International Journal of Early Childhood, Special and Inclusive Education
The International Journal of Early Childhood, Special and Inclusive Education (IJECSIE) is a refereed, peer-reviewed international journal committed to advancing knowledge, research, and practice in early childhood education, special education, and inclusive education. The journal serves as a scholarly platform for educators, researchers, policymakers, and practitioners to engage in critical dialogue and disseminate high-quality, evidence-based studies that support equitable and inclusive learning environments for all children.
Organizational Culture and Administrative Practices in Public Secondary Schools: A Case Study in Manggithan National High School
This study examines how organizational culture shapes and is shaped by administrative practices in a Philippine public secondary school, focusing on the lived experiences of a School Property Custodian. Anchored in organizational culture theory and public sector management, the research explores how shared values, norms, and routines influence asset management, compliance, and service delivery. A qualitative case study design was employed. Data were gathered through semi-structured interviews, workplace observations, and document analysis (e.g., inventory records, property forms, and maintenance logs). Using Braun and Clarke’s (2006) thematic analysis, four themes emerged: (1) Norms of Accountability and Stewardship, (2) Collaborative Routines and Informal Coordination, (3) Compliance Pressures and Procedural Rigor, and (4) Resource Constraints and Adaptive Practices. Findings indicate that a culture of accountability and collegial support enables effective property management despite systemic limitations. However, heavy documentation requirements, limited materials, and infrastructure gaps challenge consistency and efficiency. The study highlights the central yet underexplored role of non-teaching personnel in sustaining school operations. Recommendations include strengthening capacity building for custodians, streamlining procedures, enhancing resource allocation, and reinforcing supportive leadership practices. The study contributes context-specific insights into organizational culture in public schools and underscores the need for aligned policy and practice. Keywords: organizational culture, administrative practices, property management, public secondary school, Philippines Introduction Organizational culture defined as the shared values, beliefs, and practices that guide behavior within an institution plays a critical role in shaping administrative effectiveness in schools (Schein, 2010). In public secondary schools, culture is expressed through daily routines, compliance practices, collaboration patterns, and decision-making processes that collectively influence service delivery. While educational research has predominantly focused on teaching and learning, the administrative backbone particularly non-teaching personnel remains underexamined despite its importance to school functionality. School Property Custodians are responsible for inventory control, asset safeguarding, maintenance coordination, and compliance with government procedures. These responsibilities are embedded in a regulatory environment that requires accuracy, transparency, and timeliness. The effectiveness of such functions is not only a matter of technical competence but also of organizational culture how accountability is practiced, how collaboration occurs, and how rules are interpreted and enacted (Denison, 1990). In the Philippine context, public schools operate under structured bureaucratic systems with varying levels of resource availability. Administrative personnel must navigate documentation demands, audit requirements, and coordination with internal and external stakeholders. Studies suggest that supportive cultures characterized by trust, clarity of roles, and shared responsibility enhance organizational performance, while resource constraints and role ambiguity can impede it (Deal & Kennedy, 2000; Hofstede et al., 2010). This study addresses the gap by examining how organizational culture influences administrative practices from the perspective of a School Property Custodian. Specifically, it aims to: (1) describe prevailing cultural norms and values in administrative work, (2) analyze how these shape property management practices, and (3) identify challenges and adaptive strategies within the school context.
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Culturally Responsive Pedagogy, Literature-Based Instruction, and Inclusive Special Education Practices in Senior High School Filipino Classrooms: A Qualitative Case Study at Ditumabo National High School
This qualitative case study explored the culturally responsive pedagogical practices, literature-based instruction, and inclusive special education approaches employed in Senior High School Filipino classrooms at Ditumabo National High School. Anchored on Culturally Responsive Pedagogy, Constructivist Theory, and Inclusive Education Frameworks, the study examined how Filipino teachers integrate local culture, literature, learner diversity, and inclusive practices in teaching Senior High School learners. Data were gathered through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving Filipino teachers and selected Senior High School learners. Thematic analysis revealed four major themes: (1) contextualized and culturally grounded Filipino instruction, (2) literature-based learning as a tool for learner engagement and cultural appreciation, (3) inclusive classroom practices and learner support mechanisms, and (4) challenges in implementing culturally responsive and inclusive pedagogy. Findings showed that teachers utilized local literary texts, community experiences, collaborative learning activities, and differentiated instructional approaches to make learning more meaningful and inclusive. Literature-based instruction enhanced learners’ critical thinking, cultural identity, communication skills, and emotional engagement. Teachers also demonstrated inclusive practices through adaptive instruction, peer support, scaffolded activities, and flexible assessment strategies to accommodate diverse learner needs, including learners with special educational needs. However, limited instructional materials, inadequate teacher training, time constraints, and diverse learner abilities emerged as persistent challenges. The study highlights the importance of strengthening culturally responsive and inclusive pedagogical practices in Filipino classrooms to promote equitable, contextualized, and meaningful learning experiences among Senior High School learners.
