The Global Research’s Desk

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐏𝐄𝐄𝐉𝐀𝐘 𝐁𝐀𝐒𝐋𝐀𝐍, 𝐄𝐝𝐃
Lead Author:
Doctor of Education Major in Educational Management & Development
Cebu Technological University – Main Campus
R. Palma St., Cebu City

𝐑𝐔𝐅𝐈𝐍𝐎 𝐓. 𝐓𝐔𝐃𝐋𝐀𝐒𝐀𝐍 𝐉𝐑., 𝐏𝐡𝐃
Co-author:
Professor
Cebu Technological University – Main Campus
R. Palma St., Cebu City

We proudly celebrate your international publication:

Article: Adaptive Instructional Supervision to Enhance Teachers’ Performance: Projected Outcomes”

📘 Excellencia: International Multi-Disciplinary Journal of Education
📅 Volume 4, Issue 6 (2026)
🌍 International Peer-Reviewed Academic Journal
📄 ISSN: 2994-9521

🔗https://zenodo.org/records/20656781

🔗https://multijournals.org/index.php/excellencia-imje/article/view/3924

📖 Citation:

Baslan, P., & Tudlasan, R. T. Jr. (2026). Adaptive Instructional Supervision to Enhance Teachers’ Performance: Projected Outcomes. Excellencia: International Multi-Disciplinary Journal of Education, 4(6), 162–213.

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:

🔎The study revealed that effective instructional leadership practices significantly influence teachers’ performance across the Philippine Professional Standards for Teachers (PPST) domains. Findings emphasized that adaptive instructional supervision, continuous professional learning, meaningful feedback, and strong school leadership contribute to enhanced teaching competence and sustained professional growth among educators. 📚

🌎👏 We proudly celebrate your valuable contribution to educational leadership, instructional supervision, teacher development, and evidence-based educational research. Your work provides meaningful insights into strengthening teaching quality and promoting continuous improvement in schools through effective instructional leadership.

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐉𝐄𝐅𝐅𝐑𝐘 𝐁. 𝐏𝐀𝐕𝐎, 𝐄𝐝𝐃
Lead Author

Doctor of Education Major in Educational Management & Development
Cebu Technological University – Main Campus
R. Palma St., Cebu City

𝐑𝐔𝐅𝐈𝐍𝐎 𝐓. 𝐓𝐔𝐃𝐋𝐀𝐒𝐀𝐍 𝐉𝐑., 𝐏𝐡𝐃
Co-author:
Professor
Cebu Technological University – Main Campus
R. Palma St., Cebu City

We proudly celebrate your international publication:

📚 “Essentializing Reading Achievement of Key Stage 3 Learners Through Aral Program: Evidence-Based Reference”

📘 International Journal of Trend in Scientific Research and Development (IJTSRD)
📅 Volume 10, Issue 3 (June 2026)
🌍 International Peer-Reviewed Journal
📄 E-ISSN: 2456-6470

🔗DOI: https://doi.org/10.5281/zenodo.20636869

🔗https://www.ijtsrd.com/other-scientific-research-area/other/125010/essentializing-reading-achievement-of-key-stage-3-learners-through-aral-program-evidencebased-reference/jeffry-b-pavo

📖 Citation:

Pavo, J. B., & Tudlasan Jr., R. T. (2026). Essentializing Reading Achievement of Key Stage 3 Learners Through Aral Program: Evidence-Based Reference. International Journal of Trend in Scientific Research and Development (IJTSRD), 10(3), 778–820.

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:

🔎The study found that effective implementation of the ARAL Program significantly improves the reading achievement of Key Stage 3 learners. Success is strengthened through learners’ readiness, competent tutors, supportive school environments, parental involvement, and strong governance systems, highlighting the importance of a collaborative approach to literacy development. 📚

🌎👏 We proudly celebrate your valuable contribution to literacy education and evidence-based educational research. Your work provides meaningful insights into improving reading achievement and supporting learner success through effective implementation of the ARAL Program.

