Knowledge, Attitude, And Practices of Science Teachers on Teaching in a Volatile, Uncertain, Complex, Ambiguous, and Disruptive (VUCAD) Environment: Basis For An Intervention And Support Plan
Vol. 15 (2026), Articles
Vol. 15 (2026)

Knowledge, Attitude, And Practices of Science Teachers on Teaching in a Volatile, Uncertain, Complex, Ambiguous, and Disruptive (VUCAD) Environment: Basis For An Intervention And Support Plan

Articles
https://doi.org/10.56648/aide-irj.v15i1.243
Published 2026-02-01
Cynthia B. Pascua
Cagayan State University
https://orcid.org/0009-0002-7314-848X
PDF

Keywords

VUCAD environment
science education
professional development

How to Cite

Pascua, C. B. (2026). Knowledge, Attitude, And Practices of Science Teachers on Teaching in a Volatile, Uncertain, Complex, Ambiguous, and Disruptive (VUCAD) Environment: Basis For An Intervention And Support Plan. AIDE Interdisciplinary Research Journal, 15(1), 57–89. https://doi.org/10.56648/aide-irj.v15i1.243
ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver

Download Citation

Endnote/Zotero/Mendeley (RIS) BibTeX

Abstract

The study focused on the knowledge, attitude, and practices (KAP) of science teachers in the Kalinga Division regarding on science teaching in a volatile, uncertain, complex, ambiguous, and disruptive (VUCAD) environment. The study used a descriptive-correlational design to understand the relationships among variables comprehensively. Data were collected through a self-structured questionnaire assessing science teachers' knowledge, attitudes, and practices regarding teaching VUCAD environments. Fifty science teachers participated in the study from thirty four public secondary of Schools Division of Kalinga The study revealed that teachers have a moderately knowledgeable mean rating of 3.29 regarding their level of knowledge in science teaching within a VUCAD environment. Teachers' attitudes toward science teaching in a VUCAD environment have a favorable mean rating of 3.78. However, the practices of science teachers have a descriptive value classified as rarely, with a mean of 2.16. It is seldom utilized in observed science teaching practices by teachers in a VUCAD environment. Intervention and support plans for science teachers to foster their resiliency and adaptability to the VUCAD environments will equip them to address all the changes in the educational landscape. Engaging science teachers to attend seminars and workshops will improve their teaching strategies and coping mechanisms in the VUCAD environment in science education and nurture students for future success.
https://doi.org/10.56648/aide-irj.v15i1.243
PDF

References

Alcantara, J. M. (2021). Bridging gaps: Attitudes of GIDA teachers toward educational reform in the new normal. Philippine Normal University Research Bulletin, 5(1), 90–102.

Almario, J. C., & Dizon, R. L. (2021). From resistance to resilience: Science teachers’ attitudes in the face of digital transformation. Philippine Social Science Journal, 4(2), 102–111.

Almazroa, H. (2020). Insights from Saudi Student Teachers: Successes and Challenges. International Journal of Instruction, 13(3), 445–460. https://doi.org/10.29333/iji.2020.13331a

Analysis of Developing Technological Pedagogical and Content Knowledge of Science Teachers: A Review. https://repository.unej.ac.id/handle/123456789/98611

Andres, L. M., Cruz, J. B. D., Gonzaga, M. P., Rodriguez, I. S., Sanchez, J. A., & Ortiz, A. F. (2021). Teachers’ level of adaptability and performance: their response to the rapidly transforming academic world. International Journal of English Literature and Social Sciences, 6(3), 326–331. https://doi.org/10.22161/ijels.63.46

Andres, L. M., Cruz, J. B. D., Gonzaga, M. P., Rodriguez, I. S., Sanchez, J. A., & Ortiz, A. F. (2021b). Teachers’ Level of Adaptability and Performance: Their Response to the Rapidly Transforming Academic World. International Journal of English Literature and Social Sciences, 6(3), 326–331. https://doi.org/10.22161/ijels.63.46