Play-Based Inclusion in Kindergarten Classrooms: A Qualitative Exploration of Game-Based Teaching Practices in Rural Philippine Early Childhood Education
Play-based learning has emerged as a powerful pedagogical approach in early childhood education, particularly in fostering inclusive and engaging classroom environments. This study explores the implementation of game-based teaching practices in promoting inclusive education among kindergarten learners in a rural Philippine context. Specifically, it examines the lived experiences of teachers in integrating play-based strategies to accommodate diverse learner needs, including varying abilities, developmental levels, and socio-cultural backgrounds. A qualitative phenomenological research design was employed to capture the depth of teachers’ experiences. Data were collected through semi-structured interviews, classroom observations, and document analysis involving kindergarten teachers from Cabeceria 25 Elementary School in the City of Ilagan, Isabela. Thematic analysis following Braun and Clarke (2006) was utilized to identify recurring patterns and generate meaningful themes. Findings revealed four major themes: (1) play as a medium for inclusive participation, (2) game-based differentiation for diverse learners, (3) socio-emotional development through collaborative play, and (4) structural and resource-related challenges in implementing play-based pedagogy. Teachers utilized games to foster engagement, participation, and interaction, allowing learners of varying abilities to actively contribute to classroom activities. However, challenges such as limited materials, insufficient training, and time constraints were identified. The study highlights the critical role of play-based pedagogy in achieving inclusive early childhood education. It recommends strengthening teacher training, enhancing resource provision, and reinforcing policy support for play-based learning. The findings contribute to the advancement of inclusive education aligned with Sustainable Development Goal 4, emphasizing equitable and quality education for all learners.
Navigating Autism: A Phenomenological Exploration of Parental Resilience in Raising Children with Autism Spectrum Disorder in the Philippines
The increasing prevalence of Autism Spectrum Disorder (ASD) has generated growing concern regarding the well-being of parents who serve as primary caregivers. While numerous studies have documented the challenges associated with raising children with ASD, limited attention has been devoted to understanding how parents develop resilience within resource-constrained educational and social contexts. This study explored the lived experiences and resilience of parents raising children with ASD enrolled at Cauayan South Central School Resource Center Catering SNED-LWD, Philippines. Using a phenomenological research design, semi-structured interviews were conducted among twelve purposively selected parents until data saturation was achieved. Thematic analysis revealed five major themes: (1) From Denial to Acceptance, (2) Everyday Challenges and Adjustments, (3) Financial and Social Barriers, (4) Emotional and Psychological Resilience, and (5) The Strength of Adaptive Parenting. Findings demonstrate that resilience is a dynamic process characterized by emotional adaptation, family collaboration, coping flexibility, and persistent advocacy for children's developmental needs. Despite substantial challenges related to communication difficulties, behavioral management, financial burden, and social stigma, parents developed adaptive strategies that enabled them to sustain caregiving responsibilities while promoting their children's growth and well-being. The study highlights the importance of family-centered interventions, psychological support services, inclusive educational programs, and community awareness initiatives that strengthen parental resilience. Implications for special education practice, policy development, and family support programs are discussed.
A Inclusivity and Learning Practices in Early Grade Education: A Qualitative Lens of Teacher’s Pedagogical Experiences at Bontoc Central School, Mountain Province
Inclusive education remains a central priority in advancing equitable and quality learning, particularly in early grade education where foundational skills are developed. This study explores the pedagogical experiences of teachers implementing inclusive learning practices in early grade classrooms at Bontoc Central School, Mountain Province. Employing a qualitative phenomenological design, the study involved purposively selected early grade teachers whose experiences were captured through semi-structured interviews, classroom observations, and document analysis. Data were analyzed using thematic analysis following Braun and Clarke (2006). Findings revealed five major themes: (1) Inclusion as Responsive Teaching Practice, (2) Contextualized and Differentiated Learning Strategies, (3) Emotional and Relational Dimensions of Teaching, (4) Collaborative Learning and Peer Mediation, and (5) Structural Constraints and Institutional Gaps. Results indicate that teachers demonstrate adaptive expertise and commitment in addressing diverse learner needs despite resource limitations. However, systemic challenges continue to affect the sustainability of inclusive practices. The study contributes to inclusive pedagogy literature by highlighting context-specific practices in rural early grade education and underscores the need for strengthened institutional support. Keywords: Inclusive Education, Early Grade Learning, Pedagogical Practices, Rural Education, Qualitative Study
Advancing Inclusivity in Alternative Learning System Mathematics Education: A Qualitative Case Study of Senior High School Learners at Benguet National High School
This study examines how inclusive education is advanced within Alternative Learning System (ALS) Mathematics classes for Senior High School learners in a Philippine public secondary school. Grounded in inclusive education and flexible learning principles, the research explores how teachers address learner diversity in terms of prior knowledge, life experiences, and learning needs. A qualitative case study design was employed, involving purposive sampling of ALS learners and teachers. Data were gathered through semi-structured interviews, classroom observations, and document analysis of learning modules and assessment tools. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Results indicate that inclusive practices in ALS Mathematics are characterized by adaptability, real-life application of concepts, and strong teacher-learner relationships. Learners demonstrated improved engagement when lessons were contextualized to everyday experiences such as budgeting and livelihood activities. However, challenges such as irregular attendance, limited resources, and gaps in foundational numeracy skills persist. The study highlights the critical role of teacher innovation and support systems in sustaining inclusive practices. The findings contribute to the understanding of inclusive pedagogy in non-traditional learning environments and underscore the need for strengthened institutional support, targeted training, and resource provision. Recommendations include enhancing teacher capacity, improving instructional materials, and expanding research on ALS education using mixed-methods approaches.
