[Webinar on Demand] State of Higher Education in the Philippines 2023

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Hello, and welcome to the State of Higher Education in the Philippines. So I would just wait for a few more, seconds before people log in, and then we'll kick things off in just a minute. Right. Let's well, let's get started, Shelby. I know that, if everyone's just getting their day started usually in the Philippines, but, to make sure we get the most out of your time, we'll get started now.

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So, hi. My name is Isaiah Alimani. Everyone just calls me Sai. I'm a customer success manager for a structure here in the Asia Pacific region. I am joined today, by two, panelists whose resume based are impressive as they are intimidating.

Firstly, I'm joined by professor Anna Ramos. And for first Annorama, so if you can come on the camera, show your show your face, love able to be able to see you. A certified e learning specialist and alumni of the Australian Fellowship Awards has over two decades of experience in instructional technology, including her current role as director of the Educational Technology Officer the University of of Santa Thomas. She is renowned for expertise in e learning management, professional development, and technology used for teachers, and her leadership in the Philippine e learning society. And our next guest is doctor Bian, professor at Holy Angel University and and vice president for academic affairs.

He has a distinguished career in nursing education and administration focusing on research in various roles, including peer reviewer, principal investigator and author with publications and numerous journals. He's actively engaged in professional organizations, Chares the research ethics committee of the Central Design Health Research and de development consortium, and is a member of the International Confederation of MidWIV's Research Advisory Network. And so thank you for, thank you ahead of time. Professor Anna and doctor Al, for joining us. We look forward to the insight and discussion that we're gonna have today.

So to kick off just a little introduction on our, research. Instructure worked with head over research to field a survey in seventeen countries. Asking sixty one hundred current students, administrators, faculty from public and private higher education institutions, for their perspectives on factors impacting student success and engagement. Today, we are here to discuss the results of the Philippines. This year's study included five hundred seventy one students, administrators and faculty in the Philippines, eighty one percent of the sample were students, and ninety percent were educators and faculty.

This is the fourth year we have conducted in the survey. And this year, we have explored some new topics impacting education. Through our research, we identified five key trends impacting education in the Philippines. Today, we we are going to spend time exploring each of these trends. Like like I mentioned earlier, there's a chat function at the bottom of your screen.

So please add any questions you have, and we will get to them at the end of the webinar. Let's dive into the first trend in a in a significant shift in higher education. The move towards a skills first approach, particularly evident in the Philippines. This trend recognizes skill based learning as a crucial pathway to career students' career success for students. Emphasizing the practical application of knowledge in real world settings.

Let's examine the data that highlights what's driving Filipino students towards skills based learning. A remarkable seventy seven percent of students are motivated by the desire to learn new skills, underscoring a thirst for knowledge and competence. Career advancement is a key factor for sixty eight percent, reflecting the direct link between skill acquisition and professional growth. Program flexibility is important for fifty nine percent of students, indicating a need for adaptable learning formats. And finally, Fifty six percent are focused on career readiness, ensuring they are well prepared for the workforce.

So starting with you, Professor Ramos. What challenges and opportunities has the university of Santa Thomas encountered in shifting to a skills first approach? Comprehensive university, because we have different courses And so it's important to emphasize, not just a general skills based approach, but it's more as well as the development of what we call the transversal skills. So traversal skills are those skills that are essential in the workplace and yet something that you can use across a broad broad spectrum of knowledge and abilities. So for the university, there are Of course, observed challenges, particularly as I've said, it is comprehensive. There are a lot of disciplines that are being offered.

So one is, of course, one of the challenge of shifting towards a skills based approach would be the, keeping up with the trends. I'm I'm speaking, for example, on the IT department or the IT college of the university because we know is very fast in terms of their industry, to be able to demand uncertain skill set that our students would have to, comply with. And so if, it's very fast, and so the university must also be in terms of the curricular changes. And not only that we develop those curricular changes, there would also be, challenges in implementing them. Right away.

