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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

Transformative Research for Sustainable Development

TABLE OF CONTENTS DESCRIPTION

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Organizing Committee Table of Contents Message from the Conference Chairperson Message from the President Message from the Graduate School Dean Morning Devotionals Schedules Speakers’ Bios Abstracts - Keynote and Plenary Abstract - Concurrent Sessions Research Presentation Directory

3 3 4 5 6 7 8-16 17-25 27-34 35-89 82

ORGANIZING COMMITTEE

Convener: Kenneth Swansi (Dean)

Executive Committee (EC) Chair Dr. Leni Casimiro Asst. Chairs Edward Nathan David Lumowa Treasurer: Jasmin Tuapin Members All Committee Chairs Secretary Melchie Modillas

Registration and Attendance Committee David Lumowa Chair Shanthi Solomon Team Grace Mang Luntungan Vanlalhruaii Swansi Ronelda Ejercitado Secretary

Marketing & Fundraising Committee Chair Eunice Aclan Members Jasmin Tuapin

Program and Session Committee Natasha Nangoy Chair Chirlynor Calbayan Members Prema Gaikwad Edward Nathan

Student Rep

Support Teams

Secretary

Lou Yi Kuang Frank Aduse-Poku Marie Gerald Francois Melchie Modillas

Abstract and Publication Committee (PC) Chair Raimond Luntungan Members Jimmy Kijai Innocent Sigauke Godwin Aja Samuel Gaikwad Robert John Almocera Student Rep Clara Massie Secretary Ronelda Ejercitado

Secretary

IT Department Media Center PR Department Catherin Celis

SCAN to DOWNLOAD the PDF of this 27th IRC Booklet

INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

Message From the Conference Chairperson Welcome to the 27th International Research Conference (IRC)! It is my great pleasure to welcome our distinguished guests, keynote speakers, plenary speakers, researchers, academicians, professionals, and delegates to this significant gathering of minds and ideas. Anchored on the theme, “Transformative Research for Sustainable Development,” this year’s conference underscores the vital role of research in addressing contemporary challenges, advancing knowledge, and creating meaningful solutions that contribute to the well-being of our communities and society. Through the strands of Education, Business, and Public Health, we hope to foster interdisciplinary conversations and encourage research that moves beyond academic inquiry toward practical, transformative impact. As we come together to share research findings, exchange perspectives, and build meaningful partnerships, may we be reminded that the true value of research lies not only in what we discover but also in how we translate knowledge into action. May this conference inspire us to become more intentional, innovative, and responsible researchers whose work contributes to a more sustainable and equitable future. Thank you for being part of this scholarly endeavor. May our discussions enrich our perspectives, our collaborations strengthen our resolve, and our collective pursuit of knowledge make a lasting difference. Welcome to the 27th IRC!

Dr. Leni Casimiro Conference Chairperson 27th International Research Conference

Transformative Research for Sustainable Development

Welcome Message from the AIIAS President I am happy to extend my welcome our speakers, researchers and participants to the International Research Conference 2026, with the theme “Transformative Research for Sustainable Development.” Research provides us with a basis for well-informed transformation. The contributions of research are not only realized when the findings are published, but the full effect emerges when those findings are translated in well-considered, practical ways to accomplish our goals, improve lives, strengthen communities, and create a sustainable future. In a world that still has so much much need, graduate level research should not just be about adding to knowledge, but about improving lives and practice, as well. Each of the academic fields highlighted in our annual AIIAS International Research Conference—Education, Business, and Public Health—provides specific contexts where we can pursue the goal of sustainable development. In Education we consider how researchbased teaching practices can nurture creativity, critical thinking, and meaningful student engagement. In Business we examine how entrepreneurship, social responsibility, and strategic thinking can shape organizations that are both economically viable and socially beneficial. In Public Health we consider the connections between environmental stewardship, healthy lifestyles, and disease prevention. These disciplines share a common purpose: to transform knowledge into initiatives for the benefit of humanity. This reminds us that sustainable development may be more effectively accomplished through collaboration across disciplines, cultures, and institutions. I invite you to participate in this conference with intellectual curiosity, the openness to see new perspectives, and a commitment to seek practical applications. Welcome, and may God bless our time together. May this conference energize us, stimulate new solutions, and provide fresh synergies as we discuss what is presented. Sincerely,

Dr. Ginger Ketting-Weller President Adventist International Institute of Advanced Studies

INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

Welcome Message from the Graduate School Dean It is my great pleasure, on behalf of the AIIAS Graduate School, to welcome you to IRC 2026. This year’s theme, “Transformative Research for Sustainable Development,” calls us to view research not simply as the generation of knowledge, but as a means of creating meaningful change and sustainable impact. The conference brings together scholars, researchers, educators, health professionals, business leaders, and practitioners to exchange ideas across five important areas: education, business, public health, interdisciplinary innovation, and best practices for sustainable development. As you participate, I hope you will take away three things: Knowledge—new insights, evidence, and perspectives that advance your field; Connections—relationships and collaborations that extend beyond this conference; and Impact—ideas that can be translated into policies, practices, innovations, and solutions that serve communities. At AIIAS, we believe that scholarship carries a responsibility to serve. May our research therefore be rigorous in scholarship, innovative in approach, ethical in purpose, and transformative in impact. May IRC 2026 inspire us to move from discovering what is to creating what can be. Welcome to AIIAS. Welcome to IRC 2026.

Dr. Kenneth P. Swansi, PhD Dean, Graduate School Adventist International Institute of Advanced Studies

Transformative Research for Sustainable Development

DAY 1

MORNING DEVOTIONALS

AIIAS Promotional Video: Welcome Remarks: National Anthem School Song Opening Prayer: Special Number: Devotional: Conference Opening Declaration: Mayor's Address: Dean's Remarks: Dedicatory Prayer: Announcements:

Dr. Ginger Ketting - Weller, President HIMIG HIMIG Irene Rivera, Director – Division of Online Learning, AIIAS Education Department Student Association (EDSA) Choir Dr. Susan Chand, VP Academic Administration Dr. Leni Casimiro, Professor Education Dept AIIAS 27th IRC Chairperson; Chairperson General Ted Caranzza, Silang Mayor Dr. Kenneth Swansi, Dean – Graduate School Pastor Redante Honorica, Senior Church Pastor Dr. Prema Gaikwad, Professor – Education Dept

DAY 2 Recap Video of Day 1 Welcome Remarks: School Song Opening Prayer: Special Music Devotional & Prayer Announcements:

AIIAS Media Team Dr. Jasmin Tuapin, Assistant Professor – Business Dept “AIIAS Press On” Alberto Ocaranza, PhD Candidate - Business Dept Business Voices (AIIAS Business Club - ABC) Dr. Daniel Potgieter, VP for Student Services Dr. Natasha Nangoy-Sinaga, Ass. Professor – Business Dept

DAY 3 Recap Video of Day 2 Welcome Remarks: School Song Opening Prayer: Special Music Devotional & Prayer Announcements:

AIIAS Media Team Dr. Chirlynor Calbayan, Assoc Professor, Public Health Dept “AIIAS Press On” Rebeca Ferreira, Student ,Public Health Dept Selected Public Health Students Dr. Edward Nathan, Chairperson - Public Health Dept Dr. Grace Mang-Luntungan, Ass. Professor Public Health Dept

INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

DAY 1 - SCHEDULE

TIME

MIN

SCHEDULE

7:30-8:00 8:00-8:40 8:40-9:30

30 40 50

Registration and Preparation Welcome and Devotional Opening Ceremony

9:45-10:00

BREAK

10:00-11:00

11:05-11:55

12:00-1:30

1:30-2:20

2:30-3:20

CONCURRENT SESSION 1

3:25-3:40

BREAK

3:40-4:30

4:30-5:20

5:20-5:30

Moderator: Lou Yi Kuang | Timekeeper: Lun Tuah Cing Keynote Session 1: Dr. Zenaida D. Willison “The Triple Helix of Sustainability: Convergence of Education, Enterprise, and Public Health in Shaping Tomorrow” Q&A - 10 minutes Moderator: Joan Mel Guirguis | Timekeeper: May Chit Su Plenary Session 1: Dr. Richard S. Javier "Awaken by Purpose Cultivated for Service: A Value-Based Model for Sustainable Development"” LUNCH BREAK Moderator: Stephanie Tauran | Timekeeper: Zin Mar Kyaw Plenary Session 2: Dr. Gina O. Gonong “Reimagining Research for Sustainable Development” Q&A - 10 minutes

Moderator: Dr. Leni Casimiro | Timekeeper: Elena Kaminskaia Best Practice Session 2: Dr. Kenneth Swansi “Think Beyond the Prompt: AI – Literacy for Graduate Research” Q&A - 10 minutes Panel Discussion & Open Forum “AI with Integrity: Personal Testimonies and Practical Insights” Announcements and Closing Prayer

Transformative Research for Sustainable Development

INSTRUCTION FOR CONCURRENT SESSIONS Concurrent Sessions will be held at the AIIAS English Center, located just outside the Amphitheater. Participants can select which research presentation they wish to attend at a firstcome first-served basis, due to the limited capacity of each room. The door to the Room will be closed once the presentation has begun or when the room has it has reached its limit The Presenters are encouraged to keep their presentations within the alloted time, to provide the audience the opportunity to ask questions before the next presentation begins.

CONCURRENT SESSION 1 ROOM 1 (EC A)

ROOM 2 (EC B)

Moderator Dr. Eunice Aclan Timekeeper: Ryanheart Suak

Moderator: Anderson Yambe Timekeeper: Chan Chin Liana

Moderator: Ralphaxel Zuriel Sabuin Timekeeper: Jiayin Chen

Best Practice Session 1: “Transforming Teaching and Learning Through Evidence-Based Practices”

PRESENTATION 1 “Food Choice Factors and Food Insecurity among Households with SchoolAge Children from Public Elementary Schools in Iloilo City”

PRESENTATION 3 "Arrival Ta Bai: A Case Study of Entrepreneurs' Pricing Strategy in Thrifting Business"

Dr. Gina O. Gonong Professor, Philippine Normal University (PNU); Former Undersecretary, Department of Education (DepEd), Philippines

Dayne Clarisse G. Giner et al. St. Paul University Iloilo

PRESENTATION 2 “Job Satisfaction Among Nurses Working in Family Health Centers”

2:55-3:15 PM (20)

2:30-2:50 PM (20)

MAIN

Seded Oyungerel & Dr. Gelegjamts Delgersuren Mongolian University of Pharmaceutical Sciences Q & A (10 min)

Q & A (10 min)

Ralph Guiller F. Cuevas, Donnell Cline R. Hallarsis, & Rhody Laynn K. Morada South Philippines Adventist College (SPAC)

PRESENTATION 4 “Beyond the Price War: A Case Study on Pricing Strategies for Sustainability in Davao Region's Digital Printing Industry” Pearlyn Joy Razonable South Philippines Adventist College (SPAC) Q & A (10 min)

INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

DAY 2 - SCHEDULE

TIME

MIN

SCHEDULE

7:30-8:00 8:00-8:30

30 30

8:45-9:30

9:30-9:45

9:50-10:40

10:45-11:45

11:45-11:55

Moderator: Alberto Ocaranza | Timekeeper: Gin Sian Mung Plenary 4: Dr. Kenneth Swansi "Transformative Research: Appreciative Inquiry, Action Research, and Activism Paradigm" Dr. Prema Gaikwad "Qualitative Research as Transformative Inquiry: From Voice to Change" Q&A (10 min)

