This study aimed to create an image of how research integrates in university teaching particularly in STEM education in a state university in Philippines. The participants were 104 teachers from five campuses of the university that offers STEM undergraduate programs. A quantitative research design was employed to address the central theme: The identification of the gap between the beliefs and perceptions of STEM Educators regarding the role of research in university teaching. T-test was used to test the difference between the actual and ideal beliefs of teachers. Cohen’s d values were computed to determine the effect sizes. The present study revealed that the STEM teachers highly valued the role of research in teaching. They especially considered the development of creative and critical dispositions as the most important goals of integrating research into teaching. However, the teachers reported low actual integration of research into their current teaching, revealing a major gap between their beliefs and the perceived actual integration research into their own teaching practices as evident in the result of the statistical tests. It further showed that institutional background appeared to be critical in the integration of research in teaching. Ultimately, STEM education in the university is emphatic on research content in the delivery of instruction while creating opportunities for learners to participate along the learning process. However, a research-based approach remains to be unpopular, much less for a research-oriented classroom. Strengthening research support and widening the scope of research culture are recommended.

Several studies argued that the inclination of individuals to participate in activities aiming at environmental conservation emanates from their degree of awareness of the existing problem. Hence, this study examined the level of awareness of students of Batanes State College, Philippines, towards climate change and compare their knowledge to the individual backgrounds. The researchers used a survey questionnaire as the primary tool for gathering data. Mean and percentage were used to describe the profile of the respondents and their awareness of climate change while Chi-Square Test was used to determine the significant difference in the awareness of the respondents in terms of their profile. The results showed that the students demonstrated a moderate level of awareness of the occurrences, causes and consequences of climate change. When compared against their personal backgrounds, the result revealed that there is no significant difference in their level of climate change awareness. This moderate level of awareness towards climate change, despite the harsh weather conditions frequently experienced in Batanes, calls for intensifying the school’s efforts in raising awareness of the occurrence, consequences, and causes of climate change. Consequently, these actions will eventually improve the attitude and behaviour of the students to take active participation in the protection of the environment.

Purpose: This study assessed the congruency of a graduate physical education program's goals and objectives using the Importance-Performance Analysis (IPA) framework. The research aimed to identify strengths, weaknesses, and opportunities for improvement, ultimately enhancing curriculum and bridging the gap between academia and the physical education and sports industry. Materials and Methods: a cross-sectional survey was conducted, utilizing a structured questionnaire distributed to 135 participants classified as internal and external stakeholders selected via purposive convenience sampling. The questionnaire was administered via Google Forms. The questionnaire consisted of items related to stakeholders' demographic profile, awareness, acceptability, and perceived levels of importance and performance of the goals and objectives of the program. Data analysis involved descriptive statistics, IPA, and Independent Samples T-test to determine varying perceptions among stakeholders. Results: The findings indicated a substantial degree of awareness and acceptability of the program's goals and objectives among stakeholders. The study also revealed a strong alignment between the program objectives, graduate school objectives, and the university's vision and mission. However, certain discrepancies emerged concerning stakeholders' acceptability levels for specific objectives. With regard to the importance-performance analysis, the results highlighted the need for the organization to enhance its performance in producing graduates possessing advanced disciplinary content knowledge. Graduates should be equipped to examine and appreciate both traditional and contemporary theories, concepts, and models within their respective disciplines. Conclusion: The study concludes that stakeholders have high awareness and acceptability of the preambular provisions of the university and the MPE program, but external stakeholders have lower awareness and acceptability. The congruency between program objectives and graduate school objectives, as well as the alignment between the university vision and graduate school vision and mission, suggests a well-designed and implemented program. Meanwhile, the importance-performance analysis highlights areas to improve, such as advanced disciplinary content, effective communication, and critical thinking and research skills. Enhancing communication and engagement strategies, monitoring alignment with stakeholder needs, and reassessing the importance of certain goals can improve the program's alignment with broader institutional goals and contribute to the university's overall success.

Structures such as vernacular dwellings were not only shaped by culture and tradition but also reveal how people dealt with climate. Using a descriptive-qualitative research design, this study analysed the vernacular houses of the Ibanag, Itawit, and Malaweg in the province of Cagayan in the Philippines to derive a practical template for designing sustainable and climate-conscious houses and buildings. Using focus group discussions (FGD) and observations cross referencing it to concretised architectural and cultural sources revealed that the vernacular houses, particularly that of the Ibanag and Itawit, possess similar characteristics to the typical Filipino bahaykubo, however, distinguished with a separate kitchen bridged by a “balag” or “binattag”. It is elevated from the ground to keep the floor dry and to protect their belongings when the Cagayan River swells. The walling and windows of awning or sliding type made of bamboo practically makes the house penetrable providing natural ventilation and lighting. The “gannung” or “tallung” (silong in Tagalog) allows air to flow from below through the bamboo permeable floors. There is absence of ceilings or room divisions in the house that allows free circulation of air during the hot seasons. Moreover, materials like cogon, bamboo, uway (rattan), and local woods which are endemic in the locality were used in its construction. Ultimately, close community ties and the bayanihan spirit in the community are vital mechanisms for climate change adaptation. With the environmental challenges indigenous communities are facing today, the vernacular houses’ architectural design features can inspire the houses and buildings of today.

The aim of this study is to create a deeper analysis of the individual backgrounds of higher education educators who are involved in research on Science, Technology, Engineering, and Mathematics (STEM) in a state university in the Philippines.  To meet this objective, the study used a quantitative research design utilizing descriptive analytical tools. The participants were 104 teachers from the five campuses of the university that offers STEM undergraduate programs. Essentially, the study concludes that from the data gathered, the university has a gender-neutral participation in terms of doing research. The profile further creates an image that doing research in the university is not prejudicial to teachers with lower academic ranks. Meanwhile, the STEM educators have started doing research after some years of teaching and on average, teachers spend half of their academic experience in doing research. On another note, almost all of the respondents had more teaching loads than doing research and had less than four years of research experience on average. Based on these findings, for a university aiming to build a strong research culture, it is recommended to apportion more work time for conducting research in addition to teaching and strengthen the university research support to the faculty members by providing them opportunities to participate in research conferences, publish research outputs, and conduct research in the university.