Inclusive Pedagogical Practices and Learning Skills Development in Multigrade Elementary Classrooms: A Qualitative Study of Teacher Experiences
Inclusive education in multigrade classrooms presents both opportunities and challenges, particularly in fostering foundational learning skills among diverse learners. This study explores the pedagogical experiences of elementary teachers implementing inclusive practices in multigrade settings. Using a qualitative phenomenological design, the study examined how teachers navigate instructional diversity, promote learning skills, and address contextual constraints. Data were collected through semi-structured interviews, classroom observations, and document analysis involving purposively selected multigrade teachers handling Kindergarten, Grade 3, and Grade 6 learners. Thematic analysis following Braun and Clarke (2006) was employed. Findings revealed five major themes: (1) Inclusion as Flexible and Layered Instruction, (2) Differentiated and Contextualized Learning Strategies, (3) Development of Foundational and Higher-Order Learning Skills, (4) Relational and Emotional Dimensions of Multigrade Teaching, and (5) Structural Constraints and Adaptive Teacher Agency. Results indicate that teachers demonstrate pedagogical resilience and innovation in addressing varied learner needs across grade levels. However, systemic challenges such as limited resources and training persist. The study contributes to inclusive pedagogy literature by highlighting the complexity of multigrade teaching and its implications for learning skills development. Keywords: Inclusive Education, Multigrade Teaching, Learning Skills, Pedagogical Practices, Qualitative Study
UTILIZATION AND PERCEIVED BENEFITS OF OUTDOOR PLAY FOR CHILD DEVELOPMENT AMONG DAY CARE TEACHERS IN FLORA DISTRICT
This study examined the utilization and perceived benefits of outdoor play for child development among Day Care teachers in Flora District during the School Year 2025–2026. Specifically, the study investigated the respondents’ demographic profile, the level of utilization of outdoor play, the perceived developmental benefits associated with outdoor play, the relationships among profile variables, utilization, and perceived benefits, and the differences in utilization when respondents were grouped according to profile characteristics. The study employed a descriptive-correlational research design involving 17 Day Care teachers selected through total enumeration sampling. Data were gathered using a researcher-modified Early Childhood Care and Development (ECCD) questionnaire anchored on established theories of child development and experiential learning. Descriptive statistics, weighted mean, Spearman Rank-Order Correlation, Kruskal-Wallis Test, and Shapiro-Wilk Test were utilized in the analysis of data. Findings revealed that outdoor play was very highly utilized among Day Care teachers, particularly in the areas of creative play, physical skills, and social interaction. Likewise, respondents perceived outdoor play as very highly beneficial for children’s physical, cognitive, social, emotional, and instructional development. Significant relationships were found between teachers’ age, teaching experience, number of trainings attended, and both the utilization and perceived benefits of outdoor play. Significant differences in utilization were likewise observed when respondents were grouped according to profile variables. Despite the positive findings, respondents identified challenges such as limited budget, inadequate equipment, poor maintenance of play areas, and unfavorable weather conditions. The study concluded that outdoor play remains an essential and developmentally appropriate strategy for promoting holistic child development in Early Childhood Care and Development programs. Continuous professional development, institutional support, and improved outdoor learning environments are recommended to strengthen the effective implementation of outdoor play in Day Care Centers. Keywords: outdoor play, child development, Day Care teachers, experiential learning, ECCD, early childhood education Introduction Outdoor play is widely recognized as an essential component of early childhood education because of its significant contribution to children’s holistic development. Research consistently demonstrates that participation in outdoor play enhances children’s physical, cognitive, emotional, social, and creative competencies (Bento & Dias, 2017). Through outdoor experiences, children develop motor coordination, problem-solving skills, communication abilities, emotional regulation, and social interaction skills. Outdoor environments likewise provide opportunities for experiential learning, exploration, imagination, and meaningful engagement with peers and the natural environment. International organizations and educational institutions continue to advocate for outdoor and play-based learning approaches in early childhood education because of their positive developmental outcomes. UNICEF (2025) emphasized that learning through play strengthens children’s curiosity, creativity, collaboration, and overall well-being. Similarly, constructivist and experiential learning theorists argue that children learn most effectively when they actively interact with their environment and construct knowledge through authentic experiences. Despite the recognized importance of outdoor play, opportunities for outdoor engagement among young children have declined in many communities due to urbanization, safety concerns, increased screen exposure, limited recreational spaces, and academic pressures (Gray, 2011). Children now spend more time indoors engaged in digital activities, thereby reducing opportunities for active play, social interaction, and nature-based exploration. These changes have raised concerns among educators and child development specialists regarding the long-term implications of limited outdoor experiences on children’s physical and psychosocial well-being. In the Philippines, the implementation of early childhood education programs is guided by Republic Act No. 10410, otherwise known as the Early Years Act of 2013. The law institutionalized the Early Childhood Care and Development (ECCD) System and emphasized the provision of developmentally appropriate and child-centered learning experiences for young children. Day Care Centers, operating under the supervision of the Department of Social Welfare and Development (DSWD) and local government units, are expected to integrate play-based and experiential learning approaches that support children’s total development. Although outdoor play is recognized as beneficial, many Day Care teachers encounter challenges in implementing outdoor activities consistently. Previous studies identified constraints such as limited facilities, inadequate outdoor equipment, insufficient teacher preparation, safety concerns, weather disturbances, and competing academic demands (Ernst, 2014; Little & Wyver, 2008). These challenges are likewise evident in Flora District, Apayao, where some Day Care Centers experience limitations in outdoor facilities, instructional resources, and safe play environments. Despite the educational importance of outdoor play, limited localized research has examined how Day Care teachers in Flora District utilize outdoor play and perceive its developmental benefits. The absence of empirical local evidence limits the ability of policymakers, administrators, and educators to formulate contextually appropriate interventions that strengthen outdoor learning practices in Day Care