12:00-1:30

LUNCH BREAK

1:30-2:20

2:30-3:20

CONCURRENT SESSION 2

3:20-3:35

BREAK

3:35-4:25

CONCURRENT SESSION 3

4:30-5:00

Reflections & Open Forum: Dr. David Lumowa, Dr. Jasmin Tuapin, Dr. Anup Dominic, & Selected Business Students "The Sustainability Conversation"

10 5:00-5:15

Announcements and Closing Prayer

Preparations Devotional Program Moderator: Marie Gerald Francois | Timekeeper: Cin Sian Mang Keynote Session 2: Dr. Richard Sabuin “Comprehensive Integration of Faith and Learning as Determinant of Quality Adventist Education: A Suggestion” Q&A (10 min) BREAK Moderator: Robert John Almocera | Timekeeper: Lolakeiti Otuhouma Plenary 3: AIIAS Education Faculty "What Makes a School Adventist? Exploring How Adventist Schools Live Out Their Identity" Q&A (10 min)

Moderator: Ralphaxel Zuriel Sabuin | Timekeeper: Thet Naing Htwe Best Practice Session 3: Kyle Imperio and Jasper Iturriaga "Building Business That Matters: Sharing & Discussing Insights" Q&A (10 min)

Transformative Research for Sustainable Development

CONCURRENT SESSION 2 ROOM 1 (EC A)

2:50-3:10 PM (20)

2:30-2:50 PM (20)

Moderator: Leoreen De La Paz Timekeeper: Thet Naing Htwe PRESENTATION 5 “The Relationship Among Preferred Teaching Subject, Teaching Self-Efficacy, and Teaching Confidence of Elementary Teachers” Jeshel B. Boston South Philippines Adventist College (SPAC) PRESENTATION 6 “Hidden Curriculum as Experienced by Graduate Students at a Faith-based Higher Institution: An Interpretive Phenomenological Study” Lun Tuah Cing AIIAS Q & A (10 min)

ROOM 2 (EC B) Moderator: Zin Mar Kyaw Timekeeper: Richard Lumintang PRESENTATION 7 “Understanding Community Needs and Priorities for Sustainable Development: Evidence from Resettlement Communities in Cagayan de Oro City, Philippines" Dr. Chirlynor Ebora-Calbayan et al. AIIAS

PRESENTATION 8 "Attentuated Total ReflectanceFourier Transform Infrared (ATRFTIR) Spectroscopic Profiling of Urine in Diabetic States Among Adults Aged 18-59 in Metro Manila, Philippines: A CrossSectional Study"

ROOM 3 (EC C) Moderator: Rebeca Ferreira Timekeeper: Neslyn Wai Hillary PRESENTATION 9 “Association Between Stress and Quality of Life Among Family Caregivers of Patients with Cancer in Mongolia” Dr. Gelegjamts Delgersuren & Buynbadrakh Chagtsalmaa Mongolian University of Pharmaceutical Sciences PRESENTATION 10 “Relationship of Perceived Stress and Grit to Academic Performance of Medical Students”

Ara Mae O. Valencia University of Santo Tomas (UST)

Dr. Cherry Ann E. Dionzon-Serra College of Medicine, Adventist University of the Philippines (AUP)

Q & A (10 min)

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

CONCURRENT SESSION 3

4:15-4:25 PM (10)

3:55-4:15 PM (20)

3:35-3:55 PM (20)

ROOM 1 (EC A)

ROOM 2 (EC B)

ROOM 3 (EC C)

Moderator: Richla Sabuin Timekeeper: Daniiel Iakovlev

Moderator: Jeremia Tarek Timekeeper: Sulei Wang

Moderator: Chantsal Damdinzeveg Timekeeper: Larissa Lekelalu

PRESENTATION 11 “The Influence of Daily Classroom Routine on Behavioral Development: The Mediating Role of Classroom Engagement”

PRESENTATION 13 "The Lived Experiences of Indigenous BSEd-English Students in Developing English Language Proficiency"

PRESENTATION 15 “Challenges Faced by NonEducation Major Filipino Missionaries Teaching English in Korea and How They Coped: A Qualitative Case Study”

Ritchel H. Abucay & Reggie R. Mativo South Philippines Adventist College (SPAC)

Stephen Shilo P. Nuñez South Philippines Adventist College (SPAC)

PRESENTATION 12 "Adventist Education Leader’s Legacy: A Narrative Inquiry"

PRESENTATION 14 "Curriculum Reform Implementation in India From a Three-Year to a Four-Year Program: A Qualitative Case Study From Faculty Members' Perspective"

Yaw Boateng BoakyeDankwa AIIAS

Lee Eunhye AIIAS

PRESENTATION 16 “Thriving Through Transitions: Psychological Capital and Adaptive Competency Among Grade 12 Students” Dr. Mercedes M. Ibañez Adventist University of the Philippines (AUP)

Daiahunlang Dkhar AIIAS

Q & A (10 min)

Transformative Research for Sustainable Development

Day 3 - SCHEDULE TIME

MIN

SCHEDULE

7:30-8:00 8:00-8:30

30 30

8:30-9:20

9:20-9:30

Moderator: Frank Aduse-Poku | Timekeeper: Narkha Mori Keynote Session 3: Dr. Milton Mesa “Excellence that Endures: The Adventist Church's Role in Sustaining Quality in Health” Q & A (10 minutes)

9:30-9:50

BREAK

9:50-10:30

10:30-10:40

10:50-11:30

11:30-11:40

Moderator: Richla Sabuin | Timekeeper: Samuel Nang Pau Plenary Session 6: Dr. Suranjeen Prasad “Beyond Quality Improvement: How Clinical Governance Creates Sustainable Excellence in Health Care" Q & A (10 minutes)

12:00-1:30

LUNCH BREAK

1:30-4:30

120

CONCURRENT SESSION 4 & 5

4:30-4:50

Awarding Ceremony Dr. Jeimylo De Castro Research Excellence Award (READ)

4:50-5:00

INFO Journal MOU Signing

5:00-6:00

Closing Ceremony Photo Session

Preparations Devotional Program

Moderator: Lilia Ponyatovska | Timekeeper: May Chit Su Plenary Session 5: Dr. Godwin Aja “Transformative Research in Public Health: Beyond Bibliometrics" Q & A (10 minutes)

-END of 27th IRC

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

CONCURRENT SESSION 4

MAIN HALL

2:00-2:30 PM (30)

1:30 -2:00 PM (30)

Moderator: Rebeca Ferreira Timekeeper: Neslyn Wai Hillary

Best Practice Session 4: “CPG in Hypertension: Introduction & Definition” Dr. Paul Rothwell de Jesus Best Practice Session 5: “Algorithm in BP Management” Dr. Liza Torrico de Jesus

Q & A (10 min)

ROOM 1 (EC A)

ROOM 2 (EC B)

Moderator: Zin Mar Kyaw Timekeeper: Richard Lumintang

Moderator: Jisty Dana Frias Tapeceria Timekeeper: Thet Naing Htwe

PRESENTATION 17 “Resilience Amid Parental Absence: Educational and Emotional Coping Among Young Learners”

PRESENTATION 19 “Exploring the Implementation of a Local Tithe Reporting System in an Indonesian Faithbased Organization: A Qualitative Case Study ”

Dr. Isabelo V. Susada Adventist University of the Philippines (AUP)

PRESENTATION 18 “Challenges on Work-Family Separation Faced by NGO Employees in Rwanda and Their Coping Strategies: A Qualitative Case Study" Jean Baptiste Nkurunziza AIIAS

Q & A (10 min)

Clara M. Massie AIIAS

PRESENTATION 20 "ECHO (Enhance Cognitive Humanoid Operator): A Humanoid Assistant Robot for Adaptive Question-Answering" Gian Andrei V. Maningding, Princess Anne C. Adem, & Kurt Cedrick C. Orilla Holy Trinity College of General Santos City

Q & A (10 min)

Transformative Research for Sustainable Development

3:20-3:50 PM (30)

2:50-3:20 (30)

CONCURRENT SESSION 4 MAIN HALL

ROOM 1 (EC A)

ROOM 2 (EC B)

Moderator: Frank Aduse-Poku Timekeeper: Leoreen De La Paz

Moderator: Anastasiia Iakovleva Timekeeper: Rodiemel Manliclic

Moderator: Aimable Ndayishimye Timekeeper: Thian Bel Thang

Best Practice Session 5: “Therapeutic Lifestyle Change”

PRESENTATION 21 “Guided, Encouraged, Transformed: Graduates' Narratives of Teachers Who Influenced Their Life Paths"

PRESENTATION 24 "The Need for Sustainability in a Fallen World: A Biblical Perspective"

Dr. Monalisa E. AceroXavier

Bebejean D. Ayad South Philippines Adventist College (SPAC)

“Nutrition in Hypertension”

PRESENTATION 22 "The Impact of Technology in the Classroom"

Dr. Chirlynor Calbayan

Dr. Steven Forbis Walla Walla University

Ernest C. Matindas & Dr. Natasha NangoySinaga AIIAS

PRESENTATION 25 “Taxation in Sustainability Disclosure Research: A Systematic Literature Review and Bibliometric Analysis of Research Trends, Themes, and Future Directions”

3:50-4:20 PM (30)

Clara Metalia Massie AIIAS

“Medication and Postcare in Hypertension” Dr. Edward Nathan

Q & A (10 min)

PRESENTATION 23 "Teacher's Perception and Behavioral Intention Toward ICT Integration" Dr. Raimond Luntungan AIIAS

Q & A (10 min)

PRESENTATION 26 A Strategic Positioning of Chilean Alternative Securities Investment Using Factor Analysis" Dr. Eric J. Nasution & Alberto Ocaranza Figuerora AIIAS Q & A (10 min)

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

RESEARCH EXCELLENCE AWARD AWARDING CEREMONY Awarding Ceremony

Dr. Jeimylo De Castro Research

Awarding of 3rd Prize - Certificate and $200 Awarding of 2nd Prize - Certificate and $300 Awarding of 1st Prize - Certificate and $500 Sponsor’s Special Remarks

Dr. Jeimylo De Castro & Mrs. Kyna de Castro

--– INFO JOURNAL | MOU SIGNING--CLOSING PROGRAM Video Recap of Day 3

AIIAS PR Team

Raffle Draw:

27th IRC Marketing Team

Words of Appreciation:

Dr. Leni Casimiro, 27th IRC Chairperson; Chairperson - Education Dept

Unveiling of the 28th IRC Theme: Dr. David Lumowa, 28th IRC Chairperson; Chairperson - Business Dept Closing Remarks:

Dr. Kenneth Swansi, Dean - Graduate School

Closing Prayer:

Dr. Samuel Gaikwad, PhD, Professor Education Dept

Announcement:

