Teacher Training Sessions Research Articles

Rethinking Pedagogy in Higher Education Amid Turbulent Times

Global challenges (labour market expectations, digital technology, the massing of higher education) are constantly changing the way higher education is managed. Responses to change can be planned. Responses from higher education stakeholders can be interesting and instructive for other institutions, as these examples can be incorporated into their own responses. The purpose of the study is to present the top-down ped- agogical reform process that started in 2019 at the University of Public Service in Budapest. Although initiated by the university’s educational strategy, its implementation depends on the teachers who have actively created innovative pedagogical spaces that ensure sustainability. These innovative spaces include training sessions for teachers, workshops, thematic discussions on teaching methodology, methodological publications, research and the annual Innovative Department Award. The stages of the process and the results and challenges of each stage were documented using a case study method. The description helps to illustrate how a process of pedagogical reform, with which the university leadership’s goal is rapid, systemic change affecting the work of hundreds of teachers, can be developed and sustained on the basis of commitment from teachers and institutional determination.

Knowledge and Practice Regarding Vocal Hygiene Among Teachers of Selected Schools, Kathmandu

BackgroundVocal hygiene is the practice of taking care of the voice and minimizing strain on it. This comprises avoiding smoking, alcohol and other harmful substances, remaining hydrated, and practising proper breathing techniques. This study intended to evaluate the level of knowledge and practices concerning vocal hygiene. MethodologyA cross-sectional study design was utilized to conduct the study among teachers in Greenland Higher Secondary School, Basundhara, National Academy and Nirmal Batika Academy using a self-administered structured questionnaire. A sample of 122 teachers was taken using a complete enumerative sampling technique. The data was collected from 1st October to 16th October and was edited, coded, and entered into the Statistical Package for Social Science (SPSS) for further analysis. Data was examined using descriptive (frequency, percentage mean and standard deviation), inferential Statistics (chi-square test) and Karl Pearson’s test. FindingsThe study results presented that nearly half, 49.2% of the respondents, had a moderate level of knowledge, 31.1% had an inadequate level of knowledge, and 19.7% had an adequate level of knowledge regarding Vocal Hygiene (VH). The results discovered that 73% of the respondents had good practice, and 27% had poor practice regarding VH. There was a statistically significant association only between the level of knowledge regarding VH and the number of classes taken per week (p=0.0053). ValueThe study showed that the majority of teachers have moderate knowledge about vocal hygiene, whereas there is good practice among teachers. The results strongly recommend the need for vocal hygiene training sessions for teachers.

Efektivitas Pelatihan Dan Pengembangan Sumber Daya Manusia Untuk Meningkatkan Kualitas Pendidikan di TK PKK Majidi

This study aims to investigate Human Resource Development management as an effort to improve the quality of education at TK PKK Majidi. The study involves 10 teachers from TK PKK Majidi as its subjects. The results indicate improvement, although not yet fully optimal. The school principal endeavors to enhance teacher quality by prioritizing HR development and skills training. Therefore, the next HR development strategy involves mandatory monthly training sessions for teachers. There are various types of training available for teachers to enhance their skills and competencies, ranging from leadership training, skills development, motivation, creativity, to participation in children's training activities. The findings suggest that when children become creative, teachers have achieved good quality in creative education.

Cultivating academic success and inclusion: Rethinking education for children with ADHD in Pakistan.

To the Editor, In Pakistan, 2.49% of children have ADHD, with a boy-to-girl ratio of 3:1(1). However, the challenge is exacerbated by a prevailing stigma surrounding mental health issues, which often compels potential individuals to shy away from seeking professional help. This predicament not only burdens these young minds but also gives rise to various complications as they transition into adulthood. (2) While some training sessions for teachers and parents have been conducted to address ADHD in Pakistan, the extent of these efforts remains limited. (3, 4) The merits of such initiatives are undeniable, as they empower caregivers to understand and adapt their behaviours to support affected individuals better. Moreover, educational institutions have an invaluable opportunity to evolve their teaching methodologies to cater to the unique mental constitution of children with ADHD. Once teachers are enlightened about the cognitive dynamics of their students, they can craft strategies to help these individuals maximise their academic potential. Guided by recommendations from the Attention Deficit Disorder Association (ADDA) (5), classroom settings can be tailored to assist atypical students facing academic challenges (refer to Table 1). Other practical suggestions include extending task submission deadlines for concerned students and rewarding those who meet them on time with extra credit. Similarly, allocating extra time during tests acknowledges the extra effort required by this population to accomplish tasks that come more easily to typical children. In this pursuit of curriculum adjustments, teachers must forge positive relationships with students dealing with ADHD. Creating an inclusive, nonjudgmental environment where students can freely express themselves without fear of criticism or reprimand is paramount. In summary, embracing innovative teaching methods that promote the inclusion of students with ADHD alongside their typical peers can yield profound benefits for their cognitive development, academic achievements, and social well-being. Providing these essential tools and fostering an inclusive learning environment empowers this young generation to navigate future challenges and lead fulfilling, independent lives.