Centers. Hence, this study was conducted to determine the utilization and perceived benefits of outdoor play for child development among Day Care teachers in Flora District during the School Year 2025–2026. The findings of the study are expected to contribute to the enhancement of ECCD practices, teacher capability-building programs, and the improvement of outdoor learning environments in Day Care Centers. Statement of the Problem This study aimed to determine the utilization and perceived benefits of outdoor play for child development among Day Care teachers in Flora District during the School Year 2025–2026. Specifically, it sought to answer the following questions: What is the demographic profile of the respondents in terms of: age; b. sex; c. highest educational attainment; d. length of teaching experience; and e. relevant trainings attended in Early Childhood Education? What is the level of utilization of outdoor play among Day Care teachers in terms of: physical skills; b. thinking or exploring skills; c. social interaction skills; d. emotional skills; e. talking or language skills; and f. creative play? What are the perceived benefits of outdoor play in terms of: physical development; b. cognitive and learning development; c. social and emotional development; d. safety and risk management; e. instructional value; and f. school and community support? Is there a significant relationship between: profile variables and utilization of outdoor play; b. profile variables and perceived benefits of outdoor play; and c. utilization and perceived benefits of outdoor play? Is there a significant difference in the level of utilization of outdoor play when respondents are grouped according to profile variables? Hypotheses The following null hypotheses were tested at the 0.05 level of significance: There is no significant relationship between: profile variables and utilization of outdoor play; b. profile variables and perceived benefits of outdoor play; and c. utilization and perceived benefits of outdoor play. There is no significant difference in the level of utilization of outdoor play when respondents are grouped according to profile variables. Theoretical Framework The study was anchored on several major theories of child development and learning that emphasize active engagement, social interaction, environmental influence, and experiential learning as essential components of early childhood education. Froebel’s Kindergarten Philosophy emphasized that play is the highest expression of child development and that children learn best through active engagement with their environment. Froebel believed that outdoor play and interaction with nature support children’s intellectual, social, emotional, and physical growth. Piaget’s Cognitive Development Theory explained that children construct knowledge through active interaction with their environment. Outdoor play enables children to explore objects, manipulate materials, and strengthen cognitive processes related to reasoning and problem-solving. Vygotsky’s Sociocultural Theory emphasized that learning occurs through social interaction and guided participation. Outdoor play provides opportunities for communication, collaboration, and scaffolding, which facilitate children’s social and cognitive development. Bronfenbrenner’s Ecological Systems Theory highlighted the influence of environmental systems on child development. Day Care Centers, teachers, families, and communities collectively influence children’s participation in outdoor play and experiential learning. Constructivist Learning Theory further supports outdoor play by emphasizing that learners actively construct meaning from authentic experiences. Outdoor activities promote exploration, inquiry, experimentation, and creativity among young learners. Kolb’s Experiential Learning Theory also provided support for the study by asserting that learning occurs through concrete experience, reflection, conceptualization, and application. Outdoor play offers direct experiences that stimulate children’s curiosity, understanding, and meaningful learning. Collectively, these theories provide a strong foundation for understanding the utilization and perceived benefits of outdoor play in promoting holistic child development. Methodology Research Design The study employed a descriptive-correlational research design. The descriptive component was used to describe the respondents’ demographic profile, level of utilization of outdoor play, and perceived benefits of outdoor play. The correlational component was utilized to determine the significant relationships and differences among the study variables. Locale of the Study The study was conducted in Flora District, Apayao, Philippines. The municipality operates several Day Care Centers under the supervision of the Department of Social Welfare and Development and local government units pursuant to Republic Act No. 10410. Respondents of the Study The respondents consisted of 17 Day Care teachers assigned in various Day Care Centers in Flora District during the School Year 2025–2026. Total enumeration sampling was employed to include all qualified respondents. Research Instrument The primary instrument used in the study was a researcher-modified ECCD questionnaire composed of four parts: (1) demographic profile, (2) utilization of outdoor play, (3) perceived benefits of outdoor play, and (4) challenges encountered in implementing outdoor play activities. The instrument utilized a five-point Likert scale to measure the level of utilization and perceived benefits of outdoor play. Data Gathering Procedure Permission to conduct the study was secured from the Graduate School, Municipal Social Welfare and Development Office, and concerned Day Care supervisors. Questionnaires were personally distributed and retrieved by the researcher. Respondents were informed regarding the purpose of the study and assured of confidentiality. Statistical Treatment of Data Frequency, percentage, and weighted mean were used to analyze descriptive data. Spearman Rank-Order Correlation was utilized to determine significant relationships among variables, while the Kruskal-Wallis Test was employed to determine significant differences in utilization when respondents were grouped according to profile variables. The Shapiro-Wilk Test was used to determine the normality of data distribution. Ethical Considerations The study strictly observed ethical standards in research. Participation was voluntary, informed consent was secured, and confidentiality and anonymity of respondents were maintained throughout the study. Results and Discussion Profile of the Respondents The findings revealed that all respondents were female and possessed a bachelor’s degree as their highest educational attainment. Most respondents belonged to the 39–45 years age bracket, while nearly half had 1–5 years of teaching experience. Most respondents had attended only 1–3 relevant trainings in Early Childhood Education. The findings imply that the Day Care teachers were still developing professional competencies through teaching experience and training exposure. Previous studies emphasized that teacher preparation and professional development significantly influence instructional effectiveness and classroom practices. Level of Utilization of Outdoor Play The study found that outdoor play was very highly utilized among Day Care teachers, with an overall weighted mean of 4.52. All dimensions, including physical skills, thinking or exploring skills, social interaction skills, emotional skills, talking skills, and creative play, were interpreted as