Articles

From Academic to Community: An Immersion of Grade 8 RS/VE Students

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 This study examined the impact of a community-based extension program on the values formation and real-life application of learning among Grade 8 Religious Studies and Values Education (RS/VE) students of Notre Dame University Junior High School. Anchored on the MATATAG Curriculum’s emphasis on holistic, experiential, and values-based learning, the study focused on a community immersion conducted at Bahay Maria, a shelter for abandoned, sick and elderly individuals in Cotabato City. Using a descriptive-evaluative research design, data were gathered from 68 purposively selected students through a researcher-made questionnaire administered before and after the immersion to assess their expectations and actual experiences. Descriptive statistics and a paired samples t-test were employed for data analysis. Results revealed that students entered the program with positive, value-oriented expectations, particularly in empathy, moral responsibility, and application of school-learned values. Their actual experiences likewise reflected meaningful engagement, strengthened empathy, and enhanced moral awareness. Statistical analysis showed no significant difference between students’ expected and actual experiences, indicating that the program effectively met learners’ anticipated outcomes. Furthermore, qualitative interpretation of the findings demonstrated that community immersion facilitated the translation of academic learning into concrete acts of service, while fostering social responsibility and awareness, especially toward the elderly. The study concludes that community-based extension programs are effective platforms for integrating values education with authentic community engagement.

Simulated Communities and Online Mentoring

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The advent of digital technologies has reshaped how individuals connect, collaborate, and learn. Simulated communities, virtual environments that replicate real-world dynamics, have emerged as powerful platforms for education, skill-building, and mentorship. These communities allow participants to engage in lifelike experiences, fostering opportunities for experiential learning and meaningful interactions. In the context of online mentoring, simulated communities serve as immersive environments where mentors and mentees can connect, collaborate, and develop skills in a personalized and engaging manner. This paper explores the intersection of simulated communities and online mentoring by analyzing existing platforms, theoretical frameworks, and case studies. The findings highlight the potential of simulated communities to bridge geographical and cultural divides, provide risk-free learning environments, and foster inclusivity and collaboration. However, challenges such as technical barriers, ethical concerns, and scalability issues must be addressed to fully realize their potential. The study concludes with recommendations for future research and practical applications to enhance the integration of simulated communities into mentoring practices.

Creating Joyful Experiences for Enhancing Meaningful Learning and Integrating 21st Century Skills

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As the twentieth century gives way to the twenty-first, the world is undergoing a profound transformation that may be described as a paradigm shift on a global scale. The way we view student learning has evolved. As a result of this shift in perspective, many countries have revised their curricula to become more learner-centered, incorporating elements of formal, non-formal, and informal instruction. Teaching and learning strategies that emphasize the three types of skills—learning skills, literacy skills, and life skills—are the most effective way to give students a head start on the 21st-century abilities they’ll need to succeed in school and in the workplace. Meaningful learning will result when learners engage in knowledge construction conversation, articulation, collaboration, and reflection. The students learn meaningfully when they are will-fully engaged in a joyful task. Joyful Learning enables the learners to improve their 21stcentury skills as it helps students feel like they’re making progress as they’re studying, which is reassuring for a child. In the present research, the investigator has engaged learners (primary class students) in ‘Classroom shows’ related to subject-oriented presentations. Teacher instructor created a joyful learning environment for the learners to perform in a plethora of activities in the form of role plays, stories, songs, dance, recitation, games, puzzles etc. The Performance of learners was based on the assigned task integrating-communication, collaboration, critical-thinking and creativity skills. All the approaches be it Activity oriented, Experiential learning, Art Integrated learning were showcased. In the process, a student acquires the skills necessary for success in the real world through learning or some other method. The joyful experience leads to better understanding and engagement of learners. The intrinsic force is the joy which makes learning a joyful experience.

Application of Pragmatism to Competency Based Curriculum (CBC) in Kenya: An Analysis of Basic Education Curriculum Framework

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Globally the world is experiencing rapid changes economically, socially, with new demands setting in. It is therefore necessary for every country to reform education system to remain relevant and functional. Educational philosophies provide ideas that can be applied to make education instrumental. Pragmatism is one of such philosophy which has been used to advance reforms in education. This paper examines the concept of pragmatism in terms of aims, principles and theoretical bases in guiding curriculum reforms. The need for reforms has also been highlighted. The new education system in Kenya (CBC) has been presented in terms of mission and vision and how it relates to the Kenya blue print for economic development- vision 2030. Theoretical underpinnings for CBC have also been presented. Further the paper has related the principles of pragmatism to the CBC through a critical analysis of the Basic Education Curriculum Framework in Kenya to conceptualize how ideas of the philosophy have been reflected in the new curriculum. The paper concludes that, to make education meaning, prior experiences of learners must be exploited and learner engagement must take precedence in the teaching- learning process to develop them as empowered citizens. The philosophy has been applied to a great extent in the new curriculum. To fully actualized the new curriculum, the paper recommends that more funding be provided initiated from the budget making desk to cater for additional facilities, resources and teacher development.