Upon acceptance to their programs, students will be placed under the guidance of their respective Program Coordinators. They will also be asked to select a research subject or topic, ideally from among the following research areas of GBSEALD:
The Sciences of Learning (Curriculum, Pedagogy, and Assessment)
The Psychology of Learning (Educational Psychology)
Language and Literacy
Teacher Education
Educational Leadership
Education for Sustainability
Philosophy and Critical Thinking
Jesuit Education (Ignatian Pedagogy and Leadership)
Learning Environments and Technologies
Catholic Education
Towards the end of the first semester of their first year, after substantial preliminary work on their possible thesis/dissertation research, they will be asked to join a Research Interest Group (RIG), where each RIG is organized around two research areas. For example: One group focuses on the Sciences and Psychology of Learning, while another works not only on Language and Literacy, but also Teacher Education. The RIGs and their lead faculties will be announced at the beginning of every academic year.
While a faculty member is available to provide guidance, the RIGs are designed to be primarily student-led groups where our graduate students—whether doctoral or masters—can brainstorm, share resources, update one another about their progress, and most of all, provide support to one another in their research projects. A student coordinator is appointed to ensure that the RIG meets at least twice a semester. Students are expected to set up a dedicated Canvas or any other documentation platform to upload and manage resources and track progress to ensure the continuity and effectiveness of the RIG.
Ideally, students' outputs for their course work should serve as the building blocks for their dissertations. They are expected to receive feedback on their outputs for possible inclusion in their dissertations or theses or for publication. Writing Collaboratories (or Writing Collabs) will provide Coaches who will assist them in working on their course outputs.
Research Interest Groups
RESEARCH AREAS
LEAD
INTERESTED FACULTY
THE SCIENCE AND PSYCHOLOGY OF LEARNING
Dr. Rhoda Nicdao
Galvin Ngo Rita Atienza Karen Natera Pinky Escarez Fr. Johnny Go SJ Marites Veloso Monica Moreno Kara Decloedt
LANGUAGE, LITERACY, & TEACHER EDUCATION
Dr. Isabel Martin
Jay Nicdao Rita Atienza Kara Decloedt Fr. Johnny Go SJ Galvin Radley Ngo Rhoda Nicdao Fr. Francis Alvarez SJ Monica Moreno Kara Decloedt
EDUCATIONAL LEADERSHIP & EDUCATION FOR SUSTAINABILITY
Dr. Assunta Cuyegkeng
Ana Macatangay Marite Irvine Jeraldine Ching Dr. Isabel Martin Fr. Johnny Go SJ
Fr. Johnny Go SJ Jeraldine Ching Rita Atienza Ana Macatangay Dr. Assunta Cuyegkeng
More on the RIGS…
The Science and Psychology of Learning
(R NICDAO)
About the RIG
In this RIG, we answer the question: How can a deeper understanding of how people learn be translated into effective, equitable, and innovative educational practices across global and local contexts? Using an interdisciplinary lens, we generate evidence-based insights into cognition, motivation, engagement, and socio-emotional learning. We explore how these insights can inform learning design, curriculum, pedagogy, and assessment. We aim to advance research and collaboration that transforms knowledge into meaningful change and innovation in learning and teaching.
Possible Questions
How can indigenous knowledge systems (or cultural values) be integrated with contemporary cognitive learning theories to enrich learning experiences across diverse cultures? What inclusive pedagogical practices best support the engagement of students with diverse learning needs?
In what ways can a contextualized curricula advance inclusivity while preserving cultural diversity?
How do socio-emotional skills contribute to learners’ persistence during climate change?
What inclusive assessment practices can better capture the learning of neurodivergent students in Philippine schools?
How do teachers adapt pedagogy and assessment across learning modalities to support inclusive education in the Philippine context?