very highly utilized. Creative play obtained the highest mean rating, indicating that teachers strongly integrated imaginative and experiential learning activities during outdoor sessions. The findings suggest that teachers recognized outdoor play as an essential instructional strategy that promotes children’s holistic development. The findings support Bento and Dias (2017), who emphasized that outdoor play contributes significantly to children’s physical, social, emotional, and cognitive growth. Perceived Benefits of Outdoor Play Respondents perceived outdoor play as very highly beneficial, with an overall weighted mean of 4.53. Physical development and cognitive or learning development obtained the highest ratings. The findings indicate that teachers strongly recognized outdoor play as an effective strategy for enhancing children’s health, active learning, emotional well-being, social interaction, and experiential learning. The results are consistent with UNICEF (2025), which emphasized the importance of play-based learning in promoting holistic child development. Relationship Between Profile Variables, Utilization, and Perceived Benefits The findings revealed significant positive relationships between age, teaching experience, number of trainings attended, and both the utilization and perceived benefits of outdoor play. The results imply that teachers with greater professional exposure and training were more likely to integrate outdoor play effectively and perceive its developmental benefits positively. Likewise, a strong positive relationship was found between utilization and perceived benefits, suggesting that teachers who highly valued outdoor play were also more likely to implement it consistently. These findings support previous studies emphasizing that teachers’ beliefs, professional preparation, and instructional understanding significantly influence the implementation of play-based learning approaches. Significant Differences in Utilization According to Profile Variables The study also revealed significant differences in the level of utilization of outdoor play when respondents were grouped according to age, teaching experience, and number of trainings attended. Teachers with longer teaching experience and greater exposure to professional development activities demonstrated higher levels of utilization of outdoor play. The findings suggest that professional growth and capability-building programs contribute to improved instructional practices in early childhood education. Despite the positive findings, respondents identified several challenges affecting outdoor play implementation, including inadequate budget, insufficient equipment, poor maintenance of play areas, and unfavorable weather conditions. Conclusion The findings of the study confirmed that outdoor play is a highly utilized and developmentally valuable instructional strategy in Early Childhood Care and Development programs among Day Care teachers in Flora District. Outdoor play was consistently recognized as effective in promoting children’s physical, cognitive, emotional, social, language, and creative development. The study further established that teachers’ age, teaching experience, and relevant trainings significantly influence both the utilization and perceived benefits of outdoor play. These findings highlight the importance of sustained professional development and institutional support in strengthening outdoor learning practices. Although teachers demonstrated positive implementation and perceptions regarding outdoor play, challenges related to facilities, equipment, resources, and environmental conditions continue to affect its effective implementation. Overall, outdoor play remains an essential and developmentally appropriate strategy that requires continuous support, improved learning environments, and teacher capability-building programs. Recommendations Day Care teachers should continuously strengthen the integration of outdoor play activities into daily instructional practices to further enhance children’s holistic development. The Department of Social Welfare and Development, local government units, and school administrators should intensify professional development programs related to outdoor play and play-based learning. Local government units and stakeholders should provide adequate resources, outdoor equipment, and properly maintained play facilities to support safe and effective outdoor learning experiences. Day Care Centers should strengthen safety and maintenance practices to ensure that outdoor play environments remain child-friendly, secure, and developmentally appropriate. Future researchers may conduct similar studies involving larger populations and additional variables to further validate and expand the findings of the present study. References Acar, H. (2014). Learning environments for children in outdoor spaces. Procedia - Social and Behavioral Sciences, 141, 846–853. https://doi.org/10.1016/j.sbspro.2014.05.147 Bento, G., & Dias, G. (2017). The importance of outdoor play for young children’s healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press. Davies, M. M. (1997). Outdoors: An important context for young children’s development. Early Childhood Education Journal, 25(1), 33–35. https://doi.org/10.1023/A:1025687732271 Department of Social Welfare and Development. (2009). Revised standards for center-based early childhood care and development programs. Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: An exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735–752. https://doi.org/10.1080/13504622.2013.833596 Florita, R., & Sabud, J. (2025). Teachers’ perspectives on outdoor play and child development in early childhood education. International Journal of Educational Research and Innovation, 18(1), 44–56. Fosnot, C. T. (2005). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press. Froebel, F. (1887). The education of man. D. Appleton and Company. Gao, Y. (2024). Environmental safety and outdoor play opportunities in early childhood education. Early Years, 44(1), 77–91. Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443–463. Johnstone, A., Kemmis, S., & Edwards-Groves, C. (2022). Nature-based learning and children’s holistic development. Australasian Journal of Early Childhood, 47(3), 215–228. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Little, H., & Wyver, S. (2008). Outdoor play: Does avoiding the risks reduce the benefits? Australasian Journal of Early Childhood, 33(2), 33–40. Maynard, T., Waters, J., & Clement, J. (2013). Child-initiated learning, the outdoor environment and the “underachieving” child. Early Years, 33(3), 212–225. Piaget, J. (1952). The origins of intelligence in children. International Universities Press. Republic Act No. 10410, Early Years Act of 2013 (2013). Sullivan, G. M., & Artino, A. R., Jr. (2013). Analyzing and interpreting data from Likert-type scales. Journal of Graduate Medical Education, 5(4), 541–542. https://doi.org/10.4300/JGME-5-4-18 Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127–133. Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Bradstreet, C. C., Carr, D., et al. (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12(6), 6475–6505. UNESCO. (2015). Rethinking education: Towards a global common good? UNESCO Publishing. UNICEF. (2025). Learning through play: Strengthening learning through play in early childhood education programmes. United Nations Children’s Fund. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. White, R. (2012). The power of play: A research summary on play and learning. Minnesota Children’s Museum.