Answers to: State 3 ways in which an unhealthy living environment could negatively affect the quality of life of people living in that environment. https://www.classace.io/answers/state-3-ways-in-which-an-unhealthy-living-environment-could-negatively-affect-the-quality-of-life-of-people-living-in-that-environment

Aquino, A. B., et al. (2021). Backliners: Roles of Science Educators in the Post-COVID Milieu. AQUADEMIA, 5(2), ep21010. https://doi.org/10.21601/aquademia/11053

Aquino, J. M., Culajara, C. J., & Culajara, J. P. M. (2022). Factors Behind Teachers’ Resistance to Participate in Professional Development in the Philippines: Basis in the Enhancement of Programs. Thai Journal of East Asian Studies, 26(2), 75–90. retrieved from https://so02.tci-thaijo.org/index.php/easttu/article/view/258340

AReej Elsayary, The impact of a professional upskilling training programme on developing teachers' digital competence,2023,https://doi.org/10.1111/jcal.12788

Armin Jentsch and Johannes König, Teacher Competence and Professional Development, 2022, https://doi.org/10.1007/978-3-030-88178-8_38

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007

Azumah, E. A., & Najah, A. N. (2024). Science teachers’ knowledge of technology, its usage, and challenges faced during integration. Universal Journal of Educational Research, 3(3), 150-160. https://doi.org/10.13189/ujer.2024.030301

Bachelor of Education (B.Ed.) - European International University - Study Anytime, Anywhere.. https://eiu.ac/bachelor-of-education/

Baculi, F. R. (2021). Teaching science amid disruption: Attitudes and experiences of Kalinga educators. Cordillera Studies Journal, 6(2), 66–75.

Banks, J. A., Banks, C. A. M., Cortés, C. E., Gay, G., & Garcia, R. L. (2005). Handbook of research on multicultural education (2nd ed.). Jossey-Bass.

Barak, M. (2020). Science teacher education in the twenty-first century: A pedagogical framework for uncertain and evolving contexts. Journal of Science Education and Technology, 29(2), 215–226. https://doi.org/10.1007/s10956-019-09796-8

Barnett, R. (2020). "Conditions of Flexibility: Securing a More Responsive Higher Education System." Educational Management Administration & Leadership, 48(1), 89-104.

Baron, J. V., & Cruz, J. A. D. (2023). The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA). Journal of Social, Humanity, and Education, 3(2), 89–103. https://doi.org/10.35912/jshe.v3i2.1194

Batalao, M. T., & Patingan, R. V. (2021). Teaching with limits: Low-tech strategies of science teachers in Kalinga during the pandemic. Kalinga Research Journal of Education, 3(2), 90–101.

Bayram-Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Aschim, E. L., Alcaraz-Dominguez, S., & Barajas, M. (2021). Science teachers’ pedagogical content knowledge development during inquiry-based learning. International Journal of Science Education, 43(2), 277–296. https://doi.org/10.1080/09500693.2020.1865580

Beauchamp, G., Hulme, M., Clarke, L., Hamilton, L., & Harvey, J. A. (2021). ‘People miss people’: A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic. Educational Management Administration & Leadership, 49(3), 375–392. https://doi.org/10.1177/1741143220987841

Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge Handbook of Creativity (pp. 447–463). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.026

Benjamin E. Baran and Haley M. Woznyj, Managing VUCA: The human dynamics of agility,2020 Aug 20: 100787.https://doi.org/10.1016%2Fj.orgdyn.2020.100787

Besonia, B. E. A. (2024). Teachers’ knowledge, perceptions, and practices in integrating elements of volatility, uncertainty, complexity, and ambiguity (VUCA) into language teaching. International Journal of ADVANCED AND APPLIED SCIENCES, 11(7), 1930 https://doi.org/10.21833/ijaas.2024.07.003

Bishop, R., O’Sullivan, D., & Berryman, M. (2020). Strengthening culturally responsive science teaching in indigenous communities. International Journal of Science Education, 42(14), 2345–2361. https://doi.org/10.1080/09500693.2020.1795263

Bozkurt, A., et al. (2020). "A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis." Asian Journal of Distance Education, 15(1), 1-126.