And therefore, if there are curricular changes, the second probably challenge that I would be able to share with the inconvenience or discomfort on the part of the teaching workforce. So they must be able to adjust and implement as I've said those. Curricular changes. And on the other side of the spectrum, there could also be resistance to change. That could be a challenge.

Third, for example, would also be resource allocation. So if you do like changes in the curriculum, untowards a skills based approach that would require the use of certain devices or facilities. Then the university must, of course, be ready with of providing those, resource allocations. And then, of course, I'm able to share as well the fourth challenge, which I think we can all, agree as as a as teachers. So wearing the hat of the teacher could be the redesigning or assessment.

So knowing that you need to demonstrate, the acquisition of skills, when you teach them in your curriculum, then It's important to develop effective assessments that would measure our students' acquisition and mastery of the skill. It's good that we have Canvas, for example, because we can easily, of course, map out this in terms of massively learning. And so that is a good point as well. That our challenges could be counteract by, opportunities and resources that we have. Now, moving into the opportunities because we really we are assigning the curriculum, then it is an opportunity for us to enhance student engagement.

Coming from a traditional curricular offering. This could also offer an opportunity for us to align with the industry standard by focusing on skills that they need. And the third, that I would want to share is that It is an opportunity for us to innovate our teaching strategies. So from shifting to to to a skills first approach will provide our faculty to to innovate our teaching methods. That but our teaching methods would now be more active as compared to being passive, in approach.

And, from the perspective of the administrator, and then our reputation from the perspective of the the industry. This could also increase our global marketability, as an institution because, this would allow our graduates to be positioned, in the future workplace because we emphasize new transfer skills that they could use right away in the workplace. That's, from USD's perspective. Awesome. Thank you so much for It's been, it's been great to work with, the team, professor Ramos in the team at USD to see firsthand exactly all those challenges that you've mentioned and all those opportunities that, you've you've you've seen, coming from instead of just looking at the challenges and blocking at them, but actually tackling them is great to see.

Over to you, doctor Biac, Can you share examples of how this student the skills first approach is impacting student engagement and success over at holy angel? Some of our programs are using, canvas budgets to curate students' skills aligned micro and stackable credentials and the portable learner records. It's a new way of engaging our students towards their learning. And we get, a good feedback from our students because they say they enjoy collecting or putting together their budgets. As if it's a badge of honor for finishing or completing a learning task. Amazing.

Yeah. Badges is a great thing. It's a lot of people grew up playing video games, and it's kinda gamifying the the learning experience, right, as they as they earn It's amazing. Awesome. Oh, as so we'll move on to our second key trend.

And as we move to our second key trend, we're seeing an increased number of students actively seeking skill based learning opportunities with a strong preference for practical skills training that culminates in recognized certificates. This shift highlights a growing awareness among students about the tangible value of skill specific education in enhancing their career prospects, much like doctor Bian just mentioned. Data from the Philippines study and reinforces this trend. It shows that a significant portion of students, forty three percent, in fact, are most likely to consider certificate programs. These programs are perceived as a direct route to acquiring job relevant skills and gaining a competitive edge in the job market.

Additionally, thirty nine percent of students are leaning towards apprenticeships, valuing the hands on apprentices experience and a real world application they offer. So in light of this, doctor Bieg, how is holy angel responding to the demand for more professional skill based learning? Relevance schools provide certificate certification opportunities. I mean, This relevant schools are our academic units. They provide certification opportunities to students to demonstrate their industry ready skills, intentional and constructively aligned learning experiences, including internship enable them to develop essential and desired skills. And, basically, we get those feedback as well from our industry partners, which comprise our program advisory council.

Great. Amazing. Thank you so much, Sophia. And professor Ramos, in what ways is, USD innovating to offer more skilled based learning experiences? As I mentioned, this is, like, some sort of a continuation of what I've shared, a while ago. It's also would start with curriculum structuring, in such a way that more of the skill sets that are transversal and near transfer skills are integrated in the correct column.