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐁𝐄𝐍𝐉𝐈𝐄𝐌𝐄𝐍 𝐂. 𝐋𝐈𝐁𝐑𝐀𝐍𝐃𝐎
Author

Master of Arts in Education, Major in English Teaching
Cebu Technological University Main Campus
R. Palma St., Cebu City

We proudly celebrate your international publication:

💡 “The Impact of an AI-Powered Language Learning Tool on the Oral Communication Proficiency of Alternative Learning System (ALS) Learners”

📘 American Journal of Language, Literacy and Learning in STEM Education
📅 Volume 4, Issue 6 (2026)
🌍 International Peer-Reviewed Academic Journal
📄 ISSN: 2993-2769

🔗 https://grnjournal.us/index.php/STEM/article/view/9525

DOI: https://doi.org/10.5281/zenodo.20566612

📖 Citation:

Librando, B. C. (2026). The Impact of an AI-Powered Language Learning Tool on the Oral Communication Proficiency of Alternative Learning System (ALS) Learners. American Journal of Language, Literacy and Learning in STEM Education, 4(6), 34–70. Retrieved from https://grnjournal.us/index.php/STEM/article/view/9525

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:

✅ AI-powered feedback significantly improved ALS learners’ oral communication proficiency in pronunciation accuracy, vocabulary usage, and fluency control.

✅ Pronunciation accuracy demonstrated the greatest improvement, highlighting the effectiveness of immediate and individualized AI-generated feedback.

✅ The intervention provided learners with consistent opportunities for practice, self-monitoring, and autonomous language development.

✅ Learners reported positive perceptions of AI-assisted learning, recognizing its value in enhancing speaking confidence and communication skills.

✅ The study confirms that AI-integrated language learning applications can serve as practical and scalable tools for supporting diverse learners in non-formal educational settings.

✅ Findings emphasize the potential of artificial intelligence to promote equitable access to quality language learning experiences and strengthen oral communication competencies among ALS learners.

🌎👏 The Global Research Desk proudly celebrates your valuable contribution to Artificial Intelligence in Education, Language Learning Innovation, Oral Communication Development, and Alternative Learning System (ALS) Education!

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐌𝐄𝐋𝐀𝐍𝐈𝐄 𝐁. 𝐆𝐀𝐑𝐂𝐈𝐀, 𝐄𝐝𝐃
Main author
𝐑𝐔𝐅𝐈𝐍𝐎 𝐓. 𝐓𝐔𝐃𝐋𝐀𝐒𝐀𝐍 𝐉𝐑., 𝐏𝐡𝐃
Co-author

Cebu Technological University Main Campus

We proudly celebrate your international publication:

💡 “Empowering Teachers as Researchers: Management Strategies for Sustaining School-Based Action Research”

📘 Journal of Research in Innovative Teaching and Inclusive Learning
📅 Volume 4, Issue 6 (2026)
🌍 International Peer-Reviewed Academic Journal
📄 ISSN: 3030-3036
🔖 DOI-Registered Publication

🔗https://journals.proindex.uz/index.php/JRITIL/article/view/3372

DOI: https://doi.org/10.5281/zenodo.20555262

📖 Citation:

Garcia, M. B., EdD, & Tudlasan, R. T. Jr., PhD. (2026). Empowering Teachers as Researchers: Management Strategies for Sustaining School-Based Action Research. Journal of Research in Innovative Teaching and Inclusive Learning, 4(6), 9–49. Retrieved from https://journals.proindex.uz/index.php/JRITIL/article/view/3372

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:

✅ Teachers were found to be empowered in terms of teacher empowerment, management support, and sustaining strategies for conducting school-based action research.

✅ Respondents perceived strong support in the areas of professional development and research impact, indicating a positive research culture within schools.

✅ Most teacher-researchers had attended relevant trainings and seminars; however, many had not yet conducted action research, highlighting opportunities for further capacity-building initiatives.

✅ The study revealed no significant relationship between teachers’ empowerment, management support, sustaining strategies, and the dimensions of professional development and impact.

✅ Findings emphasize that while teachers recognize their capability and available support systems, sustaining a culture of inquiry requires continuous strategic efforts, adequate resources, sufficient time, and effective utilization of completed research projects.