Brittle, B. (2019). Coping strategies and burnout in staff working with students with special educational needs and disabilities. Teaching and Teacher Education, 87, 102937. https://doi.org/10.1016/j.tate.2019.102937

Bumagat, R. J. M., Ordillas, M. G., Rogayan, D. V., Basila, R. M. G., Gannar, M. I. R., & Catig, M. J. (2023). Practices and Challenges of Teachers in Teaching Science Online. International Journal of Technology in Education and Science (IJTES), 7(3), 306–330. https://doi.org/10.46328/ijtes.484

Burns, E. C., Martin, A. J., Collie, R. J., & Mainhard, T. (2021). Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science. Learning and Instruction, 75, 101498. https://doi.org/10.1016/j.learninstruc.2021.101498

Carvan, M. T. (2015). Leadership Education for the Volatile, Uncertain, Complex, and Ambiguous Now: A Challenge to the Field. Journal of Leadership Education, 14(4), 3–10. https://doi.org/10.12806/v14/i4/c2

Challenges and coping strategies of science teachers. (2023). Canadian Journal of Educational and Social Studies, 3(4). https://doi.org/10.53103/cjess.v3i4.168

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.

Comighud, S. M. T., Futalan, M. C. Z., & Cordevilla, R. P. (2020). Instructional Supervision and Performance Evaluation: A Correlation of Factors. https://doi.org/10.33107/ubt-ic.2020.121

Comighud, S. M. T., Futalan, M. C. Z., & Cordevilla, R. P. (2020). Instructional Supervision and Performance Evaluation: A Correlation of Factors. https://doi.org/10.33107/ubt-ic.2020.121

Comighud, S. M. T., Futalan, M. C. Z., & Cordevilla, R. P. (2020). Instructional Supervision and Performance Evaluation: A Correlation of Factors. https://doi.org/10.33107/ubt-ic.2020.121

Dangle, Y. R. P., & Sumaoang, J. D. (2020). The implementation of modular distance learning in the Philippine secondary public schools. International Journal of Academic Multidisciplinary Research, 4(10), 100–107.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Aspiring to great teaching and learning: What matters most. Learning Policy Institute.

David, K. J., De Guzman, M. T., & Reyes, C. M. (2021). Navigating the new normal: Attitudes and coping strategies of Filipino science teachers in remote learning. Philippine Journal of Education Studies, 23(2), 45–58.

Davis, B., & Sumara, D. (2006). Complexity and Education: Inquiries Into Learning,

Davis, E. A., & Krajcik, J. S. (2005). Designing education for complex scientific reasoning. Journal of Research in Science Teaching, 42(3), 319-338. https://doi.org/10.1002/tea.20055

Del Rosario, J. M., & Aquino, M. L. (2023). Strengthening science teaching in rural Philippine schools through professional learning communities. Philippine Journal of Teacher Education, 10(1), 67–81.

Dela Cruz, L. A., & Manlapig, M. B. (2022). Resilience and adaptive attitudes of Filipino science teachers in the new normal. Journal of Philippine Education and Learning, 9(2), 65–73.

Department of Education. (2020). DepEd Order No. 14, s. 2020: Guidelines on the Required Health Standards in Basic Education Offices and Schools. Retrieved from https://www.deped.gov.ph/wp- content/uploads/2020/06/DO_s2020_014.pdfEduc Res 6, 11 (2024). Lv,

B., & Zhou, D., Rong, Z., Tian, Z., & Wang, J. (2024). Effects of professional development program on primary science teachers’ ICT use in China: Mediation effects of science teachers’ knowledge, beliefs and instructional practice. Disciplinary and Interdisciplinary Science Education Research, 6, Article 11. https://doi.org/10.1186/s43031-024-00099-4

Department of Education. (2020, May 4). DepEd Memorandum No. 050, s. 2020: DepEd professional development priorities for teachers and school leaders for school year 2020–2023.

Desimone, L. M., & Garet, M. S. (2015). "Best practices in teachers' professional development in the United States." Psychology, Society & Education, 7(3), 252-263.