Not only that we need to change and restructure is all because we are also complying with global standards. One one particular Example, for example, engineering, you have the EBIT or the accreditation board for engineering and technology. So they have all of these requirements that we need to comply as a university And then, of course, for the IT industry, there are integration of professional certification courses. And I agree with doctor be of with that. It's important to integrate that.

And at the same time, monitor whether they are able to achieve. And therefore, it's good that we have technology tools are out there that you can integrate with your LMS to monitor the achievement via babbages, for example. All. So in terms of the integration of professional certification program, in USD, particularly in the college of information and computing sciences, that the certification courses are integrated within the curriculum so that before they graduate, they are already certified. They don't need to take it outside of the program.

So one, for example, would be the, fundamental IT passport exam. So those are industry standards by the those that are already in the workplace, but our students are already getting it while they are in school. There's also Compilla. There are also ideal for information, what do you call this? IT service management. So those are, like, concrete examples that it is important that it should embed be embedded in the curriculum while they are studying.

So another that I would want to share is that, we also have this industry collaboration through internship and work placements, not just internship, but also work placements because that is more important that they would have a work right away. Another as well would be those skills acquisition extracurricular skills workshop that our our our career and counseling center is in fact, doing for the entire school year. Because, as I as I've said, we need not just the hard skills, but we also need what we call a soft skills, transversal skills that you can apply across, even if you change careers, these skill sets are still useful. And, of course, the last, that I would want to share in this particular topic with this, has something to do with technology integration. So knowing that, we are also a client of Canvas.

We want to leverage on educational technology in order to monitor the skill sets, as well as how we can integrate additional resources. For example, if it's skills based training, we want to integrate more interactive simulations in the in the LMS, virtual laboratories because they are all spelled useful in, acquiring the skills even if they are not yet demonstrating in the Apple workplace. So Like, we need a technology tool that would be flexible enough, to develop acquired skill and also demonstrate if the skill has been achieved. Amazing. Thank you so much, Doctor.

BI again, professor Ramos. It sounds great. So hearing about all the effort that's put into, partnering with industry partners and other bodies and then, making students ready for the job, even from, you know, from the very early days that they're studying, not just, you know, when they finish the course, but as soon as they can. So move on to our third trend. And as we examine our third trend, we delve into the substantial impact of a word that everyone's heard, artificial intelligence, AI, on teaching and learning.

With AI's growing influence, it's becoming increasingly important to establish standardized guidelines for its use in education and ensure a balanced skill development among students and educators. The study reveals that forty six percent of institutions in the Philippines have introduced light guidelines on generative AI use. While only twenty percent, twenty eight percent have implemented strict guidelines. Interestingly, the same percentage, forty six percent offer step by step tutorials. Indicating a proactive or approach to AI education.

Filipino educated has recognized the value of generative AI in various aspects. Sixty two percent and find it useful for creating class content, fifty six for research and writing, and fifty three percent for personalized learning. On the student's side, a significant eighty three percent use tools like chat GPT for research and writing. Fifty two percent for test preparation, and forty seven percent for learning foreign languages. These figures highlight the diverse applications of AI in enhancing educational experiences.

Professor Ramos. How is, the University of SENSE Thomas preparing educators to effectively integrate AI into their teaching? So for for USD, since the release of Chat GPT since November two thousand, twenty twenty two, we have, have had several, webinars and faculty development workshops already. The last, the last, two, which in fact we did last December, which is our digital spoke on, artificial intelligence for educators. We involve administrators, students, faculty, and, staff because we want to have a holistic view of how AI will affect the entire community In fact, Canvas participated in that digital expo, showing what are the AI features that we we will anticipate in the coming in the coming days. And then last January, we had an institutional training that are that's our sixth, training on AI in education.