Navigating Inclusive Education in Secondary Classrooms:
This study explores how inclusive education is enacted in Grade 8 English and Values classrooms in a Philippine public secondary school. Grounded in inclusive education and culturally responsive pedagogy, it examines teachers’ practices, learner participation, and contextual constraints shaping inclusion. A qualitative case study design was employed, involving purposive sampling of teachers and learners. Data were collected through semi-structured interviews, classroom observations, and document analysis of lesson plans and assessment tools. Using Braun and Clarke’s (2006) thematic analysis, four themes emerged: (1) Differentiated Instruction as a Foundation for Inclusion, (2) Classroom Climate and Learner Participation, (3) Contextualization and Values Integration, and (4) Structural and Resource Constraints. Findings reveal that inclusive practices are present but uneven, relying heavily on teacher initiative and adaptive strategies. Learners reported increased engagement when lessons were contextualized and varied in delivery, while teachers highlighted challenges related to time, class size, and limited training. The study underscores the importance of sustained professional development, institutional support, and alignment with national policy frameworks such as the MATATAG Agenda and SDG 4. It contributes to the literature by providing localized insights into inclusive pedagogy within secondary education in the Philippines. Recommendations include strengthening teacher capacity in differentiated and inclusive strategies, enhancing instructional resources, and promoting collaborative support systems. Future research may adopt mixed-methods approaches to further validate and extend the findings.
Indigenous Knowledge and Cultural Practices of Secondary Learners: Implications for Culturally Responsive Social Studies Education in Mountain Province, Philippines
This study explored the indigenous knowledge and cultural practices of secondary learners in Mountain Province, Philippines, and examined their implications for culturally responsive Social Studies education. Anchored on Culturally Responsive Pedagogy and Indigenous Knowledge Systems Theory, the study investigated how local traditions, community values, cultural beliefs, and indigenous practices shape learners’ identities, worldviews, and learning experiences. Utilizing a descriptive qualitative case study design, data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving secondary learners and Social Studies teachers from selected public secondary schools in Mountain Province. Thematic analysis revealed four major themes: (1) preservation of indigenous cultural identity and traditions, (2) community-centered knowledge and environmental stewardship, (3) indigenous practices as foundations for experiential learning, and (4) challenges in integrating indigenous knowledge into formal Social Studies instruction. Findings showed that learners continue to practice indigenous traditions such as community cooperation, oral storytelling, traditional rituals, indigenous farming practices, and respect for elders and nature. These cultural experiences significantly influenced learners’ understanding of history, governance, community relationships, and social responsibility. However, participants also identified concerns regarding cultural erosion, limited instructional materials, insufficient contextualized curriculum integration, and lack of teacher preparation in culturally responsive pedagogy. The study highlights the importance of integrating indigenous knowledge systems and local cultural practices into Social Studies education to strengthen cultural preservation, learner engagement, and contextualized learning experiences among secondary learners.
Navigating Inclusive Education in Multigrade Classrooms: Lived Experiences and Pedagogical Practices of Elementary Teachers
This study explores the lived experiences and pedagogical practices of elementary teachers implementing inclusive education in multigrade classrooms at Cabeceria 27 Elementary School, Isabela, Philippines. Grounded in inclusive education principles and multigrade pedagogy, the study aims to examine how teachers navigate diverse learner needs, implement inclusive strategies, and address contextual challenges in a rural public school setting. A qualitative phenomenological research design was employed to capture the depth of teachers’ experiences. Data were collected through in-depth semi-structured interviews and classroom observations involving purposively selected elementary teachers handling Grades 4 to 6. Thematic analysis following Braun and Clarke’s framework was used to identify recurring patterns and meanings. Findings revealed four major themes: (1) differentiated and flexible pedagogy as a cornerstone of inclusion, (2) collaborative and peer-assisted learning in multigrade settings, (3) contextualized and resourceful instructional practices, and (4) systemic constraints affecting inclusive implementation. Teachers demonstrated adaptability by employing differentiated instruction, real-life contextualization, and collaborative strategies to address diverse learner needs. However, challenges such as limited resources, insufficient training in inclusive education, and heavy workload significantly influenced instructional effectiveness. The study underscores the critical role of teacher agency and contextual innovation in sustaining inclusive education in multigrade classrooms. It recommends strengthening professional development, providing adequate instructional resources, and enhancing institutional support systems. The findings contribute to the growing body of knowledge on inclusive and multigrade education in developing contexts and provide implications for policy, practice, and future research aligned with Sustainable Development Goal 4 on inclusive and equitable quality education.
