’ perceptions of AI and the competencies they considered necessary for effective AI integration highlighted the importance of preparing preservice teachers to integrate AI in pedagogically meaningful and ethically responsible ways.
Aslihan Unal, John Hobe· Education sciences· 0 citations
This study examined the extent to which a gamified professional development platform can foster skill development, knowledge application, and engagement among members of the Pacific Association of Collegiate Registrars and Admissions Officers (PACRAO). Grounded in the principles of humanism (Rogers, 1969) and andragogy (Knowles, 1990), and operationalized through gamification (Kapp, 2012), this study evaluated whether game-based mechanics aligned with adult learners’ professional development needs within a geographically dispersed regional association. To address these constraints, a prototype gamified platform, PACRAO University, was developed to provide a flexible, self-paced, and contextually relevant learning environment. Using a quantitative, within-subjects repeated measures design, this study assessed changes in participants’ professional decision-making across paired scenario-based assessments, as well as patterns of behavioral engagement captured through embedded gameplay metrics. Overall, findings did not provide inferential evidence of measurable gains in decision quality across the two scenario sets, but descriptive patterns and substantial participant variability suggest potential differences in how participants engaged with and benefited from the platform. This study contributes an applied test of theory-informed gamified professional development within a regional higher education association context and offers implications for iteration, scaling, and future evaluation designs.
Chad Saunders· 0 citations
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