Wherein we really focus on how we redesigned the assessment, knowing that generative AI is available for the students. We also emphasize AI in pedagogy in all of those, sessions that we've had. As well as we had this session with the faculty members wherein we show them or demonstrate and have them learn the, subscription tools or or to subscribe by university with AI features so that they maximize the investment. And another is that we subdivide the workshop in such a way that the second half would focus on AI within their disciplines. So that they harness those tools that are inherent to their subject areas.

And then we also highlighted AI teacher, teacher platforms. Aside from that, highlighting all of those resources that we have. We also emphasize the ethical AI framework on the responsible responsible use of AI when you've been, using that in the classroom, not only in your assessment, but what as but as the same time, for the entire community. So there is also a, of course, a discussion on, how how to come up with guidelines so that we are all, guided by the use of it. But of course, because us being a comprehensive university.

We have like general guidelines, but we are given, the liberty to redesign or to provide more specific guidelines within colleges. All because we respect now the diversity in the in the university. So so, yes, we we embrace the adoption of AI in the university. We are not of course, preventing students, but we do subscribe to, several AI detection tools And so we give this time the liberty to our faculty to make use of the the AI detection tools, and we also give them the liberty to make use of our AI subscribed, tools at the same time. Amazing.

Thank you so much, professor. Ramos great to hear the holistic approach of, building out these AI guidelines you mentioned, you you said the word community, not just, top down approach, but the community and engaging with with everyone at their level as well. Doctor. Bilya, how was AI shaping the future of curriculum development at holy angel? Just like many of the Philippine AGIs Whole Angel University recognizes the potential of AI in teaching and learning. That is why this became our impetus to put up our AI laboratory this full year.

And, this facility is intended to engage faculty and students in teaching and learning. As well as in research on machine learning, data mining, information integration, web semantic web as well as applications in a bio health and the engineering informatics and cyber security It is housed in our school of engineering and architecture, but it is also shared with our school of computing. And the first in the list to be developed in this facility is the university chatbot that integrates the resources and services to guide our care and and, prospective students under informa on the information they mean. Great. Amazing.

Thank you, doctor. It's great to hear. We've already developed a chat bot, which is amazing, as well. And what I love about you to our institutions is, the holistic approach that you're about taking involving so many different departments as well. And and, professor Ramov has mentioned the AI developments going on at if you wanna know more, you know, put your name into the chat and say just say you're interested and one of our CSMs like myself can reach out to you and we can have a conversation about what's going on.

Is it a lot of exciting times happening in the world of AI? So Now we move on to our our fourth theme. And as we explore our fourth significant trend, we focus on the rising demand for technology, technology, accessibility, and education. While technology undoubtedly enhances learning experiences. Accessibility continues to be a challenge that needs addressing. The data highlights this issue, In the Philippines, in particular, fifty percent of respondents report that they most often use their mobile phone to access their institution's learning management system.

Additionally, as notable sixty six percent often or very often use mobile apps for LMS access. These statistics underscore a shift towards mobile technology and educational settings. It also had a potential gaps in accessibility for those who rely on other forms of technology. So given these insights, doctor Bia What steps is holy angel taking to ensure equitable access to technology for all students? We have adapted Canvas as our primary learning management system, as well as its flexible options along with providing our students' license use of Microsoft three sixty five, including MS teams to compliment our Canvas. And our computer laboratories are also equipped with licensed educational software to a point that we have extended operating hours to accommodate our students, lacking, computer devices as well as, providing them putting them under the device loan program.

And, we have also beef beef up the, the wifi or, internet access to strategic locations in the university, particularly our student centers, our libraries as well as our content so that students can learn anywhere inside the university and access our learning resources. Amazing. Thank you so much, Doctor. Bieg, and and professor Ramos, what initiatives has USD implemented to bridge the dev digital divide. I'll start first with, from from the technical technical perspective on how how we, of course, provide the technology resources from, let's say, from the hardware perspective.