Sosialisasi Media Intraktif Menggunakan Canva Berbasis Artificial Intelligence (AI) di SMA Negeri 6 Maluku Tengah

This article discusses the socialization n of interactive media utilizing Canva, enhanced with Artificial Intelligence (AI), at SMA Negeri 6 Central Maluku. The initiative aims to modernize the educational tools available to teachers and students, promoting a more engaging and effective learning environment. Canva's AI-driven features facilitate the creation of dynamic and visually appealing educational content, making complex concepts easier to understand. The socialization process involved training sessions for teachers and interactive workshops for students, highlighting the practical applications of AI in education. The feedback from participants indicated a significant improvement in both teaching methodologies and student engagement. This project demonstrates the potential of AI-based tools in transforming traditional educational practices, paving the way for future innovations in the field of education.

Changes in Teachers’ Understandings, Attitude, and practice related to Action Research: The Influence of Gender and Inclusive Pedagogy Training in Bangladesh

Action research has been found to be potential in solving classroom related problems in teachers’ own context and for bringing changes in classrooms making the classrooms more inclusive. Therefore, in a 5-country consortium project, while using a co-designed teachers’ professional development on Gender and Inclusive Pedagogy (GIP), action research was in-built as an important part for problem solving. In a four-tier training program, 95 teachers of the 20 experimental schools of Bangladesh were oriented with action research and gradually achieved necessary skills to practice action research in their classrooms. After each phase of trainings, teachers practiced action research as a tool to mitigate issues related to GIP practice. Both quantitative and qualitative data were obtained from three different sources- observation of the teacher training sessions related to action research, pre and posttests of the trainings, and reflective journals of the teachers. Findings reveal changes in teachers’ understanding, attitude and practice related to action research. Quantitative data shows that there are significant differences in teachers’ understanding related to action research between the pre and post tests in the last two tiers of the trainings. There is significant change in teachers’ ‘attitudes’ related to action research too between the pre and posttests in the third and final tiers of the trainings. Qualitative data also depicted the same gradual changes in teachers’ understanding of and attitude towards conducting action research. Lastly, 17 teachers (8 individually and 9 collaboratively) practiced action research in their classrooms to address different issue or challenges related to student participation and achievement regarding gender and inclusion aspects. The teachers reported reduced student absenteeism, increased student participation in group work, more participation of girls and special need children, more organized and student friendly classrooms. However, challenges remained in ensuring the participation of all students in a meaningful way ensuring quality learning which the teachers are trying to achieve in their next action research cycles. Teachers expressed their worries that they may not be able to continue the action research when the project period is over as there will be no support from the project team members. The study suggests creating groups among teachers in nearby localities who can share, help and collaborate in each other’s action research. Teacher’s World: Journal of Education and Research, 49 (2),15-36

A Study on Teacher Perception of Korean Language Classes Using Metaverse: Focusing on the Change in Perception of Teachers Before and After Metaverse Education

his study investigated the potential of metaverse-based Korean language education by examining teachers’ perceptions and willingness to adopt metaverse technologies in their teaching. Additionally, the study proposes directions for teacher training to facilitate the implementation and sustainability of metaverse-based Korean language education. To achieve the aims of this study, a teacher training program on metaverse-based Korean language education for Korean language teachers was conducted. Pre- and post-training surveys were administered to assess changes in the teachers’ understanding, perceived necessities, challenges, willingness to adopt the technology, and desire to support future metaverse-based classes. The results showed that while teachers currently do not utilize metaverse technologies in their classrooms due to factors such as their limited understanding of the technology, inadequate technical skills, and institutional system issues, they expressed ahigh degree of willingness to incorporate metaverse technologies in their future teaching. Additionally, there was a strong demand for follow-up training when it comes to the metaverse. The study also found that a single teacher training session significantly reduced teachers’ perceived burden regarding the understanding and use of metaverse functionalities. Therefore, this study suggests that continuous and coherent teacher training programs can enhance Korean language teachers’ digital literacy and promote the adoption of metaverse technologies in Korean language education.

