Journal of Innovations in Teaching and Learning

19/08/2026

📣 OFFICIAL ANNOUNCEMENT | 3rd RC²E

The Philippine Association of Chemistry Teachers – Region X Chapter (PACT-X) is pleased to announce the 3rd Regional Conference in Chemistry Education (RC²E) with the theme:

“Catalyzing the Future of Chemistry Education: Innovation, Artificial Intelligence, and Sustainable Learning”

📅 October 24, 2026
📍 Mindanao State University – Iligan Institute of Technology (MSU-IIT), Hinaplanon Campus

The 3rd RC²E brings together chemistry teachers, science educators, researchers, students, and professionals to share research, innovations, and exemplary practices in chemistry and science education.

✨ Conference Highlights:
🔹 Keynote and Plenary Lectures
🔹 Young Scientist Forum
🔹 Oral Presentations – Pure and Applied Chemistry
🔹 Oral Presentations – Chemistry Education
🔹 NEW: Show and Tell – featuring invited educators demonstrating innovative and practical teaching practices in science and chemistry
🔹 Pre-Conference Small-Scale Chemistry Workshop on October 23, 2026

📢 CALL FOR ABSTRACTS IS NOW OPEN!

Researchers, educators, students, and professionals are invited to submit their abstracts for consideration for the appropriate presentation category.

📝 Abstract: 250–300 words
📄 Format: Microsoft Word (.docx)
📌 Submission Form:
https://forms.gle/ayAF8oEKqKLiHgo58

The complete Information Sheet and Guidelines contain the conference components, presentation categories, abstract submission requirements, registration details, and other important information.

💡 Come share your research. Showcase your innovation. Inspire better science and chemistry teaching.

We look forward to welcoming you to RC²E 2026!

11/08/2026

📣 OFFICIAL ANNOUNCEMENT | 3rd RC²E

The Philippine Association of Chemistry Teachers – Region X Chapter (PACT-X) is pleased to announce the 3rd Regional Conference in Chemistry Education (RC²E) with the theme:

“Catalyzing the Future of Chemistry Education: Innovation, Artificial Intelligence, and Sustainable Learning”

📅 October 24, 2026
📍 Mindanao State University – Iligan Institute of Technology (MSU-IIT), Hinaplanon Campus

The 3rd RC²E brings together chemistry teachers, science educators, researchers, students, and professionals to share research, innovations, and exemplary practices in chemistry and science education.

✨ Conference Highlights:
🔹 Keynote and Plenary Lectures
🔹 Young Scientist Forum
🔹 Oral Presentations – Pure and Applied Chemistry
🔹 Oral Presentations – Chemistry Education
🔹 NEW: Show and Tell – featuring invited educators demonstrating innovative and practical teaching practices in science and chemistry
🔹 Pre-Conference Small-Scale Chemistry Workshop on October 23, 2026

📢 CALL FOR ABSTRACTS IS NOW OPEN!

Researchers, educators, students, and professionals are invited to submit their abstracts for consideration for the appropriate presentation category.

📝 Abstract: 250–300 words
📄 Format: Microsoft Word (.docx)
📌 Submission Form:
https://forms.gle/ayAF8oEKqKLiHgo58

The complete Information Sheet and Guidelines contain the conference components, presentation categories, abstract submission requirements, registration details, and other important information.

💡 Come share your research. Showcase your innovation. Inspire better science and chemistry teaching.

We look forward to welcoming you to RC²E 2026!

04/08/2026

Inviting research scholars, graduate students, beginning researchers, and faculty members in education to submit a paper on Innovative Teaching and Learning practices in the Journal of Innovations in Teaching and Learning.

This journal is published by the USTP-Graduate School Foundations Inc. in partnership with the College of Science and Technology Education and Science and Education Publishing.

To submit, click the link below: https://www.sciepub.com/journal/JITL

15/07/2026

The ninth paper for Volume 6, Issue 1 is entitled “The Innovative Development of English Teaching Approaches for English Pedagogical Students ” by Mengzhong WANG

Abstract:

In the new era of reform and opening-up in China, English Pedagogical Students are confronted with the continuous innovation and practical application of English teaching approaches. This study adopts the teaching case method, randomly selecting 42 English Pedagogical Students from two classes of School of Foreign Languages in Xinyang Normal University. All participants were autonomously divided into 11 groups, agreed on the teaching content, formulated teaching designs/plans and courseware, and selected representatives to present the lessons, demonstrating different teaching methods, contents and core competencies. It concludes that all the participants generally recognize that innovative English teaching approaches are crucial to continuously optimize in-class teaching and learning with technology-driven intentional adoption of diverse approaches and with focusing on core competences for English majors.

Access the full paper here: https://www.sciepub.com/JITL/abstract/17242

07/07/2026

𝐀𝐍𝐍𝐎𝐔𝐍𝐂𝐄𝐌𝐄𝐍𝐓 | 𝟐𝟎𝟐𝟔 𝐍𝐑𝐂𝐏 𝐀𝐧𝐧𝐮𝐚𝐥 𝐒𝐜𝐢𝐞𝐧𝐭𝐢𝐟𝐢𝐜 𝐂𝐨𝐧𝐟𝐞𝐫𝐞𝐧𝐜𝐞 & 𝟐𝟒𝐭𝐡 𝐌𝐢𝐧𝐝𝐚𝐧𝐚𝐨 𝐑𝐞𝐠𝐢𝐨𝐧𝐚𝐥 𝐂𝐥𝐮𝐬𝐭𝐞𝐫 𝐀𝐬𝐬𝐞𝐦𝐛𝐥𝐲

This year, we are driving the dialogue on ethical, SDG-oriented research under the theme: “Bridging Diversity, Advancing Innovation: Ethical and Transdisciplinary Research for a Progressive and Sustainable Mindanao.”