So just recently, we will be revamping the entire, IT infrastructure. There will be more of, connecting everything else in the university, which means that, intensifying the internet connectivity, knowing that we have all, come back, on campus. So that's our, internet reset project. Second is, of course, in terms of providing hardware, to those students who may need assistance inside university, we have the I store wherein when they buy a resources, they would be given education discount. So from Apple to the the, of course, the other counterpart.

So that's our help, in terms of acquisition of technology on a personal level. We also will not Of course, end with those hardware and the resources. It's also important to provide inclusive access to our, software component So, of course, since I represent educational technology center, and also that's what, Doctor. Bieg mentioned, for both clients of Canvas. So LMS is, of course, a great equalizer when it comes to providing access to the teaching and learning process online.

And so having these accessible learning platforms would allow us to provide delivery methods, that are fit to what is the goal of a certain subject. So whether it is hybrid, whether it is high flex modalities or our learning management system is able to provide that inclusivity and choice in terms of delivering courses not only that we also, of course, continue to provide digital literacy workshops. Offering trading on how to maximize, these resources. And other than that, we as well move out of our comfort zone. We assist us an institution in Marin.

We have community service as one of our So it's also important to share this in the community, by extending these technology resources to support other in other marginalized areas in promoting equal access. So we have this project, well, previously wherein we are providing training, for teachers on inner learning, and then giving them resources that they could take home and these are offline resources. And so we know that, technology is really very powerful. And, we also acknowledge while they well, technology said a great equalizer, it's also, it's the very same factor. That contribute the digital divide.

So in the university, we we cannot solve that. Maybe not in this lifetime, but at least the university is doing its best to narrow it down. Not just for the university, but also in the community. Right. Amazing.

Thank you, professor Ramos. And like you said, it's not something that you're gonna tackle on your own. You're not, PLDT or a big provider. You can't fix the whole Wi Fi for the whole country, but you're doing your and same as, holy angel as well. So we'll move on to the as we move on to our fifth and final trend, we address a critical issue in higher education and in society at large, the prioritization of mental health for students and educators.

It's clear that while mental health resources are valued, There's a growing call for more tangible support measures like time off for mental well-being. The twenty twenty three data for the Philippines reflects this need A significant forty one percent of respondents expressed the desire for mental health days off from the institution indicating a need for breaks specifically dedicated to mental well-being. Furthermore, thirty seven percent show interest in mental health apps, suggesting a preference for accessible in digital mental health solutions. On a positive note, sixty percent acknowledge that their institutions using the learning management system to provide mental health resource mental health resources and connect students to in person and virtual counseling. Additionally, fifty one percent report efforts to promote campus, well-being events, demonstrating steps taken towards addressing mental health concerns.

Professor Ramos, can you describe any partnerships of programs USD has developed to address mental health issues within the university community. So for for USC, we have a specific unit that in fact would handle this. So we call that unit the counseling and career center. So it's a university wide support unit. They are composed of licensed counselors.

Assigned to the different colleges. So they have a long year round of activities to target different psychological needs. And one of that, of course, would be mental health, concerns. So they have, tool like two major flagship programs that target mental health, and not just mental health, but the entire well-being of the awareness of the suited. So we have this TomRise, the Tomsash and Resources for identifying students' empowerment.

And then they also have another project and they call it the Tom East, the Fomation Assessment for competence enhancement. So aside from those flagship projects, they the career and counseling center also would provide topics that would center on the well-being of the student so that they will not arrive in that situation wherein they have mental health. So at least it's, they have more preventive, activities, types of activities. But in case that we that the students really need or the students really encounter mental health issues, then they, the CCC, of course, we offer individual counseling, confidential, of course, one on one session. We even had this, what do you call? A course.

It's not a course site. This is a service site inside the learning management them. So for example, canvas is used now not just a teaching and learning space, but even the counseling session is through a canvas. So that they they that's where they deploy the learning sessions. That's why, that's how students are able to, be led into specific rooms, virtual rooms inside the learning management system.