Dr. Chirlynor Calbayan, DrPH, Associate Professor - Public Health Dept

Photo Session

AIIAS Media Team

Transformative Research for Sustainable Development

SPEAKERS’ BIOS

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

KEYNOTE SESSION 1: Dr. Zenaida Delica-Willison Dr. Zenaida Delica-Willison is a globally recognized expert with over four decades of dedicated service over four decades of dedicated in development and disaster risk reduction (DRR) in the Philippines and the international community. Throughout her career, Dr. Willison has held executive, advisory, and consultancy roles in numerous national and international organizations, including the UNDP, World Bank, FAO, UNICEF, and International Labour Organization (ILO). She co-facilitated the establishment of the Global Network of Civil Society Organizations for Disaster Reduction (GNDR) in partnership with UNISDR—and served as a member of its Board of Directors. She also serves on the International and Asia Boards of the Adventist Development and Relief Agency (ADRA), and continues to provide consultancy services to NGOs, UN agencies, and the Seventh-day Adventist Church. Dr. Willison’s has been recognized through numerous awards, including the Excellence in Performance Award from UNDP’s Special Unit for South-South Cooperation (UNOSSC) in New York City; the Mary Fran Myers Award from the Gender and Disaster Network (administered by the Natural Hazards Center, University of Colorado, USA, and Northumbria University, UK); the Gawad KALASAG National Award for excellence in disaster risk reduction and humanitarian assistance in the Philippines; nomination for the Sasakawa Award during the Global Platform for DRR in Geneva, Switzerland; and her induction as a Hall of Fame – Dangal ng Bantayog Honoree for her pioneering work in community-based disaster risk reduction. She holds a Master of Development Practice from Oxford Brookes University, with advanced studies in International Humanitarian Law and Refugee at Oxford University, and a dissertation focused on community-based disaster risk management. She earned a Master of Public Health from the Adventist University of the, a Bachelor of Science in Sociology from the Polytechnic University of the, and a Bachelor of Business Administration from the Lyceum of the Philippines – Batangas. Dr. Zenaida Delica-Willison is a visionary leader whose life’s work has profoundly shaped the theory and practice of disaster risk reduction, strengthened community resilience, and advanced humanitarian service in the Philippines and across the world. In recognition of her exceptional contributions to public health, disaster risk reduction, humanitarian service, and global development, Dr. Zenaida Delica-Willison was conferred the degree of Doctor of Public Health (Honoris Causa) during the 109th Founding Anniversary Celebration of the Adventist University of the Philippines. Dr. Zenaida Delica-Willison International Development and Disaster Risk Reduction Expert 18Former ADRA International and ADRA Asia Board Member

Transformative Research for Sustainable Development

PLENARY SESSION 1: Dr. Richard S. Javier Dr. Richard S. Javier is a seasoned academician, senior university executive, management consultant, and organizational development expert with extensive experience in strategic management, human resource management, institutional governance, healthcare administration, and leadership development. He currently serves as Assistant Vice-President for Administration of the University of the Philippines (UP) System and Director of the UP System Human Resource Development Office, positions he has held since 2023. He previously served as Director of the Human Resource Development Office of UP Manila from 2015 to 2023. With decades of professional experience, Dr. Javier has provided consultancy, technical assistance, and executive development services to Philippine government agencies, universities, healthcare institutions, private corporations, and international organizations. His engagements include projects with the Department of Health (DOH), World Health Organization (WHO), United States Agency for International Development (USAID), United Nations Office for Project Services (UNOPS), and various national and international institutions. His areas of expertise include strategic planning, competency-based human resource management, organizational development, performance management, succession planning, institutional governance, quality management systems, feasibility studies, and healthcare systems development. He has extensive international consulting and training experience across Asia, Africa, and Europe, providing management and organizational development services to healthcare institutions, academic organizations, and international development agencies. As an academician, he has served as Associate Professor at the University of the Philippines Manila College of Public Health and Professor at Adamson University. He has taught courses in strategic management, leadership, hospital administration, financial management, organizational development, and total quality management. Dr. Javier has also led and participated in various research and policy initiatives involving public health, tobacco control, healthcare systems, and institutional development. His professional career reflects a strong commitment to strengthening institutions, developing organizational capabilities, advancing leadership excellence, and translating strategic vision into sustainable organizational performance. Dr. Richard S. Javier Asst. VP for Administration for Organizational Development and Operations, University of the Philippines System 19 3

INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PLENARY SESSION 2: Dr. Gina O. Gonong, LPT

Dr. Gina O. Gonong is a distinguished Filipino educator, academician, education policy specialist, and institutional leader with extensive experience in teacher education, curriculum development, educational research, and professional standards development. She previously served as Undersecretary for Curriculum and Instruction of the Department of Education (DepEd), where she provided leadership in advancing curriculum reforms and strengthening the quality of Philippine basic education. Dr. Gonong holds a PhD in Linguistics, specializing in Applied Linguistics, from the Philippine Normal University, where she has also served as an Associate Professor. Her academic and professional expertise encompasses teacher education, educational policy, applied linguistics, curriculum development, professional learning, and institutional research. Before her appointment as Undersecretary in 2022, she served as Director of the Research Center for Teacher Quality (RCTQ), a partnership between the Philippine Normal University (PNU) and the University of New England, Australia. During her leadership, she played a significant role in developing and advancing the Philippine Professional Standards for Teachers (PPST), Philippine Professional Standards for School Heads (PPSSH), and Philippine Professional Standards for Supervisors (PPSS). In 2017, she was awarded with an Honorary Doctor of Letters (HonDLitt) by the University of New England Australia “in recognition of the pivotal role she has played in developing professional teaching standards in the Philippines, making it the first country in Asia to define teacher career direction.” In August 2019, she was awarded with a postdoctoral fellowship by UNE for her leadership role in teacher education research in the Philippines. Outside of the Philippines, Dr. Gonong worked as a technical consultant for the Bhutan Ministry of Education in the development and validation of the Bhutan Professional Standards for Teachers. She worked with the United Nations Educational, Scientific and Cultural Organization (UNESCO) in Myanmar, and represented the Philippines in Malaysia, Indonesia and Brunei as an expert to review the proposed teacher education standards and framework for quality assurance of teacher education institutions in the Association of Southeast Asian Nations (ASEAN). Dr. Gina O. Gonong, LPT Former Department of Education Undersecretary, PNU Professor 20

Transformative Research for Sustainable Development

BEST PRACTICE 2: Dr. Kenneth Swansi Dr. Kenneth P. Swansi is an accomplished academician, university administrator, business educator, and strategic management expert with extensive experience in higher education, academic leadership, business administration, and graduate education. He holds a PhD and Master of Philosophy in Economics, specializing in Strategic Management, from Tilak Maharashtra Vidyapeeth, India, and an MBA in Management from Andrews University, Michigan, USA. He also earned a Bachelor of Liberal Arts from Spicer Memorial College, India. He currently serves as Dean of the Graduate School at the Adventist International Institute of Advanced Studies (AIIAS) in Silang, Cavite, Philippines where he teaches courses in corporate change, strategic management, corporate governance, leadership, business ethics, and economic theory. His academic expertise encompasses strategic management, organizational theory and design, human resource management, entrepreneurship, marketing, organizational behavior, change and crisis management, corporate governance, and economic analysis for decision-making. He has taught and delivered graduate and undergraduate courses in various international institutions across Asia, Africa, Europe, and the United States. Dr. Kenneth P. Swansi has an established record of scholarly publications, research, and international academic presentations, particularly in strategic management, organizational theory, qualitative research methodologies, marketing, leadership, and business ethics. His published works include contributions to peer-reviewed journals and international academic publications, as well as a chapter in The SAGE Handbook of Qualitative Research in the Asian Context (2022), co-authored with Dr. Innocent Sigauke. His research examines workplace knowledge sharing, organizational performance, talent management, social marketing, Adventist health lifestyles, and the application and development of grounded theory in qualitative research. His scholarly contributions have appeared in publications such as the Pan-African Journal of Education and Social Sciences, East African Journal of Education and Social Sciences, and International Forum. Dr. Swansi's professional contributions reflect a strong commitment to academic excellence, institutional leadership, quality assurance, and the development of future business and management leaders. His dedication to quality education was recognized through the prestigious James J. Meany Service Award conferred by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) in 2019. Dr. Kenneth Swansi Dean, Graduate School Adventist International Institute of Advanced Studies

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

KEYNOTE SESSION 2: Dr. Richard Sabuin

Dr. Richard A. Sabuin is an international education leader, theologian, academician, and church administrator currently serving as Associate Education Director of the General Conference of Seventh-day Adventists, the worldwide headquarters of the Seventh-day Adventist Church. He earned his Master of Ministry degree in 2001 and PhD in New Testament in 2006 from AIIAS. His doctoral dissertation, entitled Repentance in the Book of Revelation, explored the theological significance of repentance in the Apocalypse, examining its biblical, historical, and eschatological dimensions. This scholarly work was later published as a book in 2010. His research interests include biblical interpretation, Revelation, New Testament theology, apocalyptic literature, historicism, and biblical hermeneutics. His scholarly contributions include research articles published in the Journal of Asia Adventist Seminary and other theological publications. Among his notable works are studies on the sequential structure of Revelation, the relationship between faith and Christ's Second Coming, biblical contextualization, and the theological significance of repentance. Following his doctoral studies, he joined the AIIAS Theological Seminary faculty in 2006 as a professor of Biblical Studies. He subsequently served as Chair of the Biblical Studies Department and was appointed Seminary Dean in 2011, serving in this leadership position until 2016. Dr. Sabuin has held significant leadership positions within the Seventh-day Adventist Church. He served as Director of Education, Sabbath School, and Personal Ministries for the Northern Asia-Pacific Division. He was elected Associate Education Director of the General Conference in 2022. His professional background combines theological scholarship, academic administration, educational leadership, and church governance. His experience in higher education and international church administration reflects a deep commitment to strengthening educational institutions, developing leaders, and advancing the mission of Adventist education worldwide. Dr. Sabuin is a strong advocate of Christ-centered education that integrates academic excellence, spiritual formation, character development, and service. His career demonstrates a continuing commitment to preparing competent, principled, and spiritually grounded leaders for service to God and humanity. Dr. Richard Sabuin Assoc. Education Director General Conference of the Seventh-day Adventists USA 22

Transformative Research for Sustainable Development

BEST PRACTICE 3: Kyle Imperio & Jasper Iturriaga Kyle Imperio serves as the Chief Executive Officer of Tito Solutions, a Philippines-based technology and business solutions company that helps organizations transform ideas into scalable digital products. In this role, he provides leadership and strategic direction, supporting the company's work in technology development, business automation, and digital innovation. His professional background is associated with the broader fields of business development, technology, and entrepreneurship. As CEO, he is involved in advancing solutions that help businesses improve their operations, develop digital capabilities, and pursue sustainable growth. His leadership reflects Tito Solutions' commitment to combining technology, strategy, and practical business applications. Kyle Imperio Chief Executive Officer Tito Solutions Jasper Iturriaga serves as the Chief Marketing Officer of Tito Solutions, bringing together experience in pastoral ministry, missionary work, creative communications, and digital media. Before entering the technology and business sector, Iturriaga was involved in pastoral and missionary work, including ministry in Indonesia. During this period, he developed an interest in photography and filmmaking, using visual storytelling to document church activities, community initiatives, and humanitarian work. He later expanded his creative work through photography, video production, and digital content creation, including involvement in media projects for the Seventh-day Adventist Church and the Lineage programs. He also contributed to initiatives promoting education and supporting underserved communities, including jungle school projects in remote areas of Palawan. A graduate of Central Philippine Adventist College, Iturriaga brings a distinctive combination of ministry experience, storytelling, creative production, and marketing leadership to Tito Solutions. His background informs his approach to brand communication, audience engagement, and purpose-driven digital marketing. Jasper Iturriaga Chief Marketing Officer Tito Solutions