Teacher- competency a precursor of effective implementation of the competence-based curriculum among pre-primary schools in Kenya

Competency based curriculum is a new programme in Kenya whose implementation faces a myriad of challenges amid the posted successes. The curriculum was rolled out in the year 2017 and quite some successes cannot be underestimated. This study examined the teacher-level of factor as a precursor of effective implementation of the CBC. The study focused all pre-primary school centres in Embu County against the teachers’ competencies besides exploring the CBC implementation levels since its inception. The study was anchored on the theory of curriculum implementation (Gross, 1971). Purposive sampling was employed in identifying the study locale whereas simple random sampling was employed to draw a study sample size of 10%. Ex post facto research design was adopted since there was no manipulation of the study variables whose influence was already experienced. An exploratory survey methodology was utilized in collecting data. Data was collected using questionnaire, a check-list and an interview schedule. Data was analyzed using descriptive techniques with the help of the SPSS version 29. Results indicated low levels of CBC implementation and recommended teacher related factors to be addressed to mitigate the low level of CBC implementation particularly at the lower primary school grades. Pre-primary school teacher-competencies were found wanting despite indication of rigorous training sessions for lower primary school teachers. Meaning more emphasis was laid on lower primary school teachers than on all lower primary grades pre-primary school center teachers. All teachers require the training on CBC particularly those at foundational grades including Pre-primary teachers. The study therefore recommends that the government should scale up a series of induction/training programs in order to retool teachers’ pedagogical competencies. This will enhance CBC implementation and up take at all levels.

Navigating Remedial Dhikr and Surah Memorization: A Quest for Improvement or Procedural Challenges?

This study explores a new phenomenon in the implementation of remedial practices that differ from the common remedial approaches. In this context, remedial activities involve reciting dhikr (remembrance of God) and memorizing short surahs (chapters) during the learning process. The research aims to describe the implementation of this remedial approach and the underlying reasons for its adoption at MA Sabilal Muhtadin. The research employs a qualitative approach using phenomenological methods. The study subjects include two teachers and five relevant informants. The research findings reveal several key points. First, the remedial activities involve two teachers but do not appear to represent the appropriate instruments for enhancing the quality of students' learning. Students are only given additional tasks, such as memorization, without receiving guidance related to unfinished learning indicators. Second, the implementation of these remedial activities arises from teachers' perceptions of limited time allocation, prompting them to take the initiative to carry out remedial practices that can be completed quickly. Teachers also believe that remedial activities can compensate for students' inadequate grades. These findings indicate that teachers possess limited knowledge about the correct procedures for remedial practices. Third, the execution of remedial activities does not align with the proper remedial procedures, resulting in minimal impact on students' improved understanding and, in some cases, an additional learning burden. The implications of this research include providing recommendations to the relevant madrasah to improve their remedial programs. These recommendations encompass practical steps, such as organizing training sessions for madrasah teachers to enhance their understanding of the correct remedial procedures.

Teachers’ Views on Taboo Concepts in Philosophical Discussions with Children

This research aims to determine the taboo concepts that teachers tend to avoid during philosophical discussions with children and why these concepts are considered taboo. We focus on teachers’ experiences using phenomenology, a qualitative research design. For this purpose, we used the snowball sampling method to reach 73 teachers and they answered a questionnaire consisting of 5 open-ended questions. We carried out semi-structured interviews with 7 of these teachers to get in-depth responses and to reflect different views on the subject. Accordingly, 65 teachers had one or more taboos, while 8 teachers did not have any taboos. Death, religion, and sexuality emerged as the most prominent taboo concepts. According to the participants, taboos are formed because of children, teachers, and society. The participants expressed that taboos could have a negative impact on the child, the discussion environment, and the teacher, and they offered solutions. Teachers need to develop a better level of competence in engaging in philosophical discussions with children in order to overcome taboo concepts. Teacher training sessions can be organized to address how to approach taboo concepts and how to select children’s books that contain such concepts. Research can be conducted on engaging taboo concepts in philosophical discussions with children. This body of research can explore the impact of questioning such concepts on children’s perspectives toward them.