They also have group therapy sessions workshops and seminars. For extreme cases, we do have crisis intervention services. Because you need to provide immediate support and intervention. And as I've said, because there is a wide spectrum of different mental concerns. If it's really very extreme, then this time the USD hospital would intervene, and that is where they will offer services from licensed, psychology, psychiatrists, or mental health professionals.

Now for the teacher's level, of course, as teacher, myself, there's also that part of you that you need to support students. So how would we support the mental health of our students And so that is where our teachers would reduce mental workload. And it's good that, for example, learning management system is able to, integrate different resource material materials that would re reduce the mental workload. For example, students are okay with a long passage or several page documents. And there are also students who would want to watch videos would listen to podcasts.

So those would give diversity of resources. And some students would like that because that reduces mental load by choosing the right, technology resources for their learning. We also do integrated assessments so that they will not do separate assessments. So that's the help coming from the the the teacher. But I guess at the last, what I would also want to share is that we also do not just take care of students.

We also take care of the teacher. So that's why we also have a different program for teacher wellness. And in fact, in the last, couple of institutional training, we focus on teacher wellness, and we ended up with How do you how do you how to become what they call us a digital well university. So that's what happened to USD several, couple of, months ago in our training, highlighting digital wellness, both for students and faculty. Amazing.

Thank you so much, professor Ramos. And over to you, doctor Biat, what what support services are available for students and staff facing mental health challenges at Holy Angel. Similar to what were mentioned by, assistant professor Anna, but at holy angel, we have this a special program we call my three angels. In fact, it was, conceptualized and implemented even before pandemic, but it be came very relevant during and post pandemic because, our students are provided assistance by these three angels, namely appear or, a student colleague, and then a faculty advisor and the license, guidance counselor should the two angels identify something that need to be referred to a professional. Also, Those who are identified to have a need for professional help are referred to our student affairs office for either, psychological or mental as well as medical intervention.

Now for our faculty, we have designated labor maters who are licensed guidance counselors who facilitate, individual Comusta Han for faculty as well as small group Comusta hand sessions. Where faculty can, can express their concerns, anything under confidentiality with a license guidance counselor, we call them lay for mentors. And I would like to make a rejoinder as well to what assistant professor Anna mentioned about the the comfort that the that that canvas has brought us to our teaching and learning because we were able to streamline our assessment sort of helping our students, mental, mental status by not engaging them into many assessments because for a number of, learning outcomes. For example, we were able to device a one or two assessment strategies or methods for an cluster of learning outcomes such that the students won't feel, overburden or burnt out with all the, that the materials are gonna encounter. Plus, of course, not the ease of use that can thus has made for the students and for the teachers as well.

Alright. Thank you so much, doctor Bia. I love that my three angels, maybe we need to implement that as well. So that that's those are all of our five key themes. Again, I'd like to thank you so much, professor Ramos, and doctor Beadow for joining us.

And having for the this great discussion today. Over to you now in, the audience, the all the attendees. Do you have any questions for any anyone? If there's if there's any questions, we have five minutes. Any questions at all? I see, someone's asking for my email address. I'll put it in the chat.

Just for everyone oh, no. For, for everyone here, I'll put it in the chat. But, yeah, any questions at all, or if you wanna know more about, you know, what, professor Ramos and and doctor Bier, more in-depth about what they're doing, or or how they're using Canvas team. I know they mentioned Canvas a lot during the presentation, how they're using it. We can also tell you more about it ourselves as CSMs.

We can tell about offline mode for mobile, the analytics behind it, or how other organizations are doing any questions at all. Otherwise, we can wrap up the, the the webinar here. So I'll give you I'll give folks thirty seconds. Awesome. And and Lou says, hi panelist.

Thanks for the great presentation. So far, it is undeniable trends in higher ed mostly lean towards the technology based learning. Apart from digital literacy and accessibility, I'm wondering how ethics especially AI use will be integrated in higher ed and LMS. Would anyone want to to, tackle that Doctor. Bianco, professor Ramos about ethics.