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

KEYNOTE SESSION 3: Dr. Milton Mesa

Dr. Milton Mesa is a physician, public health educator, academic leader, and health ministry advocate serving as an Associate Director of the Health Ministries Department of the General Conference of Seventh-day Adventists in the United States. Originally from Argentina, Dr. Mesa earned his Doctor of Medicine degree from Universidad Adventista del Plata (River Plate Adventist University), graduating in 2000. He subsequently pursued graduate studies in Public Health in Finland, strengthening his expertise in health promotion, preventive medicine, and community health education. His professional career has combined medical and public health education, university administration, and international service. From 2003 to 2008, he served as an associate professor at the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines, where he contributed to graduate-level education. In 2008, he returned to Argentina and joined River Plate Adventist University as Academic Secretary of its School of Health Sciences. He was appointed Dean of the School in 2013 and later served as the University's Vice President for Academic Affairs beginning in 2022. Throughout his career, Dr. Mesa has been committed to preparing health professionals and advancing the integration of health education, lifestyle medicine, and Christian service. His work has involved collaboration with educational institutions, healthcare professionals, hospitals, community organizations, and church ministries. In his current role at the General Conference, Dr. Mesa contributes to the worldwide advancement of Adventist health education and comprehensive health ministry. His responsibilities include supporting health professional education programs and strengthening the relationship between healthcare institutions, academic programs, and the Church's mission of service and healing. A passionate advocate of health promotion, lifestyle medicine, and public health, Dr. Mesa brings a wealth of international academic and administrative experience to his ministry. His professional journey reflects a deep commitment to using medicine, education, and faith as instruments for improving individual and community well-being. Dr. Milton Mesa Assoc. Health Director General Conference of the Seventh-day Adventists USA 24

Transformative Research for Sustainable Development

PLENARY 5: Dr. Godwin Aja Dr. Godwin Aja is a Professor of Health Promotion with 30 years of experience in Public Health teaching, research, and community service. He is a graduate of Loma Linda University School of Public Health, California. His research interests include health asset mapping, religion and health, interprofessional education, community partnerships and engagement in health research and social care, translation of public health research evidence into policy and practice, etc. Prof. Aja has supervised numerous theses and dissertations, played key roles in curriculum development, and actively engaged in external assessments of academic programs. He is on the board of many national and international organizations and is currently the president of the Association for Public Health Teaching, Research and Service (APHTReS). His extensive involvement in academic and professional associations underscores his commitment to staying at the forefront of public health education and advancements. He is the section editor (Aging and Health Promotion), Journal of Public Health in Africa. Prof. Aja is a faculty member in the Graduate School Public Health Department of AIIAS where he currently serves as the MPH online program advisor. Dr. Godwin Aja Professor of Public Health AIIAS

PLENARY 6: Dr. Suranjeen Prasad

Dr. Suranjeen Prasad Pallipamula is an Indian physician and public health specialist with more than 25 years of experience in healthcare, community development, and public health leadership. He earned his medical degrees from Christian Medical College, Vellore, specializing in Community Medicine. He has held senior leadership roles with Jhpiego India, contributing to programs in maternal and child health, reproductive health, family planning, adolescent health, immunization, and community-based healthcare. He has also been involved in public health research, policy development, and partnerships aimed at improving health outcomes, particularly among underserved populations. Beyond his professional work, Dr. Prasad has been involved in initiatives connected with the Seventh-day Adventist Church, particularly in promoting the welfare and protection of women and girls. His commitment to public health, social responsibility, and community service reflects a strong dedication to improving lives and advancing the well-being of vulnerable populations. Dr. Suranjeen Prasad Pallipamula Director for Strategy and Partnerships, Jhpiego India

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

Transformative Research for Sustainable Development

ABSTRACTS

(KEYNOTE & PLENARY SESSIONS)

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

KEYNOTE SESSION 1

Title: The Triple Helix of Sustainability: Convergence of Education, Economics, and Public Health in Shaping Tomorrow Author: Dr. Zenaida Delica-Willison International Development and Disaster Risk Reduction Expert Former ADRA International and ADRA Asia Board Member

Abstract: Humanity faces interconnected global challenges that traditional, siloed approaches can no longer resolve. This presentation introduces a unified paradigm—the "Triple Helix of Sustainability"—which conceptualizes education, economics, and public health as three deeply intertwined strands driving long-term societal resilience. Rather than treating economic growth, educational equity, and healthcare infrastructure as separate policy goals, this framework demonstrates how progress in one domain accelerates development in the others. The presentation referenced the assessment report on the 17 Agenda 2030 Sustainable Development Goals, which warns that overall global progress remains dangerously uneven—and fundamentally insufficient to meet our 2030 targets. 2027 is a crucial year in defining what to do next, post-2030. The Triple Helix is a proposed framework for the next agenda.

Dr. Zenaida Delica-Willison International Development and Disaster Risk Reduction Expert Former ADRA International and ADRA Asia Board Member

Transformative Research for Sustainable Development

KEYNOTE SESSION 2

Title: Comprehensive Integration of Faith and Learning as a Determinant of Quality Adventist Education: A Suggestion Author: Dr. Richard Sabuin Associate Director General Conference of the Seventh-day Adventist Church Abstract: The integration of faith and learning (IFL) is often treated as a classroom practice but, in fact, it is far beyond that simple understanding. Building on the Adventist view of true education as the harmonious development of the physical, mental, and spiritual powers, this article argues that integration must be comprehensive if Adventist schools, colleges, and universities are to keep their identity and offer a unique quality education. History testifies that some Christian colleges secularized gradually through neglect rather than rejection and Adventist education must not fall into the same trap. This article proposes various dimensions through which faith can be made visible and effective. For each dimension, the article offers biblical foundation, Spirit of Prophecy counsel, and practical indicators with some examples. It concludes that comprehensive integration of faith and learning overarches all educational components and serve as determinant of quality education. The terms of reference of the Quality Assurance department in Adventist institutions should be adjusted to this concept.

Dr. Richard Sabuin Assoc. Education Director General Conference of the Seventh-day Adventists USA

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PLENARY SESSION 3

Title: "What Makes a School Adventist? Exploring How Adventist Schools Live Out Their Identity" Author: Leni Casimiro, PhD, Prema Gaikwad, PhD, Samuel Gaikwad, PhD, Jimmy Kijai, PhD, Raimond D. Luntungan, PhD Eunice Miguel-Aclan, PhD Adventist International Institute of Advanced Studies, Philippines Abstract: Background of the Study: Adventist education is grounded in a biblical worldview and seeks the holistic development of the learner through the restoration of God's image and preparation for a life of service (White, 1903). Consequently, Adventist identity is expected to permeate not only what schools teach but also their mission, relationships, spiritual life, culture, and educational practices. However, empirical evidence concerning the dimensions through which Adventist schools live out this identity remains limited. Grounded in the Seventh-day Adventist philosophy of education as articulated in Scripture and the writings of Ellen G. White, this study examined the dimensions of Adventist identity manifested in selected Adventist schools. Methodology: A quantitative, nonexperimental, cross-sectional research design was employed. Data were collected from 230 teachers in selected Adventist schools in the Philippines, Myanmar, and Indonesia using the Adventist Identity in Schools Questionnaire (AISQ). The 63-item questionnaire was developed from the operational definitions of the Adventist Identity domain of the Quality Adventist School Framework (2013) and used a five-point Likert scale. Principal axis factoring with oblique rotation was used to identify the underlying factor structure. Descriptive statistics, correlations, and tests of group differences were used to examine the levels and relationships among the identified dimensions and selected school characteristics. Key Findings and Conclusion: Six dimensions emerged, accounting for 84% of the common variance: Spiritual Nurture and Care; Biblical Foundations; Faith and Mission Integration; Institutional Commitment; Adventist School Culture; and Holistic Development. All dimensions were rated highly (M = 4.425–4.527). The dimensions were strongly interrelated (r = .53–.71, p < .001), suggesting that Adventist identity is multidimensional yet interconnected. Adventist identity was not significantly associated with school size, proportion of Adventist students, or school type. The findings suggest that Adventist identity is broadly and consistently expressed across diverse school contexts rather than being dependent on particular structural or demographic characteristics. These also provide empirical evidence of six interconnected dimensions through which Adventist school identity is perceived to be manifested. Recommendations: Adventist schools should intentionally strengthen these interconnected dimensions of identity and use the identified dimensions as a basis for institutional reflection, quality assurance, and continuous improvement.

Transformative Research for Sustainable Development

Authors’ Bios: Leni Casimiro, PhD, is an educator, researcher, and academic leader serving as Professor and Chair of the Education Department and Associate Dean of the Graduate School at the Adventist International Institute of Advanced Studies, Philippines. Her research interests encompass curriculum and instruction, educational leadership, online learning, and related areas, leading to publications in peer-reviewed journals and books.

Prema Gaikwad, PhD, is a professor of curriculum and instruction at AIIAS Graduate School. Originally from India, she earned her doctorate from Andrews University, Michigan, USA. With 51 years of teaching experience, she has presented internationally on educator development, inclusive and online instruction, and qualitative research. She has published peer-reviewed articles, book chapters, and co-edited a two-volume book. Samuel Gaikwad holds a PhD from Michigan, USA, and has taught mathematics, physics, philosophy, curriculum and instruction, statistics, and research methodology. He served as professor and president of Spicer Memorial College in Pune, India, before joining AIIAS in the Philippines. He has guided nearly 30 doctoral students, examined four PhD defenses, presented internationally, and published journal articles and book chapters. Jimmy Kijai, PhD, is a faculty member at the Graduate School of the Adventist International Institute of Advanced Studies (AIIAS). His research interests focus on the application of structural equation modeling to the study of institutional influences on the development of faith, beliefs, and values. Prior to joining AIIAS, he served as a faculty member at Andrews University for 31 years. In his leisure time, he enjoys photography, golf, and pickleball. He is married to Lucia, and together they have three adult children. Raimond D. Luntungan, PhD, is from Indonesia. He serves as an associate professor and program director for the on-campus MA in Education program (Educational Administration and Curriculum and Instruction Emphases) in the Education Department at Adventist International Institute of Advanced Studies. His research interests are in the area of curriculum and instruction, and educational technology Eunice Miguel-Aclan, PhD currently serves as professor at AIIAS where she is the Director of the Master’s in TESOL program and CPD In-Charge. She previously worked in ASEAN countries for a decade and held research consultant and college dean posts. Her research interests include SLA and literacy development, ESL/EFL methodologies and approaches, TESOL pedagogies, higher education, and qualitative methods.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PLENARY SESSION 4

Title: Transformative Research: Appreciative Inquiry, Action Research, and Activism Paradigm Author: Kenneth Swansi, MBA, MPhil, PhD Dean Graduate School, Associate Professor, AIIAS, Philippines Abstract: Research is increasingly being called upon to move beyond the generation of knowledge toward addressing inequity, strengthening human agency, and contributing to meaningful social transformation. The transformative research paradigm provides a framework for such inquiry by positioning social justice, human dignity, equity, participation, and empowerment at the center of the research process. Rather than treating participants as passive subjects, transformative research recognizes them as active partners and cocreators of knowledge whose lived experiences and contextual knowledge are essential to understanding and transforming social Realities. This conceptual paper examines three complementary approaches within a transformative research orientation: Appreciative Inquiry, Action Research, and the Activism Paradigm. Appreciative Inquiry provides a strengths-based approach that identifies existing capacities, successful experiences, and possibilities for positive change. Action Research connects systematic inquiry with practical intervention through iterative cycles of planning, action, observation, and reflection. The Activism Paradigm, understood here as an activist and critically engaged research orientation, extends inquiry into questions of power, privilege, discrimination, structural inequality, voice, and social justice. Together, these approaches provide complementary pathways through which research can move from understanding social reality toward purposeful transformation. The paper employs an integrative conceptual research design grounded in the transformative paradigm. Relevant literature is examined and synthesized through conceptual mapping, comparative analysis, thematic synthesis, and framework development. The analysis proposes an integrated model organized around four processes: Appreciate, Act, Advocate, and Transform.