Diaz, O., Segredo-Morales, E., & González, E. (2023). Teaching Experience Applying VUCA Environments in University Studies. ICERI2023 Proceedings, 948-951. https://doi.org/10.21125/iceri.2023.0320

Diego Varas, Macarena Santana, Miguel Nussbaum, Susana Claro, Patricia Imbarack, Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding, 2023, https://doi.org/10.1016/j.tsc.2023.101289

Dumapias, C. G., & Wong, A. C. (2020). Bridging science and culture: Practices of Cordilleran educators in integrating indigenous knowledge into science teaching. Asia Pacific Journal of Indigenous Education, 2(2), 78–88.

Edgar R. Eslit, 21st Century Teaching: Updates, Challenges, and Best Practices, Jul 2023, https://doi.org/10.13140/RG.2.2.21864.65284

Elementary Education Masters Degree | Salary and Programs 2023. https://www.universities.com/education/elementary-education-masters-degree

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

Filomena T. Dayagbil, Daisy R. Palompon, Laurence L. Garcia, Michelle Mae J. Olvido, Teaching and Learning Continuity Amid and Beyond the Pandemic, 2021, Volume 6 - 2021 | https://doi.org/10.3389/feduc.2021.678692

Garcia, L. V., & Balabag, R. P. (2020). Culturally embedded science teaching: Attitudes of rural educators in the Philippines. Asia Pacific Journal of Indigenous Education, 2(1), 22–31.

Gess-Newsome, J., & Lederman, N. G. (2021). Reforming science education in complex times: Understanding teacher attitudes. Science Education, 105(2), 263–280. https://doi.org/10.1002/sce.21615

Global report on teachers: addressing teacher shortages and transforming the profession. (2024). In UNESCO eBooks. https://doi.org/10.54675/figu8035

Gough, N. (2019). "Future-oriented pedagogies in teacher education: Expanding the horizon of education for sustainability." Environmental Education Research, 25(9), 1386-1397.

Green, R. A., & Winton, H. R. (2021). Resilient science teaching in the aftermath of disruption: Lessons from the pandemic. Teaching Science, 67(4), 34–41.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Henderson, R., & Kesson, K. (2020). Science teacher resilience in VUCA times: Rethinking professional development. Journal of Education for Teaching, 46(5), 602–615. https://doi.org/10.1080/02607476.2020.1805992

Hennessy, S., Haßler, B., & Hofmann, R. (2021). Pedagogic strategies for teaching in low-resource environments: Insights from rural African classrooms. International Journal of Educational Development, 80, 102334. https://doi.org/10.1016/j.ijedudev.2021.102334

Hiya Almazroa and Wadha Alotaibi, Teaching 21st Century Skills: Understanding the Depth and Width of the Challenges to Shape Proactive Teacher Education Programmes, 2023, https://doi.org/10.3390/su15097365

Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in educational emergencies. Teaching and Teacher Education, 96, 103004. https://doi.org/10.1016/j.tate.2020.103004

International Journal of Technology in Education and Science. (2021). Teachers' Utilization of Computer-Based Technology in Science Instruction, 5(3), 427-446

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.

Johnson, S. M., Kraft, M. A., & Papay, J. P. (2020). "How Context Matters in High-Need Schools: The Effects of Teachers' Working Conditions on Their Professional Satisfaction and Their Students' Achievement." Teachers College Record, 114(10), 1-39.

Josephine Wolff, How Is Technology Changing the World, and How Should the World Change Technology?, 2021, https://doi.org/10.1525/gp.2021.27353

Journal of Medical Internet Research - Associations of eHealth Literacy With Health Behavior Among Adult Internet Users. https://jmir.org/2016/7/e192/

König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Kowalczuk-Walędziak, M., Lopes, A., Underwood, J., Daniela, L., & Clipa, O. (2020). Teachers’ professional learning when building a research-based education: Context-specific, collaborative, and teacher-driven professional development. International Journal of Educational Research, 99, 101516. https://doi.org/10.1016/j.ijer.2019.101516

Kriscentti Exzur Pilapil BarcelonaBryan Agell Jay DalingPatrick Doria and Diana Ubatay, Challenges and Opportunities of TLE Teachers in Philippine Public Schools: An Inquiry, 2023, https://doi.org/10.37745/bjmas.2022.0247

Lamsen, J. T., & Pascua, M. G. (2022). Navigating uncertainty: Science teachers’ adaptive attitudes in the Cordillera region during modular learning. Philippine Journal of Science Education, 3(1), 45–53.