Language, Literacy, & Teacher Education
(I MARTIN)
About the RIG
Former UN Secretary-General Kofi Annan is often quoted to have said (in 1997) that “literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of development... For everyone, everywhere, literacy is, along with education in general, a basic human right.” Sadly, this basic human right is denied of many Filipino children. Literacy is not possible without language. Because of this, it is important for educational research to approach these two areas are inextricably intertwined. This RIG is interested in the interface between literacy and language, and its implications on teacher education. In the end, it is the teacher who ensures that language is appropriately used to develop literacy among Filipino school children.
Possible Questions
Mother Tongue-Based Teaching and Learning
How does mother-tongue-based instruction affect the reading and writing skills of Filipino elementary school students in both their first language and in Filipino and English?
What are the primary challenges teachers face when implementing mother-tongue-based education in linguistically diverse classrooms, and what strategies can mitigate these issues?
Multiliteracies
How can teachers effectively integrate digital tools and media literacy into the K-12 curriculum to develop students' multiliteracies?
What is the impact of a multiliteracies approach on student engagement and their ability to critically evaluate information from various sources?
Culturally Relevant Literacy
How do culturally relevant teaching materials and pedagogical approaches influence the reading comprehension and motivation of students from different regions of the Philippines?
In what ways can teachers collaborate with local communities and families to create and use culturally relevant literacy resources?
Teacher competencies for literacy instruction
What specific competencies are essential for teachers to effectively deliver literacy instruction in a multilingual and multicultural setting?
How can teacher education programs and professional development initiatives be redesigned to better equip educators with the skills needed to teach literacy in the Philippine context?
Educational Leadership & Education for Sustainability
(A CUYEGKENG)
About the RIG
While Education for Sustainability is key in addressing social and environmental issues, it has been sidelined by more pressing issues of learning poverty and systemic inefficiency. In this RIG, we study the role of systems, change agents, and change processes in both Education for Sustainability and Educational Leadership. Understanding the former can enable learning that contributes to sustainability transformation in various settings, e.g., school, organization, or community. Investigating the latter can point to systemic approaches that can improve the delivery of education and the formation of the school community.
Possible Questions
How do school leaders enable transformative sustainability learning? How do school formation programs develop a sustainability mindset among students? What is the role of business leaders in developing an organizational mindset for sustainability?
AI and Learning Environments
(J GO SJ)
About the RIG
In this RIG, we investigate the role of technology as a tool for, and as context in education. We will inquire about how learning environments are changed and challenged by emerging technologies such as Artificial Intelligence or AI, and how tech-enriched, blended and online modalities give rise to opportunities and risks in teaching and learning. We will draw from the rich literature on technology in education, instructional design, blended and online learning, but also critique absences in the research, specially in the context of the Global South.
Possible Questions
What is the future of education in the Philippines, as empowered by digital technologies?
What factors contribute to student success in digital learning environments?
How will teacher and learner roles change in an age of GenAI?
To what extent does technology and digitisation close or widen gaps among learners? What perspectives from the Global South are prominent education technology frameworks and theories?
Philosophy, Critical Thinking, and Catholic and Jesuit Education
(F ALVAREZ SJ)
About this RIG
Every educational intervention and policy has an underlying philosophical framework—whether the educator is aware of it or not. In this RIG, we will anchor ourselves on critical thinking and examine the explicit and implicit assumptions which shape our educational decisions. We will draw from the deep waters of Catholic and Jesuit educational traditions and explore how they can lead us to contemporary pedagogical innovations.
Possible Questions
Which philosophical frameworks are most responsive to the current educational challenges and sociocultural context of the Philippines? How does Critical Realism stand as a possible meta-theory for educational research?
What models of critical thinking align with both philosophical rigor and practical classroom implementation, particularly within values-based education?
What are the defining principles and pedagogical commitments that distinguish Catholic education as a distinct tradition? What makes Catholic education Catholic?
In what ways does Jesuit education embody a unique educational philosophy, and how does it differ from broader Catholic approaches? What makes Jesuit education Jesuit?
How can elements of the Catholic and Jesuit educational heritage be strategically leveraged to address contemporary pedagogical needs? How can they lead to innovations?