Transformative Research for Sustainable Development

Appreciative Inquiry contributes the identification of strengths and possibilities; Action Research contributes iterative learning and practical intervention; and activist research contributes critical attention to power, inequity, and structural change. The paper argues that transformative research should combine methodological rigor with participation, reflexivity, ethical accountability, and action. Ultimately, transformative research is conceptualized not simply as research about people, but as research with people and for meaningful change. Keywords: Transformative Research, Appreciative Inquiry, Action Research, Activism Paradigm, Participatory Research, Social Justice, Empowerment, Research Paradigm, Social Transformation Author

Dr. Kenneth Swansi is an associate professor and the Dean of the Graduate School at the Adventist International Institute of Advanced Studies (AIIAS), Philippines

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PLENARY SESSION 4

Title: Qualitative Research as Transformative Inquiry: From Voice to Change Author: Prema Gaikwad, PhD Professor, AIIAS, Philippines Abstract: Traditional qualitative research has deepened the understanding of human experiences and social meanings. Yet, one question remains: how does such understanding lead to transformation? Today’s pressing issues—social injustice, cultural marginalization, and environmental degradation—demand research that not only interprets the world but helps change it and sustain it. This theoretical study employs a rigorous literature review of resources from Scopus Search and Google Scholar. Drawing on the theoretical foundations of critical theory, transformative learning, constructivism, and Freirean social change theory, this study views qualitative inquiry as a catalyst for meaningful transformation. Transformative inquiry is found to empower participants, challenge inequities, and produce insights for justice and sustainability. The study highlights the researcher’s ethical role to engage reflexively and collaboratively in creating knowledge that matters. The study positions transformative inquiry as a justice-oriented, reflective, and action-driven approach to qualitative research. The discussion explores how qualitative research can move beyond description to action —co-creating knowledge with communities, fostering critical reflection, and influencing policy and practice. It invites researchers to reframe their positionality, design studies that promote equity, and contribute to sustainable change. Reimagining qualitative research for transformative impact also requires changes in academic culture. Funding bodies and review boards must support emergent, co-created methodologies. Journals should value narrative and participatory outputs. Graduate programs must nurture reflexivity, humility, and ethical courage. Finally, policymakers and practitioners can draw on transformative qualitative insights to design inclusive interventions and challenge unjust systems. In essence, transformative qualitative research bridges understanding and action—turning inquiry into a force for meaningful and lasting impact. 34

Transformative Research for Sustainable Development

Key Terms: Transformative Research, Collaborative Knowledge Production, Critical Reflection Author’s Bio: Prema Gaikwad, PhD, is a professor of curriculum and instruction at AIIAS Graduate School. Originally from India, she earned her doctorate from Andrews University, Michigan, USA. With 51 years of teaching experience, she has presented internationally on educator development, inclusive and online instruction, and qualitative research. She has published peer-reviewed articles, book chapters, and co-edited a two-volume book.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PLENARY SESSION 6

Title: Transformative Research in Public Health: Beyond Bibliometrics Author: Prof. Godwin N. Aja, DrPH, FRSPH Graduate School Public Health Department, Adventist International Institute of Advanced Studies (AIIAS), Philippines Abstract: There is the growing use of computational systems, artificial intelligence, machine learning, and citation analytics to identify and assess research and researchers. Yet the ability to measure scholarly productivity and citation performance does not, in itself, establish societal impact. Persistent health inequities, fragile health systems, constrained financing, climate change, population mobility, and complex humanitarian settings continue to challenge Sustainable Development Goal (SDG) implementation, particularly in low- and middle-income countries. These challenges do not necessarily reflect a deficit of scientific knowledge. Rather, they highlight enduring gaps between evidence generation, policy formulation, and effective implementation at scale.This presentation reflects on whether the wider purpose and value of research are adequately captured by publication counts, citations, and the h-index, or whether assessment should also consider how research changes lives, strengthens communities, informs policy, and advances sustainable development. How do we define research success in population health? How does our research contribute to meaningful changes in population health and communities? What does a successful researcher leave behind besides publications and citations? The question is not simply how frequently we publish or how often others cite it, but what our research contributes and whether the knowledge it generates helps people and communities achieve meaningful, sustainable change.

Dr. Godwin Aja Professor of Public Health AIIAS

Transformative Research for Sustainable Development

ABSTRACTS

(CONCURRENT SESSION)

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 1 Title: Food Choice Factors and Food Insecurity among Households with School-Age Children from Public Elementary Schools in Iloilo City Authors: Dayne Clarisse G. Giner, BSN Student Shane M. Blando, BSN Student El Rhea Chain P. Padernal,BSN Student Kate Isabel J. Subibe, BSN Student Christine B. Epilepsia, PhD (Research Adviser) College of Nursing, St. Paul University Iloilo, Iloilo City, Philippines Abstract: Food choices by primary household decision-makers shape the food intake and meal practices of school-age children because they influence the foods selected, purchased, prepared, and served. However, food insecurity remains a concern among households and is associated with limited food access, reduced dietary quality, and adverse outcomes. Although food choice factors and food insecurity have been examined, limited localized evidence describes these concerns among households with school-age children in Iloilo City. This study assessed food choice factors and household food insecurity among households having school-age children. The study was guided by the Food Choice Process Model and the Four Pillars of Food Security. The Food Choice Process Model provided a framework for understanding food choices in relation to personal and contextual influences, while the Four Pillars—availability, access, utilization, and stability—provided a framework for understanding household food security. A cross-sectional descriptive design was used. Participants were 200 primary household decision-makers from five public elementary schools, selected through purposive sampling. Data were gathered using Food Choice Questionnaire, Household Food Insecurity Access Scale, and Reduced Coping Strategies Index. Frequency, percentage, mean, and rank were used for analysis. Most household participants aged 20–39 years old (52.5%), are non-college graduates (55.5%), earned PHP 48,120 and below monthly (85.5%), and had four and below members (52%). Top food choice factors were health (M = 3.94), mood (M = 3.92), and price (M = 3.83). Across profiles, health ranked first, then mood—while sensory appeal commonly ranked third, except among participants aged 40–59 years old where price ranked third. Nearly half of the households (48%) experienced severe food insecurity, and the leading coping strategy was growing food at home (57%). 38

Transformative Research for Sustainable Development

Community-based programs should strengthen nutrition, family planning, and foodsecurity education among parents as a foundation for healthy food choices among children. Schools and local health authorities should collaborate in conducting health education sessions, while livelihood support and home gardening initiatives, including seedling distribution, may help address food insecurity. Future studies should assess children’s BMI and nutritional status. KEYWORDS: food choice factors, food insecurity, school-age children, food access, coping strategies Authors’ Bios: Dayne Clarisse G. Giner is a fourth-year Bachelor of Science in Nursing student at St. Paul University Iloilo, Philippines. She developed an interest in public health and nutrition through outreach feeding programs during her basic education. She has demonstrated leadership as a classroom officer and hopes to contribute to improving community health through nursing and community related research. Shane M. Blando is a fourth-year Bachelor of Science in Nursing student at St. Paul University Iloilo, passionate about research, leadership, and journalism. As a student leader and aspiring nurse, she strives for excellence, continuously developing knowledge and skills to provide compassionate, evidence-based care for the welfare of her future patients. El Rhea Chain P. Padernal is a Bachelor of Science in Nursing student at St. Paul’s University Iloilo. Her academic interests include nursing research, evidence-based practice, and community health. She is committed to contributing to quality healthcare through research, lifelong learning, and the application of ethical and patient-centered nursing care. Kate Isabel J. Subibe is a fourth-year Bachelor of Science in Nursing student at St. Paul University Iloilo. Throughout her academic journey, she has actively participated in leadership, research, and extracurricular activities, reflecting her commitment to learning, service, and professional growth. Dr. Christine B. Epilepsia earned her Master of Science in Nursing from St. Paul University Iloilo, Iloilo City, Philippines last 2010. She has also earned units in Doctor of Philosophy in Nursing in St. Paul University Philippines. She actively mentors undergraduate and graduate students in nursing research.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 2

Title: Job Satisfaction Among Nurses Working in Family Health Centers Authors: Seded Oyungerel, MSN, RN, Gelegjamts Delgersuren, PhD, RN, Tserendorj Oyundari Mongolian University of Pharmaceutical Sciences, Ulaanbaatar, Mongolia Abstract: Introduction: Job satisfaction among nurses in family health centers directly affects workforce stability and the quality of primary nursing care. Periodic assessments of working conditions and satisfaction levels are essential for optimizing nursing management systems. This study was guided by Herzberg’s Two-Factor Theory, emphasizing the role of intrinsic and extrinsic motivators. Objective: To determine the level of job satisfaction and identify influencing factors among nurses working in family health centers. Methods: A descriptive cross-sectional study design was conducted from December 2022 to March 2023. A total of 102 family health center nurses completed a paper-based survey utilizing the modified Nurses’ Satisfaction Instrument (American Nurses Association, 2021). The 43-item tool evaluated three subscales: baseline satisfaction, influencing factors, and potential solutions. Overall scores categorized satisfaction as poor (0–60), average (61–122), or good (123–180). Quantitative data were analyzed using descriptive statistics, including means and standard deviations. Results: The overall job satisfaction among participating nurses was rated as good, with a global mean score of 131.98 ± 13.06. Across the subscales, baseline nurse satisfaction fell within the average range (mean = 32.8 ± 4.06), whereas external influencing factors were rated highly (mean = 58.6 ± 8.05). Respondents strongly agreed with the proposed solutions subscale (mean = 40.4 ± 3.04). Workload, professional value recognition, salary compensation, and human resource management emerged as the most critical determinants of overall job satisfaction.

