Emerging Trends, Teaching Innovations, and Implementation Challenges in A State University
DOI:
https://doi.org/10.5281/zenodo.19490740Keywords:
emerging trends, teaching innovations, implementation challenges, higher education, state university, Project ARISEAbstract
This study examined the implementation of emerging trends in teaching, the utilization of teaching innovations, the challenges encountered, and the coping strategies employed in Pangasinan State University during Academic Year 2024–2025. Using a quantitative descriptive design, data were gathered from 600 respondents composed of 98 educational administrators and 502 faculty members across the university’s nine campuses through a researcher-made survey questionnaire administered via Google Forms. The instrument covered four major domains: implementation of emerging trends, utilization of teaching innovations, implementation challenges, and coping strategies. Data were analyzed using frequency, percentage, weighted mean, analysis of variance, and Pearson product-moment correlation. Results showed that respondents moderately implemented emerging trends in teaching (grand mean = 3.00), with soft skills development (WM = 3.23) and mental health awareness (WM = 3.15) ranking highest, while virtual reality and augmented reality integration ranked lowest (WM = 2.79). Teaching innovations were generally utilized (grand mean = 2.97), led by blended learning (WM = 3.07) and flipped classroom (WM = 3.02). Respondents agreed that they experienced implementation challenges (grand mean = 2.81), particularly in resource availability (WM = 2.88) and administrative support (WM = 2.86), and also agreed on the use of coping strategies (grand mean = 3.05), especially those related to cultural and organizational practices (WM = 3.18) and professional readiness of faculty (WM = 3.12). Significant differences were found among perceptions across the dimensions of implementation, utilization, challenges, and coping strategies. Correlation analysis showed a very low but significant positive relationship between implementation of emerging trends and utilization of teaching innovations (r = 0.148, p < .01), and between utilization of teaching innovations and challenges encountered (r = 0.131, p < .01). No significant relationship was found between implementation of emerging trends and implementation challenges (p = .806), nor between implementation of emerging trends and coping strategies (p = .746). The findings indicate that educational innovation in state universities is advancing, but its sustainability depends on institutional support, capacity building, policy responsiveness, and deliberate mechanisms for evaluation and improvement. On the basis of the findings, the paper advances Project ARISE as an institutional framework for strengthening innovation adoption in higher education.
Downloads
References
Awan, M. (2018). Digital competencies and collaborative learning in 21st-century education. Knowledge Management Press.
Bond, M., & Zawacki-Richter, O. (2019). Fifty years of educational technology research: A conceptual reviews and expert interviews. Computers & Education, 133, 46–63. https://doi.org/10.1016/j.compedu.2019.01.007
Commission on Higher Education. (2020). Guidelines on the implementation of flexible learning (CHED Memorandum Order No. 4, Series of 2020). https://ched.gov.ph/wp-content/uploads/CMO-No.-4-s.-2020-Guidelines-on-the-Implementation-of-Flexible-Learning.pdf
Commission on Higher Education. (2022). Sustaining flexible learning in higher education (CHED Memorandum Order No. 6, Series of 2022).
Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Fullan, M. (2001). The new meaning of educational change (3rd ed.). Teachers College Press.
Garrison, D. R., & Kanuka, H. (2018). Blended learning in higher education: Framework, principles, and guidelines. Educational Technology Publications.
Ghavifekr, S., & Quan, N. H. (2018). Administrative support and ICT integration in education: A qualitative study. Journal of Educational Technology & Online Learning, 1(2), 1–15.
Hattie, J. (2018). School culture and innovation in education. Routledge.
Hurix Digital. (2024, January 15). Trends redefining contemporary classrooms. https://www.hurix.com/trends-redefining-contemporary-classrooms/
Iucu, R., Marin, E., & Panisoara, G. (2020). Online teaching transitions and faculty support in higher education. Journal of Educational Sciences, 21(1), 34–52.
Kaminskienė, L., Bridge, C., & Jevsikova, T. (2022). ICT skills and micro-credentialing for higher education faculty: A systematic review. International Journal of Educational Technology in Higher Education, 19(14). https://doi.org/10.1186/s41239-022-00320-z
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mulgan, G. (2006). The process of social innovation. Innovations: Technology, Governance, Globalization.
OECD. (2022). Digital adaptation in education systems: Trends and indicators. OECD Publishing. https://doi.org/10.1787/19939251
Rogers, E. M. (1962). Diffusion of innovations. Free Press of Glencoe.
Sanchez, J. (2017). Educational innovation, authentic learning, and teacher roles in a digital age. Journal of Educational Innovation, 5(2), 112–125.
Scott, P. (2021). Regulation and university autonomy in higher education. Oxford University Press.
Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace. http://www.elearnspace.org/Articles/connectivism.htm
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on learning and teaching: A systematic review. International Journal of Educational Technology in Higher Education, 20(45). https://doi.org/10.1186/s41239-023-00411-z
Trochim, W. M. (2021). Descriptive quantitative research design. Research Methods Knowledge Base.
Vargo, S. L., & Lusch, R. F. (2004). Evolving to a new dominant logic for marketing. Journal of Marketing, 68(1), 1–17. https://doi.org/10.1509/jmkg.68.1.1.24036
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zhao, Y. (2012). The SAMR model and transformative technology integration in the classroom. Technology & Learning.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