Learner-Centered and Inclusive Pedagogical Practices in Early Elementary Education: A Qualitative Exploration of Grade 2 Classroom Teaching in Nueva Vizcaya, Philippines
This qualitative study explored the learner-centered and inclusive pedagogical practices employed by Grade 2 teachers in Nueva Vizcaya, Philippines. Anchored on Constructivist Theory and Inclusive Pedagogy, the study examined how teachers facilitate meaningful learning experiences, address diverse learner needs, and foster inclusive classroom participation in early elementary education. Using a descriptive qualitative research design, data were gathered through semi-structured interviews, classroom observations, and document analysis involving six Grade 2 teachers from selected public elementary schools in Nueva Vizcaya. Thematic analysis following Braun and Clarke’s framework revealed four major themes: (1) contextualized and learner-responsive instruction, (2) collaborative and participatory classroom engagement, (3) differentiated and inclusive learning support, and (4) challenges in sustaining inclusive pedagogy. Findings showed that teachers employed localized examples, differentiated activities, peer collaboration, formative assessment, and flexible instructional approaches to support diverse learners. Teachers emphasized emotional support, encouragement, and adaptive teaching strategies to promote participation and learner confidence. However, insufficient instructional materials, large class sizes, limited professional training, and time constraints emerged as major barriers to sustaining inclusive practices. The study highlights the importance of strengthening teacher professional development, institutional support, and inclusive learning resources to enhance equitable and learner-centered education in early elementary classrooms. The findings contribute to the growing discourse on inclusive pedagogy and culturally responsive teaching in Philippine basic education.
EXPLORING THE SUPPORT SYSTEM FOR LEARNERS WITH INTELLECTUAL DISABILITY IN DEVELOPING THEIR LIFE SKILLS
This qualitative multiple-case study explored the support system for learners with intellectual disabilities (ID) in developing life skills in two public schools in Tuguegarao City, Philippines. The study aimed to understand how inclusive education is implemented and experienced within local cultural and institutional contexts. Twelve parents, eight inclusive education teachers, and two school principals were purposively and conveniently sampled. Data were gathered through in-depth, semi-structured interviews guided by a validated researcher-made instrument and analyzed thematically. Findings revealed four major themes. The most significant, Holistic Parental Care Amid Daily Struggles, highlighted families as the foundation of support, navigating challenges with love, advocacy, and resilience. Teaching as Heartfelt Service emphasized teachers’ commitment to nurturing learners’ skills with empathy and dedication. Empathetic School Leadership showcased the role of principals in fostering inclusive practices and guiding teachers. Community Involvement and Solidarity illustrated how barangay councils, faith-based organizations, and NGOs contribute to reducing stigma and supporting education through culturally rooted bayanihan practices. The study underscores that inclusive education in the Philippine context is shaped by both institutional policies and deeply embedded cultural values of compassion and shared responsibility. Sustainable support for learners with ID requires family-centered, school-led, and community-empowered systems. Strengthening multi-sectoral collaboration, investing in culturally responsive pedagogy, and enhancing support mechanisms are recommended to uphold the dignity, rights, and developmental potential of every learner with intellectual disabilities.
Teacher Readiness for Inclusive Education in Philippine Secondary Schools: Evidence from Cagayan National High School
Inclusive education has become a global educational priority aimed at ensuring equitable learning opportunities for all learners, including those with disabilities and special educational needs. Despite policy advancements promoting inclusive practices, successful implementation largely depends on teacher preparedness and institutional readiness. This study assessed the readiness of junior high school teachers at Cagayan National High School (CNHS), Philippines, in implementing inclusive education. Specifically, it examined teachers’ knowledge, skills, attitudes, and challenges encountered in handling learners with special educational needs. A descriptive survey design was employed involving 30 junior high school teachers selected through total enumeration. Data were collected using an adapted questionnaire and analyzed using descriptive statistics. Findings revealed that teachers demonstrated a moderate-to-high level of readiness, particularly in their attitudes toward inclusion (M = 2.85), followed by skills (M = 2.70) and knowledge (M = 2.57). However, respondents acknowledged inadequate training, insufficient knowledge of disability-specific interventions, limited access to specialized instructional resources, and lack of professional development opportunities. Teachers expressed strong willingness to improve their competencies and recognized the importance of collaborative responsibility in inclusive education. The study concludes that while teachers exhibit positive dispositions toward inclusion, significant capacity-building initiatives remain necessary to enhance effective implementation. The findings underscore the importance of sustained professional development, institutional support, and resource allocation in strengthening inclusive education practices in secondary schools.