📅Save the Date: August 19, 2026
💻Platform: Zoom (FREE Registration)
⚠️Registration: Slots are limited with priority given to NRCP Mindanao members. Confirmed attendees will receive an email notification. Click the link in the comments section to register.

06/07/2026

28/06/2026

The eight paper for Volume 6, Issue 1 is entitled “Developing a Life Skills Competency Framework for Primary Students in Vietnam” by Ngo Vu Thu Hang, Le Ngoc Diem and Do Nhu Huong

Abstract: In the context of Vietnam’s educational reform shifting from content-based to competency-based approaches under the General Education Curriculum 2018, developing life skills for primary students has become a crucial objective. This study aims to develop a Life Skills Competency Framework tailored to the cognitive, emotional, and social characteristics of Vietnamese primary students. Guided by social constructivist theory and the competency-based education approach, the study employs a developmental research design combining document analysis, conceptual generalization, and curriculum content analysis. Domestic and international documents were systematically reviewed, including frameworks by WHO (1993), UNESCO - UNICEF (2003), CASEL (2013), P21 (2015), and OECD (2021). The findings propose an integrated Life Skills Competency Framework consisting of seven core competency domains: communication, collaboration, self-management, problem-solving, emotional intelligence, critical thinking, and financial literacy. These domains are structured along three foundational dimensions - cognitive, social, and emotional - reflecting the dialectical relationship between knowledge, attitude, and behavior. The proposed framework aligns with and extends the Vietnamese General Education Curriculum 2018, providing measurable indicators for assessing students’ life skills. It not only bridges theoretical gaps in life skills education at the primary level but also modernizes traditional Confucian values of self-control, empathy, and community responsibility within the context of global citizenship and digital transformation. The framework serves as a scientific and practical foundation for designing life skills education curricula in Vietnamese primary schools.

https://pubs.sciepub.com/jitl/6/1/8/index.html

07/06/2026

The seventh paper for Volume 6, Issue 1 is entitled “A Critical Review of Self-Efficacy Questionnaires for Mathematics and Special Education Teachers in Inclusive Mathematics Classrooms” by Arlyn B. Elorde,Heidemae R. Tabor, and Laila S. Lomibao

Abstract: Teacher self-efficacy is a key predictor of instructional quality, student engagement, and academic achievement. Inclusive mathematics classrooms require both mathematics and special education teachers to pair high self-efficacy with competencies in mathematics, differentiation, collaboration, and inclusive instructional practices. This literature review aims to investigate the self-efficacy scales currently used to measure the aforementioned competencies in inclusive mathematics classrooms. By conducting a systematic search of published studies from 2000 to 2025 using databases such as Web of Science, Scopus, and ERIC, and employing citation tracking according to predefined inclusion/exclusion criteria, the following analysis examined the characteristics, dimensions, and psychometric properties of seven instruments. Based on the results, all seven instruments have a satisfactory level of reliability and provide evidence of either construct or convergent validity; however, none of them cover the full set of competences required by both mathematics and special education teachers in inclusive classrooms. The most common self-efficacy dimensions include instruction, classroom management, collaboration, differentiation, behavior management, and pedagogical content knowledge of mathematics. Nevertheless, there is a gap in research on the relationships between self-efficacy and other education-related variables and a lack of specific validation of the instruments mentioned for inclusive mathematics classrooms. Therefore, current scales partially meet the requirements of measuring teacher self-efficacy in inclusive mathematics classes. This review recommends developing and validating a new self‑efficacy scale for inclusive mathematics classrooms, particularly in contexts where policies and curricula emphasize inclusive math education.
https://pubs.sciepub.com/jitl/6/1/7/index.html

12/05/2026

12/03/2026

The sixth paper for Volume 6, Issue 1 is entitled “Face-To-Face Laboratory Experiments Versus E-Laboratory Experiments on Developing Students’ Basic Science Process Skills and Interest Towards Learning Physics” by Rocky C. Valmores, and Laila S. Lomibao

Abstract: This study investigated the effects of face-to-face and e-laboratory experiments on students’ basic science process skills and interest toward learning physics. A quasi-experimental pretest–posttest control group design was employed involving 47 Grade 12 STEM students from the Misamis Oriental Institute of Science and Technology, Inc. Two intact sections were randomly assigned as control group, which was exposed to face-to-face laboratory experiments, and an experimental group, which engaged in e-laboratory experiments. Data were gathered using two validated instruments: a 26-item researcher-made science process skills test involving concepts on Kinematics and Newton's Laws of Motion with acceptable internal consistency of KR-20 = 0.77, and an adapted questionnaire to quantify interest in learning physics. Descriptive statistics, including mean and standard deviation, summarized the science process skills and interest scores, while Analysis of Covariance (ANCOVA) tested differences between groups. After the intervention, students in the face- to – face laboratory experiment increased in basic science process skills, while the students in the e- laboratory experiments slightly decreased. ANCOVA confirmed a significant effect of laboratory method on students’ basic science process skills. The results suggest that the face-to-face laboratory experiments was more effective in developing basic science process skills compared to e-laboratory experiments. In contrast, students’ interest toward learning physics showed minimal changes, and ANCOVA results indicated no significant difference between the students' interest towards physics. These findings suggest that face-to-face laboratory experiments are more effective for developing basic science process skills, while both methods yield similar outcomes in student interest toward learning physics. Hence, it is recommended that schools should establish well-equipped laboratories to provide students with hands-on learning experiences that develop their basic science process skills and interest towards learning physics.

https://pubs.sciepub.com/jitl/6/1/6/index.html