Lapada, A. A., Miguel, F. F., Robledo, D. a. R., & Alam, Z. F. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges. International Journal of Learning Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8

Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Lawrence Erlbaum Associates.

Lee, I., & Yin, H. (2021). Teacher identity and professional development: The impact of educational change in volatile contexts. Teaching and Teacher Education, 98, 103253. https://doi.org/10.1016/j.tate.2020.103253

Linda la Velle, The challenges for teacher education in the 21st century: urgency, complexity and timeliness, 2020, https://doi.org/10.1080/02607476.2019.1708621

Ling Li, Reskilling and Upskilling the Future-ready Workforce for Industry 4.0 and Beyond, 2022, doi: 10.1007/s10796-022-10308-y

Linor Lea Hadar, Oren Ergas, Bracha Alpert and Tamar Ariav, Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis, 2020, DOI: 10.1080/02619768.2020.1807513

Llamas, J. M., & Ramos, E. R. (2022). Teaching science in ambiguous times: A Philippine perspective. Journal of Asian Education Studies, 4(1), 12–22.

Lotter, C., Smiley, W., & Wandersee, J. (2020). Developing teacher attitudes toward uncertainty in science teaching. International Journal of Science and Mathematics Education, 18(3), 443–461. https://doi.org/10.1007/s10763-019-09981-y

Lv, B., Zhou, D., Rong, Z. et al. Effects of professional development program on primary science teachers’ ICT use in China: mediation effects of science teachers’ knowledge, beliefs and instructional practice. Discip Interdscip Sci Esenyel, V. (2024). Evolving Leadership Theories: Integrating Contemporary Theories for VUCA Realities. Administrative Sciences, 14(11), 270. https://doi.org/10.3390/admsci14110270

Malahay, R. S. (2021). Area of Specialization and Teaching performance of the Secondary science teachers in Negros Oriental, Philippines. Journal of Scientific Research and Reports, 97–103. N https://doi.org/10.9734/jsrr/2021/v27i1130461

Marquez, C. P., & Santos, R. J. (2021). Navigating change: Attitudes of science teachers amid complexity in Philippine education. Journal of Educational Policy and Innovation, 7(2), 76–85.

Martha Cleveland-Innes, Student Demographic Change and Pedagogical Issues in Higher Education, 2020, https://doi.org/10.1007/978-3-030-28227-1_11

Mateo, S. A., Ruiz, L. M., & del Mundo, R. T. (2022). Science teaching in crisis: Adaptive practices in complex rural settings. Philippine Educational Research Journal, 5(1), 56–69.

Melanie G. Lumboy, & Nancy Joy M. Mangansat, Ph.D. (2022). "NEW NORMAL METHOD OF INSTRUCTION IN SPECIAL SCIENCE INSTITUTIONS”. European Scholar Journal, 3(6), 25-65. Retrieved from https://scholarzest.com/index.php/esj/article/view/2354

Mendoza, A. P., & Castillon, J. M. (2022). Collaboration as a coping mechanism: Teacher practices in remote learning contexts. Philippine Journal of Education and Innovation, 4(1), 58–67.

Mishra, P., & Koehler, M. J. (2006). "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge." Teachers College Record, 108(6), 1017-1054.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1064.