Adaptive Learner-Centered Pedagogical Practices in Rural Elementary Education: A Qualitative Case Study
Learner-centered pedagogy has increasingly become an important educational approach in addressing diverse learner needs, particularly in rural and geographically challenged contexts. This qualitative case study explored the adaptive learner-centered pedagogical practices employed in a rural elementary school in Mountain Province, Philippines. Specifically, the study investigated how teachers implement learner-centered approaches, the challenges they encounter, and the strategies they utilize to sustain meaningful learning engagement among Grades 4–6 learners. The study was conducted at Abungo Primary School in Tadian, Mountain Province, involving one key teacher participant teaching multigrade elementary learners. Data were gathered through semi-structured interviews, classroom observations, and document analysis of lesson plans and instructional materials. Thematic analysis following Braun and Clarke’s framework was utilized to analyze the data. Findings revealed that adaptive learner-centered pedagogical practices were characterized by contextualized instruction, differentiated learning activities, collaborative and experiential learning approaches, and the integration of localized and culturally responsive teaching strategies. The teacher emphasized flexibility in instruction by adjusting lessons according to learners’ abilities, interests, and socio-cultural backgrounds. Furthermore, the findings highlighted the significance of relational teaching, emotional support, and learner participation in sustaining classroom engagement. However, challenges such as limited instructional resources, multigrade teaching demands, inadequate technological infrastructure, and varying learner readiness affected instructional delivery. Despite these constraints, innovative coping mechanisms including improvised learning materials, peer-assisted learning, and contextualized classroom activities enabled the continuation of inclusive and participatory learning experiences. The study underscores the importance of adaptive and learner-centered pedagogy in enhancing educational responsiveness in rural contexts. It further suggests the need for strengthened institutional support, teacher professional development, and resource provision to sustain effective learner-centered practices in geographically isolated schools. The findings contribute to the growing discourse on inclusive, contextualized, and culturally responsive education in rural elementary settings.
Play-Based Learning in Early Childhood Education: A Qualitative Case Study of Kindergarten Pedagogical Practices at Bagong Sikat Elementary School–Main
Abstract Play-based learning has become a fundamental pedagogical approach in early childhood education due to its capacity to enhance holistic learner development. This qualitative case study explored the pedagogical practices of kindergarten teachers implementing play-based learning at Bagong Sikat Elementary School–Main. Specifically, the study examined instructional strategies, classroom experiences, learner engagement, and challenges encountered in implementing play-centered instruction. Purposive sampling was utilized in selecting kindergarten teachers as participants. Data were gathered through semi-structured interviews, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis was employed in analyzing the data. Findings revealed that play-based learning promoted active participation, social interaction, creativity, language development, and experiential learning among kindergarten learners. Teachers commonly utilized role-playing, manipulative games, storytelling, music-and-movement activities, and collaborative play experiences to facilitate learning. The study further revealed that play-based instruction enhanced learners’ confidence, communication skills, and classroom motivation. However, participants identified challenges related to limited instructional materials, classroom management difficulties, time constraints, and inadequate parental understanding of play-oriented instruction. The findings emphasize the significance of developmentally appropriate pedagogies in fostering meaningful learning experiences in early childhood education. The study recommends strengthened institutional support, continuous teacher training, and enhanced provision of contextualized play materials to improve the implementation of play-based learning in kindergarten classrooms.
Voices from the Classroom: Lived Experiences of Inclusive Education in a Rural Grade 4 Setting in Bontoc Central School
Inclusive education remains a cornerstone of global educational reform, particularly under Sustainable Development Goal 4, which advocates equitable and quality education for all. This study explores the lived experiences of learners and teachers in implementing inclusive education in a rural Grade 4 classroom at Bontoc Central School. Utilizing a qualitative phenomenological research design, the study involved ten purposively selected participants, including Grade 4 learners and their class adviser. Data were gathered through in-depth semi-structured interviews, non-participant classroom observations, and document analysis of lesson plans and learner outputs. Thematic analysis following Braun and Clarke (2006) was employed to identify emergent patterns. Findings revealed five major themes: (1) Inclusion as Shared Belonging, (2) Pedagogical Adaptations in Resource-Constrained Settings, (3) Emotional Labor and Teacher Commitment, (4) Peer Support and Social Integration, and (5) Structural and Systemic Barriers. Participants highlighted both the transformative potential and persistent challenges of inclusive education, particularly in rural contexts marked by limited resources and training opportunities. The study underscores the importance of culturally responsive pedagogy, collaborative practices, and institutional support systems in sustaining inclusive education. Implications are drawn for policy, practice, and future research, particularly in strengthening teacher capacity, community engagement, and localized curriculum design.
Inclusive Pedagogy and Student Engagement in Secondary Filipino Classrooms: A Qualitative Study
Abstract Inclusive pedagogy plays a critical role in fostering meaningful student engagement, particularly in linguistically and culturally diverse classrooms. This study explores how inclusive teaching practices are enacted and how they influence student engagement in secondary Filipino classrooms at Bangbang National High School, Hungduan, Ifugao. Using a qualitative phenomenological design, the study examined the lived pedagogical experiences of Filipino teachers handling Grades 7 to 10. Data were gathered through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis following Braun and Clarke (2006). Findings revealed five major themes: (1) Inclusion as Culturally Responsive and Linguistically Sensitive Pedagogy, (2) Differentiated Instruction as a Catalyst for Engagement, (3) Dialogic and Participatory Learning Practices, (4) Relational Teaching and Learner Motivation, and (5) Structural Challenges and Teacher Agency. Results indicate that inclusive pedagogy enhances student engagement through contextualized instruction, interactive strategies, and strong teacher–student relationships. However, challenges related to resources and training persist. The study contributes to inclusive education literature by highlighting context-specific practices in Filipino language instruction and underscores the need for strengthened institutional support.