ITEACH IN ACTION: AN INTEGRATIVE PARTNERSHIP MODEL FOR EDUCATIONAL ADVANCEMENT AND HOLISTIC LEARNING AMONG HIGHER EDUCATION INSTITUTIONS

Abstract

This study aimed to address critical professional development needs among educators in two partner schools, identified through a needs assessment that highlighted gaps in Research and Action Research, Technological Pedagogical Content Knowledge (TPACK), and Technology and Skills Assessment. A three-day training program was designed with objectives to: (a) enhance educators’ competencies in conducting research and action research through data analysis, ethical practices, and classroom-based inquiry; (b) strengthen TPACK by integrating emerging technologies with pedagogical strategies; and (c) improve proficiency in digital tools for teaching and assessment via hands-on workshops on coding, data analysis software, and engagement platforms. Subject-specific innovations were incorporated across English, Filipino, Mathematics, Science, and Physical Education, tailoring strategies to disciplinary contexts. A one-group pretest–posttest design was employed with 85 faculty members and instructional staff participating in interactive lectures, collaborative workshops, and guided action research planning sessions. Sessions were facilitated by subject-matter experts and emphasized practical application, peer feedback, and reflective problem solving. Post-test results revealed significant improvements across all focus areas, with participants demonstrating enhanced research skills, increased confidence in technology integration, and greater proficiency with digital teaching tools. Limitations of the design, including potential maturation effects, testing effects, and uncontrolled confounders, were acknowledged. Nonetheless, the findings underscore the effectiveness of targeted, contextually relevant training in equipping educators with 21st-century teaching competencies. Practical implications highlight the value of discipline-specific interventions and the need for follow-up measures to sustain long-term transfer to classroom practice.