Transformative Research for Sustainable Development

Conclusion: Although overall satisfaction is high, targeted institutional interventions are required to support areas yielding only average satisfaction. Enhancing family nursing retention and service performance requires integrated policy reforms focused on expanding human resources, balancing workloads, optimizing salary structures, and formally recognizing the professional value of primary care nurses. Job satisfaction; family health center; primary care nurses; Herzberg's theory Authors’ Bios: Oyungerel Seded, RN, MSN is a Lecturer of Nursing at the Mongolian University of Pharmaceutical Sciences. She brings over 31 years of clinical experience in family health centers and specializes in rehabilitation nursing. Holding a Master's degree, her 2023 research utilizes global instruments to analyze job satisfaction among community health nurses, advancing primary healthcare administration.

Gelegjamts Delgersuren, PhD, RN, is an associate professor and Head of the Nursing Department at the Mongolian University of Pharmaceutical Sciences. Her academic work includes nursing education and research on the well-being of people with cancer, the caregivers of cancer in Mongolia.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 3

Title: Arrival Ta Bai: A Case Study of Entrepreneurs Pricing Strategies in Thrifting Business Authors: Ralph Guiller F. Cuevas, Donnell Cline R. Hallarsis, Rhody Laynn K. Morada, MBA, PhD Student South Philippine Adventist College, Davao del Sur, Philippines Abstract: This qualitative case study explored the pricing strategies employed by thrift business entrepreneurs in Davao del Sur, Philippines, as thrifting gains popularity due to sustainability awareness and budget-conscious shopping. Guided by Pricing Theory, Law of Demand, Behavioral Pricing Theory, and Entrepreneurial Marketing Theory, the study examined how thrift entrepreneurs develop and adapt pricing practices in a competitive market. Data was collected through in-depth, semi-structured interviews with nine purposively selected thrift business owners who had at least two years of business experience. Thematic analysis was employed to identify recurring patterns across participant responses. Findings revealed that entrepreneurs determined prices through cost-based assessment, competitor monitoring, and customer value perception. Key factors influencing pricing included product condition, brand rarity, sourcing costs, customer haggling, and seasonal demand fluctuations. Participants are commonly employed flexible strategies, including bundle discounts, psychological pricing, and negotiation-based pricing. Adaptive pricing practices were perceived to encourage impulse buying and strengthen customer loyalty, whereas static pricing approaches were associated with slower inventory turnover. The study contributes to the limited literature on pricing practices among thrift businesses in the Philippine context. It recommends flexible pricing, transparent communication of product value, and strategic use of social media for competitors and market awareness. The study is limited by its single geographical focus and qualitative design. Future research may examine the quantitative relationship between pricing strategies and profitability across diverse geographical settings. 42

Transformative Research for Sustainable Development

Keywords: pricing strategies, thrifting business, Davao Region, qualitative case study Authors’ Bios: Ralph Cuevas Is a fourth-year student who enjoys sports and cooking. One of his greatest strengths is buying and selling, consistently finding ways to generate something from nothing. A dedicated choir member, he brings creativity and discipline to everything he does, balancing his many talents with passion and resourcefulness.

Cline Hallarsis is a fourth-year college student who has studied at SPAC since high school. He is passionate about sports and motorcycles and enjoys thrifting as one of his favorite hobbies. Through thrifting, he has built a wide network of connections, turning a simple interest into meaningful relationships and opportunities.

Rhody Laynn Morada serves as the Vice President for Finance at South Philippine Adventist College. She is a Phd in Business student of Adventist International Institute of Advanced Studies under the Cohort program of SSD. Her research interests are in adventist education and business.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 4

Title: Beyond the Price War: A Case Study On Pricing Strategies for Sustainability in Davao Region’s Digital Printing Industry Authors: Pearlyn Joy Razonable, BSBA Student RJ Kent M. Mangubat, BSBA Student Rhody Laynn K. Morada, MBA, PhD Student South Philippine Adventist College, Davao del Sur, Philippines Abstract: The digital printing industry in Davao Region is defined by intense price competition that threatens the long-term viability of small and medium enterprises, yet practice-oriented research on sustainable pricing remains scarce. This qualitative case study examined how five owner-operators of digital printing businesses in Digos City, Davao Region, with five to nine years of experience, developed and defended their pricing strategies amid an ongoing price war. In-depth interviews were analyzed through Yin’s five-phase model and interpreted through four theoretical lenses: standard, competition-based, promotional, and value-based pricing. Findings revealed that owners establish base prices through cost-based computation, market-referenced pricing, volume-negotiated pricing, and value-driven positioning, motivated by financial risk, stakeholder pressure, business expansion, and personal values such as faith and family. These concerns are operationalized through fixed pricing with price floors, selective discounting, competitive pricing, and differentiation. When confronted by undercutting competitors, owners defend their pricing through trustbased retention, value-added offers, selective negotiation, quality demonstration, and operational efficiency. These findings converge into the Striving Legend Framework, a four-layer model depicting pricing foundation, driving forces, strategic action, and defense and sustainability as a continuous cycle. The study concludes that owners sustain operations through the deliberate integration of cost discipline, market awareness, customer relationships, and value-based differentiation, with customer relationships serving as a critical buffer against destructive price competition. 44

Transformative Research for Sustainable Development

The study recommends that shop owners strengthen cost-tracking, set firm minimum price floors, and prioritize genuine customer relationships over price-based competition, in the future researchers explore how these behaviors could be strengthened through structured financial practices. Keywords: pricing strategies, price war, business sustainability, digital printing industry, Davao Region, qualitative case study Authors’ Bios: Pearlyn Joy Razonable is completing her fourth year in Bachelor of Science in Business Administration, majoring in Operations Management, at South Philippine Adventist College. Drawn to the operational side of small business survival, she takes particular interest in how owners manage costs and pricing under competitive pressure. She co-authored this case study on pricing strategies within Davao Region’ digital printing industry.

RJ Kent M. Mangubat is a fourth-year student pursuing a Bachelor of Science in Business Administration, majoring in Operations Management, at South Philippine Adventist College. His interest lies in strategic and customer-relationship side of business sustainability, particularly how firms defend their positioning against rivals. He coauthored this study on pricing strategies in Davao Region’s digital printing industry.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 5

Title: The Relationship Among Preferred Subject Specialization, Teaching Self-Efficacy, and Teaching Confidence of Elementary Teachers Author: Jeshel B. Boston, BEEd Student South Philippine Adventist College, Davao del Sur, Philippines Abstract: Elementary teachers are expected to teach across multiple learning areas, yet they are often assigned subjects without regard to their preferred areas of strength. Teachers’ sense of competence in their assigned subjects may shape how capable and confident they feel, affecting the quality basic education envisioned in Sustainable Development Goal 4. However, limited local evidence exists on whether preferred subject specialization relates to the teaching self-efficacy and confidence of Filipino elementary teachers. Anchored in Bandura’s Social Cognitive Theory, which holds that self-efficacy is shaped largely by mastery experiences, this study proposed that teachers who prefer a subject have accumulated more successful experiences teaching it, strengthening their belief in their capability (self-efficacy) and their assurance in the classroom (confidence). The study determined the levels of and relationships among these variables. A quantitative descriptive-correlational design was employed among all 41 Grade 4–6 teachers (total enumeration) from eight conveniently selected schools in Matanao, Davao del Sur, during School Year 2025–2026. Data were gathered using a researcher-made four-point Likert-scale questionnaire validated by three experts and pilot-tested (Cronbach's α = .748 to .909). Means and standard deviations described the levels of the variables; because scores were not normally distributed (Shapiro–Wilk, p < .01), Spearman rank-order correlation tested the relationships at the .05 level. Teachers reported very high levels of preferred subject specialization (M = 3.51, SD = 0.39), teaching self-efficacy (M = 3.57, SD = 0.38), and teaching confidence (M = 3.53, SD = 0.43). Preferred subject specialization was positively related to teaching self-efficacy (ρ = .501, p < .001) and teaching confidence (ρ = .525, p < .001), while self-efficacy and confidence were strongly related (ρ = .769, p < .001). 46

Transformative Research for Sustainable Development

The study concludes that preferred subject specialization is meaningfully associated with teachers’ self-efficacy and confidence: teachers who feel more specialized in a subject also feel more capable and confident in teaching, consistent with the role of mastery experiences in Social Cognitive Theory. School heads may consider teachers’ subject strengths when assigning teaching loads and providing mentoring and subject-specific training in less-familiar areas. Keywords: preferred subject specialization, teaching self-efficacy, teaching confidence, elementary teachers Author’s Bio: Jeshel B. Boston is a fourth-year Bachelor of Elementary Education student at South Philippine Adventist College, Philippines. Her research interests focus on teacher self-efficacy, teaching confidence, and teachers’ preferred teaching subjects. As a future elementary educator, she aims to contribute to educational research and promote teaching practices that support teachers’ professional growth and enhance learners’ educational experiences.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 6

Title: Hidden Curriculum as Experienced by Graduate Students at a Faith-based Higher Institution: An Interpretive Phenomenological Study Author: Lun Tuah Cing, MAEd, PhD Student Adventist International Institutes of Advanced Studies, Silang, Philippines Abstract: The hidden curriculum in education refers to the values, attitudes, behaviors, and social expectations that students learn indirectly through their educational experiences. While professors officially teach material, their personal attitudes, relationships, professional actions, and ways of connecting faith with learning can also shape students’ growth. However, less is known about how graduate students experience and interpret the hidden curriculum within a Christian higher education environment. In particular, limited attention has been given to how professors’ everyday behaviors, relationships, professional practices, and faith-related actions shape students’ learning and personal development. This study looked at the lived experiences of students at a faith-based higher education institution, exploring how they perceived the hidden curriculum demonstrated by their professors. Informed by Bandura’s Social Learning Theory, the study used an interpretive phenomenological approach to understand how students experienced and made sense of the hidden curriculum. A qualitative interpretive phenomenological design was used. The study involved graduate students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed thematically. The interviews were analyzed thematically to identify recurring patterns and deeper meanings in the participants’ stories. The results showed that students encountered the hidden curriculum through three areas: professors modeling core values and professional conduct; learning through personal relationships and real-life experiences; and engaging in faith-integrated education. Students also had mixed experiences when faculty actions did not match their words, leading to both inspiration and confusion or disappointment. In those cases, some found inspiration but also felt confusion or disappointment. 48

Transformative Research for Sustainable Development

The study concludes that professors impact students through how they live, how they interact, and how consistently they practice their beliefs. The study recommends that Christian higher education institutions strengthen faculty awareness of their role as role models, intentionally demonstrate Christian values, build meaningful relationships with students, and maintain consistency between faith, teaching, and daily professional practices. Author’s Bio: Lun Tuah Cing is a graduate student at the Adventist International Institute of Advanced Studies (AIIAS) from Myanmar, pursuing a PhD in Education with an emphasis on Curriculum and Instruction and a cognate in Administration. She has three years of teaching experience and came to the Philippines to pursue her graduate studies.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 7

Title: Understanding Community Needs and Priorities for Sustainable Development: Evidence from Resettlement Communities in Cagayan de Oro City, Philippines Author: Chirlynor Ebora-Calbayan, DrPH, MPH, RND Jayzelle Alboria, MPH Student Edilberto Tangayan, Jr., MPH Student Joire Ugbamin, MPH Student Jemar Cabasag, MPH Student Sheila Colegado, MPH Student Joseph Vicente, MPH Student Jodeljim Gumapac, MPH Student Bethwel Arendain, MPH Student Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Background: Sustainable community development requires an understanding of people's living conditions, expressed needs, available resources, and development priorities. In resettlement communities, comprehensive needs assessment can help identify challenges and guide interventions responsive to residents' circumstances. Guided by the SocioEcological Model, this study recognizes that community well-being is influenced by interconnected social, economic, organizational, and environmental factors. Objective: This study aimed to describe community conditions, identify priority problems and unmet needs, and determine preferred interventions to inform evidence-based planning for sustainable development in resettlement communities in Cagayan de Oro City, Philippines. Methods: A descriptive research design was employed using a structured survey questionnaire. Data covered household profiles; social and cultural conditions; political participation and governance; economic and environmental conditions; gender equality; health; food and nutrition security; justice and equity; community organizations and partnerships; community participation; and priority community problems. Data were analyzed using descriptive statistics, particularly frequencies and percentages.