Mohsen Tavakol and David O'Brien,2023, The importance of crafting a good introduction to scholarly research: strategies for creating an effective and impactful opening statement, https://doi.org/10.5116/ijme.6499.82af

Mughal, S. (2004). Infusing environmental themes into existing primary in-service teacher education programs in science. Aga Khan University. https://ecommons.aku.edu/theses_dissertations/115/

Muthanna, A., Almahfali, M., & Haider, A. (2022). The Interaction of War Impacts on Education: Experiences of School Teachers and Leaders. Education Sciences, 12(10), 719. https://doi.org/10.3390/educsci12100719

Ngan Thi Lan Nguyen,How to develop four competencies for teacher educators, Volume 8 - 2023 | https://doi.org/10.3389/feduc.2023.1147143

Ong, J. C., & Gella, G. T. (2021). Science teaching in times of crisis: Lessons from the COVID-19 pandemic in the Philippines. Philippine Journal of Education, Culture and Society, 9(1), 45–58.

Organisation for Economic Co-operation and Development (OECD). (2019). OECD Learning Compass 2030: A series of concept notes. Retrieved from https://www.oecd.org/education/2030-project/

Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., & Picaza Gorrotxategi, M. (2021). Psychological symptoms during the two stages of lockdown in response to the COVID-19 outbreak: An investigation in teachers. PLOS ONE, 16(3), e0249036. https://doi.org/10.1371/journal.pone.0249036

Padilla, M. A., & Beltran, J. R. (2020). Adapting with purpose: Filipino science teachers' attitudes during the shift to online education. Philippine Journal of Education, Culture, and Society, 12(1), 55–63.

Pandoy, L., Diaz, Z., Salem, K., Damaso, J., Cabaylo, R., & Abo, C. (2022). Science Teachers’ Lived Experiences and Challenges during COVID-19 Pandemic. Indonesian Journal of Teaching in Science, 2(2), 155-174. doi:https://doi.org/10.17509/ijotis.v2i2.49554

Pandoy, L., Diaz, Z., Salem, K., Damaso, J., Cabaylo, R., & Abo, C. (2022). Science Teachers’ Lived Experiences and Challenges during COVID-19 Pandemic. Indonesian Journal of Teaching in Science, 2(2), 155-174. doi:https://doi.org/10.17509/ijotis.v2i2.49554

PEDAGOG - Blockchain Based Learning Platform. https://pedagog.ac/course/Bachelor-of-Education-B-Ed-

Perez, L. B., & Aragon, A. R. (2021). Navigating disruption: Science teachers’ responses to K to 12 reforms in the Philippines. Philippine Journal of Educational Measurement, 6(1), 89–98.

Pijanowski, J. C., & Brady, K. P. (2021). "Using Reflective Practice and Collaborative Decision-Making to Address Ambiguity in Educational Leadership." Journal of Educational Administration, 59(4), 413-429.

Preña, E. M., & Labayo, C. P. (2024). Policy responses to extreme heat and its impact on education: The Philippine experience. Policy Futures in Education. https://doi.org/10.1177/14782103241288276

Priestley, M., & Philippou, S. (2020). Curriculum making as social practice: Complexities and the role of professional communities. Journal of Curriculum Studies, 52(1), 1–14. https://doi.org/10.1080/00220272.2019.1676191

Ramli, N. H., & Syah, N. H. (2022). Professional learning communities and teacher adaptability in volatile teaching environments. International Journal of Educational Research Review, 7(1), 33–42.

Reyes, L. V., & Bacani, J. A. (2021). Science teachers’ experiences in the new normal: Challenges and coping mechanisms. Philippine Journal of Education Studies, 15(1), 22–36.

Reyes, M. L., & Santos, J. P. (2021). Resilience in practice: Science teachers' instructional strategies in GIDA schools during the pandemic. Journal of Philippine Education Studies, 6(2), 91–100.

Rogayan, D. V., Jr, & Dantic, M. J. P. (2021). Backliners: Roles of science Educators in the Post-COVID milieu. Aquademia, 5(2), ep21010. https://doi.org/10.21601/aquademia/11053

Runco, M. A. (2010). Divergent thinking, creativity, and ideation. In Cambridge University Press eBooks (pp. 413–446). https://doi.org/10.1017/cbo9780511763205.026

Saguid, E. S., & Dizon, R. J. (2020). Indigenous knowledge systems and practices in teaching science: The Cordillera experience. Asia Pacific Journal of Multidisciplinary Research, 8(3), 104–113.