✅ The study recommends the implementation of a Research Capability Program as a management strategy to strengthen and sustain school-based action research in basic education.

🌎👏 The Global Research Desk proudly celebrates your valuable contribution to Educational Leadership, Teacher Empowerment, Action Research, and Research Capacity Development in Basic Education!

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐌𝐄𝐈𝐕𝐘 𝐀. 𝐋𝐈𝐑𝐀𝐒𝐀𝐍, DevEdD
Doctor in Development Education
Cebu Technological University – Main Campus

We proudly celebrate your international publication:

💡 “Valuing TLE Culinary Arts Competencies and Entrepreneurial Proficiency: Public Secondary Frames of Reference”

📘 Best Journal of Innovation in Science, Research and Development
📅 Volume 5, Issue 5 (2026)

🔗 http://www.bjisrd.com/index.php/bjisrd/article/view/3896

DOI: https://doi.org/10.5281/zenodo.20445034

📖 Citation:

Lirasan, M. A., DevEdD. (2026). Valuing TLE Culinary Arts Competencies and Entrepreneurial Proficiency: Public Secondary Frames of Reference. Best Journal of Innovation in Science, Research and Development, 5(5), 13–70. Retrieved from http://www.bjisrd.com/index.php/bjisrd/article/view/3896

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:

✅ Teachers demonstrated outstanding competencies in culinary arts, particularly in kitchen safety, food preparation, sanitation, and resource management.

✅ Learners showed strong culinary skills and entrepreneurial potential, especially in budgeting and sales recording, while needing additional support in marketing, decision-making, and risk-taking.

✅ A strong positive relationship was found between culinary arts competencies and entrepreneurial proficiency, highlighting the value of technical skills in developing entrepreneurial readiness.

✅ The study identified challenges such as limited financial resources, restricted access to ingredients and equipment, and insufficient exposure to real-world business experiences.

✅ The research recommends implementing a School-Based Food Enterprise Model to provide authentic entrepreneurial learning opportunities for students.

🌎👏 The Global Research Desk proudly celebrates your valuable contribution to Technical-Vocational Education, Culinary Arts, and Entrepreneurial Development!

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐂𝐀𝐓𝐇𝐄𝐑𝐈𝐍 𝐃. 𝐂𝐎𝐒𝐓𝐀𝐍𝐈𝐋𝐋𝐀, MAEd
Masters in Special Education
Cebu Technological University

Co-Authors
𝐋𝐈𝐋𝐈𝐁𝐄𝐓𝐇 𝐂. 𝐏𝐈𝐍𝐈𝐋𝐈, Dev.Ed.D., 𝐑𝐄𝐆𝐈𝐍𝐀 𝐄. 𝐒𝐈𝐓𝐎𝐘, Dev.Ed.D., 𝐑𝐄𝐘𝐋𝐀𝐍 𝐆. 𝐂𝐀𝐏𝐔𝐍𝐎, Ph.D., Dev.Ed.D., 𝐑𝐀𝐘𝐌𝐎𝐍𝐃 𝐂. 𝐄𝐒𝐏𝐈𝐍𝐀, Ph.D., Dev.Ed.D., 𝐌𝐀𝐑𝐉𝐎𝐑𝐈𝐄 𝐁. 𝐀Ñ𝐄𝐑𝐎, Ph.D.-T.M., 𝐍𝐈Ñ𝐀 𝐑𝐎𝐙𝐀𝐍𝐍𝐄 𝐓. 𝐃𝐄𝐋𝐎𝐒 𝐑𝐄𝐘𝐄𝐒, Dev.Ed.D., 𝐉𝐎𝐇𝐍 𝐕. 𝐃𝐄 𝐕𝐄𝐑𝐀, Dev.Ed.D.