Transformative Research for Sustainable Development

Results: Poverty was the most frequently selected community problem, with 205 selections (17.9%), followed by unemployment, with 165 (14.4%), and food insecurity, with 150 (13.1%). When asked which problem should be addressed first, poverty ranked highest, with 120 responses (26.0%), followed by unemployment, with 55 (11.9%), and food insecurity, with 47 (10.2%). Written responses emphasized financial difficulties and the need for agricultural and livelihood opportunities. Health education was the most frequently selected preferred intervention, with 211 selections (12.5%), followed by livelihood training, with 167 (9.9%), and nutrition education, with 155 (9.2%). Medical screening, food assistance, and financial literacy were also frequently selected. Conclusion: The findings highlight poverty, unemployment, and food insecurity as prominent priorities in the assessed resettlement communities. They also indicate demand for health education and livelihood-related interventions. Recommendations: Community stakeholders should prioritize integrated livelihood and agricultural initiatives, health and nutrition education, and complementary programs addressing environmental health and social equity. Participatory planning, interorganizational Author’s Bio: Dr. Chirlynor Ebora-Calbayan, DrPH, MPH, RND, is an associate professor in the AIIAS Public Health Department and has served as Program Director of the Master of Public Health Extension Program for 13 years. Her research interests include community needs assessment, integrated community development, nutrition, healthy lifestyle promotion, and disease prevention. She is committed to translating research into meaningful action that improves health and empowers communities.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 8

Title: Attenuated Total Reflectance-Fourier Transform Infrared (ATR-FTIR) Spectroscopic Profiling of Urine in Diabetic States Among Adults Aged 18-59 in Metro Manila, Philippines: A Cross-Sectional Study Authors: Mary Joyce B. Cuenco, Gianne Origen B. Peña, Frances Johan D. Robles, Kamala Angela R. Tingson, Ara Mae O. Valencia, Gamaliel Issamar S. De Vera, RMT, MSMT, Ruth R. Bangaoil, RMT, MSMT Department of Medical Technology, Faculty of Pharmacy, University of Santo Tomas, Metro Manila, Philippines Abstract: Diabetes mellitus is a long-term metabolic disorder marked by persistent hyperglycemia and biochemical alterations. In the Philippines, people living with diabetes are projected to reach 7.5 million by 2045. Conventional blood-based diagnostic methods are invasive and may reduce patient compliance. This research aims to investigate whether the Attenuated Total Reflectance-Fourier Transform Infrared (ATR-FTIR) spectroscopy can characterize spectral differences between diabetic and normoglycemic urine samples, classify and interpret these spectral patterns according to glucose levels, and correlate and compare the spectral profiles corresponding to dipstick categories. A cross-sectional design was employed, involving 46 urine samples (23 normoglycemic and 23 diabetic) collected from adults aged 18-59 years in Metro Manila through purposive sampling. Samples were analyzed using ATR-FTIR spectroscopy within the 4000– 400 cm⁻¹ range, with focus on the fingerprint region (1800–850 cm⁻¹). Spectral data were preprocessed using baseline correction, normalization, and smoothing, and analyzed through Principal Component Analysis (PCA), Mann–Whitney U test, Spearman correlation, and Partial Least Squares Discriminant Analysis (PLS-DA). Results showed observable spectral differences between groups, particularly in Amide I, Amide II, and carbohydrate/glucose/phosphate-related regions. 52

Transformative Research for Sustainable Development

PCA revealed partial overlap between groups despite explaining 92.5% of total variance, indicating limited separation using unsupervised analysis. The broad Amide II region showed a statistically significant difference (p = 0.0296). The optimized 6-component PLS-DA model achieved 78.3% accuracy, 69.6% sensitivity, 87.0% specificity, and an ROC-AUC of 0.805, suggesting moderate classification performance. Overall, ATR-FTIR spectroscopy demonstrates potential as a non-invasive and exploratory tool for urine-based metabolic profiling in diabetes; however, further validation with larger sample sizes and standardized protocols is necessary before clinical application. Keywords: ATR-FTIR, diabetes mellitus, urine profiling, glucosuria, Amide II region Author’s Bio: Ara Mae O. Valencia is a 3rd-year BS Medical Technology student at the University of Santo Tomas (UST). She completed secondary education at L’Altra Montessori School and UST SHS. Valencia has held leadership roles in the Rotaract Club, Red Cross Youth Council, and Medical Technology Society at UST. Her technical skills include micropipetting, spectrophotometer operation, and strong attention to detail.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 9

Title: Association Between Stress and Quality of Life Among Family Caregivers of Patients With Cancer in Mongolia Authors: Gelegjamts Delgersuren, PhD, RN, Buyanbadrakh Chagtsalmaa, MNS, RN, Mongolian University of Pharmaceutical Sciences, Ulaanbaatar, Mongolia Abstract: Background: Family caregiving in cancer can produce physical, emotional, social, and financial strain. Pearlin’s stress process model offers a framework for interpreting caregiving demands, related strains, and caregiver well-being (Pearlin et al., 1990). Objective: To examine the association between stress and quality of life among family caregivers of patients with cancer in Khuvsgul Province, Mongolia. Methods: This cross-sectional study included 116 caregivers. Quality of life was assessed using the Functional Assessment of Cancer Therapy–General–Caregiver (FACT-G Caregiver), and stress using the Kingston Caregiver Stress Scale (KCSS). Internal consistency was examined in a 15-person pilot (Cronbach’s α = 0.79 and 0.88, respectively). Frequencies, percentages, means, and standard deviations summarized the data; bivariate correlation analyses assessed associations using SPSS version 21. Results: Of 116 caregivers, 71.6% were women; 68.9% of care recipients had stage III–IV cancer, and 58.6% of caregivers provided more than five hours of care daily. The mean quality-of-life score was 57.45 ± 15.06, and the mean stress score was 23.81 ± 9.91. Stress correlated with the reported total quality-of-life score (r = 0.479, p < 0.001), physical well-being (r = 0.487, p < 0.001), and emotional well-being (r = 0.526, p < 0.001). Financial difficulties (34.6%), emotional distress (29.3%), and fatigue (26.7%) were frequently reported. Conclusion: Stress and quality-of-life scores were significantly associated. Within a stress process perspective, the findings support assessing caregivers’ psychological and practical needs. The direction of the association requires confirmation against the questionnaire scoring and analysis output; the cross-sectional design does not establish causation. 54

Transformative Research for Sustainable Development

Keywords: cancer; family caregiver; quality of life; stress; Mongolia. Authors’ Bios:

Buyanbadrakh Chagtsalmaa, MNS, RN, is a registered nurse at Khuvsgul General Hospital in Mongolia. Chagtsalmaa co authored a study of stress and quality of life among family caregivers of people with cancer in Khuvsgul Province. This research addresses the experiences of caregivers in provincial Mongolia.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 10

Title: Relationship of Perceived Stress and Grit to Academic Performance of Medical Students Author: Cherry Ann E. Dionzon-Serra MD, FPCP, FPCCP, MHPEd, Adventist University of Philippines, College of Medicine, Silang, Philippines Abstract: Background of the study. This study investigates the relationship of perceived stress and grit to academic performance among medical students. Grit as a positive psychology construct has recently been of interest in the field of medical education. Several studies linked grit to academic performance of non-medical courses but only a few in medical education and yet with conflicting results (Montas, 2020) (Alzerwi, 2020) (Lam, 2018) (Pate, 2017) (Lee 2017). This study also anchors on the relevance of The Lazarus theory (Lazarus, 1984) in understanding the relationship between academic stress and academic performance. Objectives. This study generally aims to determine the relationship of perceived stress and grit to academic performance among medical students. This study would also like to determine the association of age, year level and sex to the level of perceived stress and grittiness. Methodology. This study is a correlational research design which utilized two validated questionnaires, the 8-item Short Grit Scale (Grit-S) and the Medical Student Stressor Questionnaire (MSSQ). The sample population included 242 medical students. Data were analyzed using descriptive statistics, correlation and regression analysis using SPSS software. Results. Grit and overall perceived level of stress do not have a strong statistically significant relationship to Academic performance. However, when the 6 domains of stress were analyzed individually, domain 5 (Drive and desire related stressors) showed a negative but weak relationship to academic performance. Grit when grouped by year level, age and sex do not have significant difference. Perceived stress when analyzed by age does not have a significant relationship to academic performance. Lower year levels have significant high level of perceived stress compared to fourth year medical students with females having high level of stress than males. The main source of perceived stress are the academic related stressors. 56

Transformative Research for Sustainable Development

Conclusion/Recommendation. This study showed that over-all perceived level of stress does not affect academic performance, however, drive and desire related stressor has a negative relationship to academic performance. The majority of the stress comes from academic related stressors with females having higher perceived levels of stress. Grit and its subthemes do not have a significant relationship to academic performance. The researcher recommends doing further research on grit among medical students, specifically on the difference of grit among medical students in government and private institutions, economic status and extent of financial support received. Author’s Bio: Dr. Cherry Ann Dionzon-Serra is an Internal Medicine Consultant and a certified Fellow, Adult Pulmonary Medicine. She is a Fellow and an active member of the Philippine College of Physician and Philippine College of Chest Physician. She completed her Master in Health Professions Education at National Teacher Training Center for Health Professions- University of the Philippines, Manila. She is a teaching faculty and head of the Medical Education Unit of Adventist University of the Philippines-College of Medicine.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 11

Title: The Influence of Daily Classroom Routine on Behavioral Development: The Mediating Role of Classroom Engagement Author: Ritchel H. Abucay, BEEd Student, Reggie R. Mativo, LPT, MAEd, PhD Student South Philippine Adventist College, Davao del Sur, Philippines Abstract: Student behavior in the classroom remains an important concern in education, as it influences pupils’ participation, discipline, and learning. The study is anchored on SelfDetermination Theory (Deci & Ryan, 2012), Classroom Management Theory (Tauber, 2007), and Student Engagement Theory (Reeve, 2012). This study examined the influence of daily classroom routines on behavioral development and the mediating role of classroom engagement among Grade 6 pupils in selected elementary schools in Matanao District 1, Davao del Sur. Specifically, it examined the levels of daily classroom routines, classroom engagement, and behavioral development, as well as the relationships among these variables and the mediating role of classroom engagement. The study employed a quantitative descriptive-correlational research design. A total of 97 Grade 6 pupils were selected from a population of 146 through stratified sampling across 3 schools (Sinaragan n = 31, Camanchiles n = 15, Sinawilan n = 51); 94 valid responses were analyzed. Data were gathered using a researcher-made/adapted questionnaire and analyzed using descriptive statistics, Pearson correlation, and mediation analysis with bootstrapping (5000 resamples). Findings revealed that pupils demonstrated a very high level of daily classroom routines. Classroom engagement was high to very high across behavioral, emotional, and cognitive dimensions, although emotional engagement was comparatively lower. Behavioral development was also found to be very high in terms of discipline, responsibility, cooperation, and problem-solving skills. The findings further showed that daily classroom routines significantly influence behavioral development (total effect B = 0.859, β = .799, p < .001), both directly (B = 0.341, β = .317, p < .001) and indirectly through classroom engagement (B = 0.518, β = .481, 95% CI [0.319, 0.706]), indicating partial mediation. 58