Oh, for I think go ahead. Doctor. We're at the infancy stage so to speak on the integration of AI in teaching and learning But, let me share with you, ma'am, that, it's essentially, you know, the basic principles in ethics that should be embedded in the formulation of, AI guidelines for teaching and learning. Amazing. Professor Ramos, did you have anything you wanted to add there? I I think I've mentioned like, a bit in the in one of the the trans discussion a while ago in AF.

Right? That's one of the clamor, of course, with is the ethical use of AI in teaching and learning. And so there is really that clamored as to what is really the best or guideline that we should follow. But because it we've just, encounter that just last year. So it's quite difficult to institutionalize a policy because it's really very, it's fast in terms of its evolution. And so that's why most of the universities are into the guidelines.

They still follow the usual guidelines, let's say, on academic honesty. And then, of course, you give, like, decision specific decisions within in our case within the colleges. We have general guidelines. Of transparency on the use of AI, for example, allowing the students to maybe submit, but be able to show how AI is able to be used in the process. In other words, we're not preventing, but we are also not promoting the use of it, especially if the subject is, foundational skills because you don't want to skip the development of the foundational skills, against the use of AI, because it will defeat the purpose of teaching them those skills.

So it actually would depend, but if the university has some set of guidelines and then, different colleges because they they have different context can modify, that I think for now guidelines would be, better in terms of, especially on the ethical use. Rather than having a stricter, policy, at the moment. But the bottom line is yes. That university must emphasize the ethical use of AI. Thanks.

Thank you so much. Professor, professor Ramos, and, if you wanna know more about the AI principles and policies that, instructure has got, you can also let us know as well. So we've got to, we've got one more question. We'll go we'll go to the AI question first, and then we'll end with, the question about the LMS resistance. But firstly, have laws been passed or drafted already about AI? Is doctor, doctor biag.

Is there any do you have any, laws or or anything passed in your institution? Professor Ramos already alluded to hers, but what about in holy angel? Basically, it's all about guidelines pertaining to academic integrity, as well as data privacy. Right. Amazing. And just for the sake of time, I know everyone has to go. This is the last question.

And if there are any more questions, we'll be sure to, email our, our panelists, and then they can, input into that. But a very last one, and this is a good one. It passes over to Professor Ramos, how how did you handle resistance to use of LMS amongst your faculty? For USC has been using the LMS more than twenty years. So we've seen the ups and downs, the roller coaster of introducing a technology, including the LMS. So we've had several strategies but I think what would what worked for us is that we have a systematic and organized way of supporting faculty members, and as well as the students and administrators.

So that would start from of course, having that vision, in terms of supporting the faculty along the way so that whatever acquisition you have will be used for for productivity. So we had several strategies, as I've said, starting from an organized, support system from our e learning specialist, to our technical and media specialist. Of course, if we are a a small we probably don't have those kinds of, plans but, I think it is important for us to lay down, the needs of the faculty, the skill sets that they need to learn. So even if you have a very formal ed tech team or a very few champions that could help the faculty, The bottom line is we need to help them and equip them on the necessary digital skill sets that they need to prosper when it comes to the use of technology in the classroom, be it fully online or to the face to face, classroom. Thank you so much, for Mr.

Ramos. And, if if you or anyone else is facing resistance, that's what the CSM is here for. That's my job. To help you get past that. So feel free to message me on my email address as well over there.

I see over time, and I know that there's There are, you know, people who might have more questions as well. If you do have any more questions, feel we will send out a recording to everyone who, who's, registered for this webinar. And you could feel free to, email us back with any questions, and we'll make sure they get those answers. So, again, one last big thank you to, to, to everyone. Unfortunately, that's all the time we have for today.

Thank you again to our panelists for all your insightful comments. And as well as all of you who attended today online. So that was the state of higher education in the Philippines for twenty twenty three. Have a great day, everyone, and, see you soon. Hey, Kevin. Thanks, everyone. Thank you for the opportunity.