We proudly celebrate your publication:

💡 “Exploring Teachers’ Professional Engagement and Competence in Inclusive Settings”

📘 Journal of Research in Innovative Teaching and Inclusive Learning
📅 Volume 4, Issue 5 (2026)

🔗 https://journals.proindex.uz/index.php/JRITIL/article/view/3342

DOI: https://doi.org/10.5281/zenodo.20445082

📖 Citation:

D. COSTANILLA, MAEd, C., LILIBETH C. PINILI, Dev.Ed.D., REGINA E. SITOY, Dev.Ed.D., REYLAN G. CAPUNO, Ph.D., Dev.Ed.D., RAYMOND C. ESPINA, Ph.D., Dev.Ed.D., MARJORIE B. AÑERO, Ph.D.-T.M., NIÑA ROZANNE T. DELOS REYES, Dev.Ed.D., & JOHN V. DE VERA, Dev.Ed.D. (2026). Exploring Teachers’ Professional Engagement and Competence in Inclusive Settings. Journal of Research in Innovative Teaching and Inclusive Learning, 4(5), 155–201. Retrieved from https://journals.proindex.uz/index.php/JRITIL/article/view/3342

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:

✅ Teachers demonstrated high levels of professional engagement and competence in inclusive classroom settings.

✅ A significant positive relationship was found between professional engagement and teaching competence.

✅ The study recommends strengthening professional development initiatives to support inclusive education practices.

🌎👏 The Global Research Desk proudly celebrates your valuable contribution to inclusive education and teacher development!

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐂𝐡𝐫𝐢𝐬𝐭𝐢𝐧𝐞 𝐑𝐨𝐬𝐞 𝐕. 𝐕𝐚𝐫𝐠𝐚𝐬, MAEd
Master of Arts in Vocational Education
Cebu Technological University Main Campus

𝐑𝐮𝐟𝐢𝐧𝐨 𝐓. 𝐓𝐮𝐝𝐥𝐚𝐬𝐚𝐧, 𝐉𝐫., 𝐏𝐡. 𝐃.
Co-Author
Cebu Technological University Main Campus

We proudly celebrate your remarkable achievement in publishing your research entitled:

💡 “Extent of Influence of the Administrative Support to the Instruction in Grade 12 Cookery - TLE”

📘 Journal: Journal of Research in Innovative Teaching and Inclusive Learning
📅 Volume 4, Issue 5 (2026)

🔗 Full Article:
https://journals.proindex.uz/index.php/JRITIL/article/view/3326

📖 𝐒𝐭𝐮𝐝𝐲 𝐇𝐢𝐠𝐡𝐥𝐢𝐠𝐡𝐭𝐬:
✅ The study revealed that strong administrative support positively influences students’ skills performance in Cookery-TLE.

✅ Students demonstrated Outstanding professional attributes and Very Satisfactory performance in food preparation and food safety practices.

✅ The research also emphasized the importance of enhanced laboratory resources, teacher training, and stakeholder partnerships in strengthening technical-vocational education.

📚 𝐇𝐨𝐰 𝐭𝐨 𝐂𝐢𝐭𝐞:

Vargas, C. R. V., & Rufino T. Tudlasan, Jr., Ph. D. (2026). Extent of Influence of the Administrative Support to the Instruction in Grade 12 Cookery - TLE. Journal of Research in Innovative Teaching and Inclusive Learning, 4(5), 99–141. Retrieved from https://journals.proindex.uz/index.php/JRITIL/article/view/3326

🌎👏 The Global Research Desk proudly celebrates your contribution to educational research, instructional innovation, and technical-vocational excellence!

🎉 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

𝐀𝐧𝐚 𝐌𝐚𝐞 𝐘. 𝐀𝐧𝐝𝐚𝐥𝐞𝐬
𝐌𝐚𝐫𝐢𝐣𝐨𝐲 𝐃. 𝐂𝐚𝐛𝐢𝐝𝐨
𝐌𝐚𝐫𝐢𝐞𝐜𝐫𝐢𝐬 𝐑. 𝐃𝐞𝐩𝐚𝐥𝐢𝐧𝐠
𝐄𝐝𝐞𝐧 𝐏. 𝐒𝐚𝐠𝐚𝐫𝐢𝐧𝐨
𝐌𝐚𝐫𝐲 𝐉𝐚𝐧𝐞 𝐍. 𝐒𝐚𝐧𝐜𝐡𝐞𝐳