Competencies needs of secondary school teachers for implementation of entrepreneurial business trades curriculum in Adamawa State, Nigeria

The study investigated “Competencies Needs of Secondary Schools Teachers for Implementation of Entrepreneurial Business Trades Curriculum in Adamawa State, Nigeria”. As a guide, two specific objectives, research questions and null hypotheses were raised. Descriptive survey was used for the study. The population of the study was 220 business trade teachers in Adamawa State secondary schools, and Total Population Sample (TPS) was used for the study. A 4-point scale structured questionnaire was used for data collection. The instrument was validated by four experts and pilot study was carried out in Gombe State senior secondary schools to test the validity of the instrument using Cronbach Alpha reliability test which yielded a coefficient of .846. Statistical Package of Social Science (SPSS), 25 was used to process the mean scores and standard deviations for answering the research questions, while the hypotheses were tested using Analysis of Variance at 0.05 level of significant. The study disclosed that Business Trades teachers need competencies in entrepreneurial skills competencies and basic competencies for effective implementation of Entrepreneurial Trade subjects in secondary schools, without which the objectives of the curriculum would not be achieved. The study concluded that, the introduction of Entrepreneurial Business Trade subjects at the secondary school level will not address the problem of unemployment if the situation of the teachers who are responsible for the implementation of the curriculum remained unchanged. Based on these, it was recommended among others that government should organize training sessions for business trade subject teachers, to enable them to acquire the needed competencies for instructional delivery in the secondary schools. It was suggested that Entrepreneurial Business Trade teachers should acquire the two competencies entrepreneurial skills and basic competencies for implementation of entrepreneurial business trades curriculum in the secondary schools, so as to achieve the desired objectives for which the curriculum was developed, that is self-employment, self-reliance and sustenance in all facets of economic, social, political and technological developments.

The Impacts of Visual Aids in Promoting the Learning Processes in Schools in Pakistan

Purpose: The purpose of this study is to investigate the impacts of visual aids in promoting the learning processes in schools in Pakistan.
 Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impacts of visual aids in promoting the learning processes in schools. Preliminary empirical review found that using visual aids as a teaching aid stimulates thinking and improves the learning environment in the classroom. Effective use of visual aids substitutes monotonous learning environments. Students develop and increase personal understanding of the areas of learning when they experience a successful and pleasant learning in the classroom. Students find visual aids sessions useful and relevant when it has some direct relation to the course content.
 Unique Contribution to Theory, Practice and Policy: The Cognitive Load Theory may be used to anchor future studies on the impacts of visual aids in promoting the learning processes in schools in Pakistan. Schools and their administration must share the opinions of the students regarding the use of visual aids that will be helpful in enhancing the learning process. Refresher courses, workshops and conferences may be arranged for the teachers for improving their skills of using audio visuals to the needs of the students. There is need for the Ministry of Education to mount periodic training sessions for teachers who are already in the field to be retrained on recent discovery regarding the use of teaching/learning resources.

Teachers' Perspectives towards the Implementation of Assessment for Learning at University Level

Assessment for learning (AFL) is an approach to teaching and learning that creates feedback to improve students' performance. Students become more involved in the learning process and gain confidence in what they are expected to learn and to what standard. The present study is a quantitative study that aims to investigate university EFL teachers' perspectives of assessment for learning approach and identify the challenges teachers face when implementing AfL. Also, three research questions are addressed: (1) To what extent do English language teachers use assessment for learning in their classes? (2) What are the teachers' perspectives on Assessment for Learning in developing EFL learning? And (3) What challenges do EFL teachers face when implementing AFL? 
 To answer the research questions, the study used a 25-item questionnaire (Modified of Colby, D. C. 2010). The questionnaire was distributed to 102 EFL teachers at three public universities in Erbil: Salahaddin (55 teachers), Soran (34 teachers) and Koya Universities (13 teachers).
 The data was analyzed using SPSS Software. Despite some varied challenges and difficulties EFL teachers face in implementing the AfL approach in the classes, generally, the results show that university teachers have a positive perspective toward implementing AfL as a teaching and learning approach. It is recommended that it is necessary to arrange and implement teacher-training sessions and workshops to improve teacher' grasp of the current AFL approach.