Samosa, R. C. (2021). Cooperative Learning Approach as innovation to improve students’ academic achievement and attitude in teaching biology. Journal of World Englishes and Educational Practices, 3(1), 01–10. https://doi.org/10.32996/jweep.2021.3.1.1

San Luis, J. C., & Villafranca, M. R. (2022). Looking Through the Lens of Rural Science Teachers in the New Normal Setting. International Journal of Educational Management and Development Studies, 3(1), 74–96. https://doi.org/10.53378/352864

Sannadan, J. G. M., Buslig, S. M. C. A., Pannogan, O. C., & Quesada, M. E. (2024). The Kalinga People’s Commitment to Diversity and Inclusion: Narratives and Lessons from the Underground. Acta Sci, 25, 4.

Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Publishing. https://doi.org/10.1787/21940335

Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.

Schoolizer - How to Make Lesson Plans? The Best Way to Plan Lessons in 2024. https://schoolizer.com/en/article/59/how-to-make-lesson-plans-the-best-way-to-plan-lessons-in-2024

Schools Division Office of Kalinga. (2023). Division Memorandum No. 285, s. 2023: Conduct of Training of Teachers on Creative Pedagogies and Creative Teaching for Learning Packages in Math, Science, and English. Retrieved from DepEd Kalinga Official Website

Serrano, L. M., & Almazan, J. P. (2022). Teaching with limitations: Science teachers’ responses in rural Philippine schools. Philippine Journal of Basic Education, 4(2), 78–88.

Sharon Kim , Mahjabeen Raza, and Edward Seidman,Improving 21st-century teaching skills: The key to effective 21st-century learners,2019,Volume 14, Issue 1 https://doi.org/10.1177/1745499919829214

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795

Benson, C., & King, P. (2018). Curriculum changes and their impact on science teachers' knowledge and classroom practices in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 22(1), 65-80. https://doi.org/10.1080/18117295.2018.1439820

Sources and related content

Teaching, and Research. Routledge.

Torres, M. C., & Tarrayo, V. N. (2022). Attitudes of Filipino science teachers towards curriculum adaptation in times of crisis. Asia Pacific Journal of Multidisciplinary Research, 10(1), 34–41.

Tugade, J. M., & Alipio, M. M. (2021). Teaching science remotely in rural Philippines: Practices and challenges in the new normal. Philippine Journal of Multidisciplinary Research, 4(1), 15–27.

Valdez, G. C. (2021). The K to 12 distance learning experience of teachers in the Philippines: A multiple case study. Journal of Education, Management and Development Studies, 1(1), 1–7.

Vergel IdulogRonald GadianoEdmon Toledo, Ronalyn Bautista, Ronalyn Bautista,Filipino Students’ Reading Abilities: A Note on the Challenges and Potential Areas for Improvemen, 2023, https://doi.org/10.57092/ijetz.v2i2.128

Vescio, V., Ross, D., & Adams, A. (2008). "A review of research on the impact of professional learning communities on teaching practice and student learning." Teaching and Teacher Education, 24(1), 80-91.

Windschitl, M., Thompson, J., & Braaten, M. (2020). Ambitious science teaching: Navigating complexity in reform contexts. Science Education, 104(1), 41–67. https://doi.org/10.1002/sce.21556

Yoon, K. S., Lee, S. W., & Krajcik, J. (2007). Transforming middle school science education using a problem-based learning approach. The Journal of Educational Research, 100(4), 189-200.

Zara, C. G., Balazon, F., Wangdi, T., Perales, W. F., Praditson, P., & Ulla, M. B. (2022). Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.981217

Zhou, M., & Brown, D. (2021). Educational innovation in uncertain times: Teachers’ attitudes and experiences in post-COVID China. International Journal of Educational Development, 84, 102408. https://doi.org/10.1016/j.ijedudev.2021.102408

Zhu, X., & Liu, J. (2020). Education in and after COVID-19: Immediate responses and long-term visions. Postdigital Science and Education, 2, 695–699. https://doi.org/10.1007/s42438-020-00126-3

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.