Masters in Special Education
Cebu Technological University Main Campus

We proudly celebrate your successful publication of your research article entitled:

📘 “Challenges of Non-Special Education Teachers in Handling an Inclusive Learning Environment of Diverse Learners”

📚 Published in: Journal of Research in Innovative Teaching and Inclusive Learning
📅 Volume 4, Issue 5 (2026)

🔗 https://journals.proindex.uz/index.php/JRITIL/article/view/3317

📌 DOI: https://doi.org/10.5281/zenodo.20121005

This study explored the experiences and challenges faced by non-special education teachers in managing inclusive classrooms with diverse learners. The research highlighted difficulties in classroom management, instructional adaptation, behavioral intervention, and the lack of specialized training and resources in inclusive education settings.

✅ Findings revealed that while teachers demonstrated dedication and commitment to inclusive practices, many encountered challenges in addressing the varied academic, behavioral, and emotional needs of learners with disabilities. The study emphasized the importance of professional development, collaborative support systems, and institutional assistance to strengthen inclusive education implementation.

📌 The research also underscored the need for continuous teacher training, enhanced support from school administrators, and effective inclusive teaching strategies to create a more responsive and learner-centered educational environment for all students.

📚 How to Cite:
Andales, A. M. Y., Cabido, M. D., Depaling, M. R., Sagarino, E. P., & Sanchez, M. J. N. (2026). Challenges of Non-Special Education Teachers in Handling an Inclusive Learning Environment of Diverse Learners. Journal of Research in Innovative Teaching and Inclusive Learning, 4(5).

👏 The Global Research Desk congratulates you on this valuable contribution to inclusive education, teacher preparedness, and learner support in diverse educational settings.

🌍 𝐂𝐎𝐍𝐆𝐑𝐀𝐓𝐔𝐋𝐀𝐓𝐈𝐎𝐍𝐒 𝐎𝐍 𝐘𝐎𝐔𝐑 𝐈𝐍𝐓𝐄𝐑𝐍𝐀𝐓𝐈𝐎𝐍𝐀𝐋 𝐏𝐔𝐁𝐋𝐈𝐂𝐀𝐓𝐈𝐎𝐍!

Dr. 𝑮𝒆𝒓𝒂𝒓𝒅𝒐 𝑽. 𝑪𝒐𝒓𝒕𝒆𝒔 𝑱𝒓.
Principal, Das National High School
Schools Division of Toledo City
Doctor of Education, Major in Educational Management and Development
Graduate Teacher Education, Cebu Technological University
Cebu City, Philippines

We proudly celebrate your remarkable achievement in publishing your research entitled:

💡 “Empowering Teaching Innovation Through Leadership Support and Generative AI Integration in Secondary Education”

📘 Journal: Best Journal of Innovation in Science, Research and Development
📅 Volume 5, Issue 4 (2026)
📄 Pages: 73–128

🔗 Full Article: https://www.bjisrd.com/index.php/bjisrd/article/view/3882

📌 DOI: https://doi.org/10.5281 zenodo.20023097

📖 Study Highlights:
This study examined how leadership support for innovative teaching technologies influences Science teachers’ perception of and motivation to use Generative AI in secondary education.

✅ Findings revealed that teachers experienced strong support from school leaders, particularly in encouraging technology integration and innovation in teaching practices.

✅ The study also showed that teachers possess positive perceptions and high motivation toward the use of Generative AI, recognizing its potential to enhance science instruction while remaining mindful of ethical and instructional considerations.

✅ Furthermore, the research emphasized the vital role of supportive leadership in fostering teachers’ readiness, confidence, and willingness to integrate emerging AI technologies in education.

📚 How to Cite:
Cortes Jr, G. V. (2026). Empowering Teaching Innovation Through Leadership Support and Generative AI Integration in Secondary Education. Best Journal of Innovation in Science, Research and Development, 5(4), 73–128.

🌎👏 The Global Research Desk is incredibly proud of your contribution to advancing educational leadership, innovation, and AI integration in secondary education!

-Your work continues to inspire transformative teaching practices, technology integration, and research excellence among educators worldwide.