Professional Reflexivity in Thai Teachers’ Understanding of Asperger’s Syndrome

Introduction. The aim of this research is to investigate changes in Thai educators’ attitudes towards their understanding of Asperger’s Syndrome before and after a teacher-training session. Currently, opportunities for professional training regarding Asperger’s Syndrome are very scarce in Thai educational communities. Educators may not be able to provide optimum education and guidance for their students with Asperger’s Syndrome. Meanwhile, these students’ learning outcomes are significantly affected by their educators lacking knowledge of evidence-based intervention methods. Therefore, based on a needs assessment, a teacher-training session was developed to minimize the gaps in pedagogical knowledge and practice. Materials and Methods. A quasi-experimental, embedded mixed-methods design was used to obtain data. This study employed a one-group, pre-test/post-test design, as there were no control groups involved due to the novel learning subject matter. The limitations of the current study – its structure and participant recruitment – were identified and discussed. An availability sampling method was used for this study, resulting in the recruitment of 12 in-service teachers and 32 pre-service teachers from the northeastern region of Thailand. Questionnaires and interviews were used as measurement tools to comprehensively capture participants’ learning experiences. For the statistical analysis, the paired sample t-test (alpha = .05) was used. Meanwhile, for the descriptive analysis, the deductive approach was used. Results. Our results corroborate our sequential hypotheses regarding a teacher-training session and educators’ perceived levels of understanding of Asperger’s Syndrome. The training session was developed with a hypothesis that teachers needed educational opportunities to acquire proper knowledge of Asperger’s Syndrome, so that their students could be fully benefited from the pedagogy. As a result of attending the session, a statistically significant increase in correct response rates was indicated. Indeed, this increase in knowledge fulfilled the second hypothesis that by having proper knowledge of Asperger’s Syndrome, teachers’ professional reflexivity can be improved. Discussion and Conclusion. The outcomes of this study indicate that a teacher-training session has played a crucial role in cultivating Thai educators’ understanding of Asperger’s Syndrome. The outcomes present an interesting correlation between teachers’ knowledge acquisition and their increased professional and personal reflections. Simultaneously, the findings of this study suggest the potential benefits of improving research methodology, including an employment of randomized control trial, a larger sample size, and diversity within the sample population.

Challenges, Prospects, and Strategies of Emergency Online Education at Secondary Level in the Assam State of India during COVID-19 Pandemic

The COVID-19 pandemic has forced educational institutions globally to resort to the online mode of teaching and learning. In this paper, we examined how the emergency online education was carried out in the Assam state of India. An explanatory mixed methods study methodology was adopted. Perspectives of 92 students and 30 teachers from 30 secondary level institutions of Assam were examined. Students’ acceptability of the emergency online education as well as the effects on the mental and physical health of the students were studied. Moreover, the teachers’ perspectives on the emerging online threats were also examined. Data were collected using two separate questionnaires administered to the students and the teachers. It was followed with telephonic interviews with the teachers to gain in-depth knowledge on the studied issues. This study examines both the positive and negative effects of the adoption of online education. The results indicated that all the students could not avail the benefits of this mode. Social messaging apps and online tools like WhatsApp, schools’ own mobile apps, Google Classroom LMS and Google Meet, ZOOM, recorded videos and audio tutorials were used to provide online support to the students. Impact on the physical and mental health of the students was observed. The online teaching process led to the generation of a large repository of e-resources. The results also indicated the ignorance of teachers regarding the online threats which could severely affect their students. The study recommended awareness programmes and training sessions for teachers and students on educational technology tools, technologies and approaches for the post-COVID-19 period.

Effects of a Proposed Unit Based on the STEM Approach in Developing Fundamental Science Processes for Kindergarteners in Makah Al-Mukarramah

This study explored how a proposed unit based on the STEM approach affected the development of some basic science processes among kindergarteners in Makkah Al-Mukarramah. The descriptive-analytical method was thus employed, followed by an experimental approach with semi-experimental design for one group of children. The study tools included an image test for basic science operations. Furthermore, supportive materials were established, consisting of a proposed unit based on the STEM approach that included a teacher’s guide and activities for children. The study tools were tested for validity and reliability, with applications before and after among a sample of 30 children (girls and boys) from Al-Ma’ali kindergarten in Makkah during the first semester of 1443. The most important findings were as follows: there were statistically significant differences between the average scores of children in the pre- and postapplications for testing basic science operations. As all t-test values for scientific operations were statistically significant at the <0.05 level, these differences were in the direction of application in the dimension with a higher arithmetic mean. In light of this evidence, several recommendations and proposals are offered. First, the results emphasized the usefulness of the STEM approach at the kindergarten stage, as this positively affected the development of basic science processes for kindergarten children. Second, this study recommends holding training sessions for kindergarten supervisors and teachers to introduce the STEM approach, its significance, and ways to apply it in the daily kindergarten program. Finally, this study highlights the need for additional research on the effectiveness of the STEM approach in the development of many different variables, including problem-solving skills, creative thinking, and 21st-century skills among kindergarten children.

Investigating the impact on learning outcomes through the use of EdTech during COVID-19: Evidence from an RCT in the Punjab province of Pakistan

The objective of the current study is to test the impact of low-tech solutions during COVID-19 school closures on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. Simple random sampling technique is adopted for the selection of participants in the study. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS), and Digital teacher training sessions (DTS). Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps.

Using Google Jamboard in teacher training and student learning contexts

Keeping social constructivist learning experiences alive in the online classroom is important for our students’ positive learning outcomes. Supporting pedagogies such as collaboration, discovery learning, and the principles of Universal Design for Learning can be facilitated by EdTech tools. One such tool is Google Jamboard, a cloud-based virtual whiteboard. This review of Jamboard focuses on how this simple platform can be used in two contexts: teacher-training sessions within a Scholarship of Teaching & Learning (SoTL) program and by educators in the classroom for student learning activities. The aim of this review is to show illustrative case study examples from around the world of Jamboard in practice, in order to inspire educators to try Jamboard in their own teaching and learning contexts.

Impact of Covid-19 Lockdown on Engineering Education System; A Survey Based Case Study in Pakistan

The education system in Pakistan is suffering a lot of challenges in this modern world of advanced technologies. The engineering and technical education system is implementing modern techniques to improve the quality of education. The current disaster of coronavirus has badly affected the operation of engineering education in Pakistan, and student and faculty members are suffering from several issues in implementing a successful online education of digital semester. Each stakeholder has their own problems to make online education efficient. A questionnaire survey has been conducted with students as well as faculty members of engineering disciplines from different institutions. Different problems and issues are discussed with both stakeholders to observe the flaws which have been suffered by Pakistan’s higher education in the engineering sector. The effect of teacher’s academic profile, their attitude, professional field experience and advanced skills were discussed with 1000 students randomly. Similarly, 100 faculty members were questioned regarding the problems of the digital education system and pandemic effects on their performance. Various observations are concluded with this short survey-based research, and some suggestions are provided to improve the quality of education in this pandemic situation. The proposed solutions include the training sessions for teachers to get quipped with digital technologies, enforcement of lab sessions by opening all institutions at least one day a week, and professional experience requirements for the eligibility of academic staff.

Practices of Filipino Public High School Teachers on Digital Teaching and Learning Technologies during the COVID-19 Pandemic: Basis for Learning Action Cell Sessions

Purpose–With industry 4.0 revolutionizing the digitally renowned teaching and learning societies, this research study aims to uncover the practices of public high school teachers on digital teaching and learning technologies during the COVID-19pandemic. Method–This descriptive-correlational study surveyed 34 consented Filipino teacher-participants of a public high school system in the Buguey District, Northern Philippines. Validated responses extracted thru Google forms administered in 30 days were described using frequency counts and percentages. Perceived practices were correlated with teacher-participants' profiles, while qualitative key informant interviews disclosed best practices, challenges, and problems along with the use of digital technologies for teaching and learning.Results–Findings revealed rare practices on the use of digital technologies to teaching and learning during the COVID-19 pandemic among teachers which are mostly on early to middle age brackets, dominantly female, completed their equivalent Masters' degree, holding teacher 2 or 3 ranks, and permanently teaching in 6 to 10 years now. Practices of teachers in the use of digital teaching and learning tools are somewhatevident, eager to practice and acknowledging the benefits of using the digital tools and radiating best practices in the workplace. Despite some technical issues that are beyond control, having internet at home necessitates the teacher's role to enhance teaching and learning while maximizing the potential of varied tools.Conclusion–With the onslaught of the COVID-19 pandemic, the Department of Education (DepEd)has indeed necessitated teachers to be innovative in class towards achieving its vision-mission statement by integrating into the curriculum and instruction the use of digital teaching and learning tools.Recommendations–It is recommended that DepEd must continually upscale its technological competencies with the implementation of the proposedlearning action cell sessions.Research Implications–The relevant research findings provided insights for school administrators for implementing training sessions for teachers to be technologically pandemic-responsive.Practical Implications–The results of the study provided inputs for teachers to be adaptive to utilizing digital tools for teaching not only in time of a pandemic.