Transformative Research for Sustainable Development

The study concludes that consistent classroom routines contribute to positive behavioral development and that classroom engagement serves as an important pathway through which routines may influence pupils’ behavior. It recommends maintaining consistent and purposeful classroom routines while providing opportunities for active behavioral, emotional, and cognitive engagement. These findings contribute to quality education by emphasizing the role of structured classroom practices and meaningful learner engagement in supporting positive behavioral development. Keywords: Daily Classroom Routines, Classroom Engagement, Behavioral Development, Elementary Pupils. Authors’ Bios: Ritchel H. Abucay is a fourth-year Bachelor of Elementary Education student at South Philippine Adventist College, Philippines. Her research interests include classroom routines, learner engagement, behavioral development, and quantitative research in elementary education. As an aspiring elementary educator, she is committed to creating structured and supportive learning environments that promote positive behavior, active participation, and meaningful learning. Reggie Mativo serves as Research Center Director and faculty member at South Philippine Adventist College in Matanao, Davao del Sur, Philippines. She is currently pursuing a Doctor of Philosophy in Multidisciplinary Research and Evaluation. Her work focuses on research governance, statistical consultation, and the integration of faith and learning in higher education. She has led institutional studies on research ethics, artificial intelligence policy, and academic achievement across Adventist schools in Mindanao.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 12

Title: Adventist Education Leader’s Legacy: A Narrative Inquiry Authors: Boakye-Dankwa Yaw Boateng, PhD Student Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Leadership in faith-based educational institutions extends beyond administrative responsibilities to include spiritual commitment, service, and the advancement of institutional mission. Although previous studies have examined educational leadership and servant leadership, limited research has explored how leadership identities are formed and developed over time within Adventist educational settings. The purpose of this study was to examine the leadership journey and legacy of Samuel Amankwah, an Adventist educational leader in Ghana, and to understand how faith, mentorship, challenges, and personal growth shaped his leadership identity and practice. Guided by servant leadership theory, spiritual leadership theory, and narrative identity theory, the study employed a qualitative narrative inquiry design. Data were collected through a semi-structured interview and analyzed thematically within a narrative inquiry framework. Three themes emerged: (1) growing through faith and early leadership exposure, (2) leading through challenges and institutional transitions, and (3) learning leadership as service and ministry. The findings showed that early involvement in Adventist youth ministries, mentoring relationships, and faith- driven identity formation served as foundations for leadership development and an enduring leadership legacy. The study further revealed that continuous learning, spiritual commitment, innovation, and service-oriented leadership contributed to effective leadership practice within Adventist education. The findings also demonstrated that leadership was understood as service rather than authority, with emphasis on developing others and preparing future leaders. The study concludes that leadership legacy within Adventist education develops progressively through spiritual formation, mentorship, lived experiences, continuous learning, and reflective practice. 60

Transformative Research for Sustainable Development

The study recommends that Adventist educational institutions strengthen leadership development programs through faith formation, formal mentorship, continuous professional and spiritual development, servant leadership training, and intentional succession planning to prepare future leaders and sustain institutional mission. Keywords: Narrative inquiry, Adventist education, faith-based leadership, servant leadership, spiritual leadership, leadership development Author’s Bio: Yaw Boateng Boakye-Dankwa is an educationist, researcher and a PhD student with a growing interest in educational leadership, teaching, learning and faith-based education. He is currently pursuing doctoral studies, where he continues to develop his expertise in research and contribute to the advancement of knowledge in education.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 13

Title: The Lived Experiences of Indigenous BSED-English Students in Developing English Language Proficiency Authors: Stephen Shilo P. Nuñez, BSEd-English Student Jogel M. Alfanta, LPT, MAEd South Philippine Adventist College, Davao del Sur, Philippines Abstract: English language proficiency can either open or close doors of academic opportunity for Indigenous students, depending on how it is developed and supported in school, yet educational environments that rely primarily on English without addressing learners’ linguistic starting points risk turning instruction into a source of disadvantage rather than empowerment. Guided by Vygotsky’s Sociocultural Theory, Kolb’s Experiential Learning Theory, and Cobb’s Social Support Theory, this study aimed to explore the lived experiences of Indigenous BSEd–English students in developing English language proficiency at South Philippine Adventist College, focusing on how these students experienced the process of learning and improving English within the BSEd–English program. Specifically, it examined the themes that emerged from their lived experiences and the context that shaped their English proficiency development journey. The study employed a qualitative transcendental phenomenological design. Five Indigenous BSEd–English students were selected through purposive sampling. Data were collected through in-depth interviews, audio-recorded and transcribed verbatim. Moustakas’; method of phenomenological analysis was used to identify meaningful patterns and themes while preserving the depth and integrity of each participant’s lived experience. Findings revealed that developing English proficiency was an act of courage for these students, a daily choice to remain in a space that did not always feel built for them, to speak a language never handed to them, and to hold onto an identity the world did not always honor. Their fear became the ground their strength grew from, the pressure they faced became the force that moved them forward, and their pride in being Indigenous never faded but deepened, becoming the foundation of their growth as learners, English speakers, and future teachers. 62

Transformative Research for Sustainable Development

The study concludes that these students’ experiences were shaped by transformation, persistence, and identity. A journey that began with fear and self-doubt but evolved into confidence and proficiency without requiring them to abandon their Indigenous identity or mother tongue. It recommends that academic institutions strengthen culturally responsive support programs for Indigenous students, that English educators adopt more inclusive and affirming teaching practices, and that future researchers extend this inquiry to Indigenous students in other academic programs and disciplines. Keywords: Indigenous Students, Perseverance, Determination, Language Anxiety, Phenomenology. Author’s Bio: Stephen Shilo P. Nuñez is a senior Bachelor of Secondary Education major in English at South Philippine Adventist College, Philippines. His research interests include English proficiency development, Indigenous education, and phenomenological inquiry in teacher education. As an aspiring educator, he is committed to conducting culturally responsive research that amplifies the voices of Indigenous learners and fosters inclusive educational spaces.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 14

Title: Curriculum Reform Implementation in India From a Three-Year to a Four-Year Program: A Qualitative Case Study From Faculty Members' Perspective Author: Daiahunlang Dkhar, PhD Student Adventist International Institutes of Advanced Studies, Silang, Philippines Abstract: The National Education Policy (NEP) was specifically implemented to improve the quality of education in India. This study examined the implementation of curriculum reform in India focusing on the transition from a three-year to a four-year undergraduate program. This study examines faculty members perspective and experience of implementing this curriculum transition in the selected university in India. The study employs Micheal Fullan’s Educational Change Theory. The study employed a qualitative bounded case study design. Data were collected through semi-structured interviews conducted via WhatsApp with five faculty members from different departments and document were also review to identify the intended reform. To enhance the credibility of the study document analysis were use to triangulate the interview. The interview data were analysis following the framework of Miles and Huberman (1994,) and later Miles, Huberman, and Saldana (2014). To identify the themes of the three research questions data condensation, data display and interpretation. To support interpretation of the study similarities and differences were examined. The findings indicate that the faculty members view the transition as a significant because it improves the quality of education, provides opportunity for student to be more engaging in research and introduce multidisciplinary courses into the curriculum. However, although the reform has numerous benefits, it also has several challenges for the faculty members, including their heavy workload, curriculum design responsibilities, and adapting to new course, new teaching strategies. Faculty members highlighted the importance of teacher training and institutional support, particularly in providing adequate resources and addressing the needs of the university, for the successful implementation of the reformed curriculum. 64

Transformative Research for Sustainable Development

The study concludes that the four-years undergraduate curriculum provides flexible, multidisciplinary and opportunities for students. However, to implement it effectively it requires faculty preparation, adequate resource, and infrastructure for successful implement. Future researchers may explore the four-year program on the students’ outcomes and their academic performance. Future studies may also study on the effectiveness of the reform by comparing outcomes across institutions. Author’s Bio: Daiahunlang Dkhar is a graduate student pursuing studies in education in Curriculum and instruction at Adventist International Institute of Advance Studies (AIIAS). Her academic interests include exploring on curriculum designing, and research. She is interested in exploring effective approaches to teaching strategies and learning and applying educational theories and research methods to improve educational practices.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 15

Title: Challenges Faced by Non-Education Major Filipino Missionaries Teaching English in Korea and How They Coped: A Qualitative Case Study Author: Lee Eunhye, PhD Student Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: This study explored the challenges faced by six non-education-major Filipino missionaries teaching English in South Korea and the coping strategies they used to address these challenges. Although missionary teachers may have sufficient English proficiency, those without formal teacher training may struggle with classroom instruction and adaptation to unfamiliar cultural contexts. Limited research has examined the challenges and coping experiences of non-educationmajor missionaries teaching English in cross-cultural settings. Informed by Lazarus and Folkman’s (1984) Transactional Theory of Stress and Coping, this study examined how participants perceived and responded to challenges in their teaching roles. A qualitative case study design was employed. Six Filipino missionaries teaching English in South Korea without an education major participated voluntarily in the study. Data were collected through semi-structured individual interviews and analyzed using thematic analysis. Findings revealed four major challenges: language barriers, pedagogical difficulties, classroom management issues, and emotional challenges, including loneliness, anxiety, and low teaching confidence. Participants coped through spiritual strategies such as prayer and faith, emotional regulation strategies such as patience and maintaining a positive attitude, and social support from peers, supervisors, parents, and digital resources. The findings suggest that effective teaching in cross-cultural missionary contexts requires not only language proficiency but also pedagogical preparation, emotional resilience, and strong support networks.

Transformative Research for Sustainable Development

Author’s Bio: Eunhye Lee is a PhD student in Curriculum and Instruction at the Adventist International Institute of Advanced Studies (AIIAS) in the Philippines. Her academic interests include missionary teacher, and faith-based education. She has experience in teaching, educational ministry, and cross-cultural educational settings.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 16

Title: Thriving Through Transitions: Psychological Capital and Adaptive Competency Among Grade 12 Students Author: Mercedes M. Ibañez, PhD, LPT Adventist University of the Philippines, Silang, Philippines Abstract: Grade 12 students’ transition involves academic completion and adjustment to new roles, expectations, support systems, and decisions regarding college, training, employment, or other pathways into emerging adulthood that may cause them to have a heightened emotional and mental-health vulnerability. Thriving through these transitions may depend on student’s psychological capital and adaptive competency in responding effectively to changing demand. Thus, this study was conducted to examine the association of psychological capital and adaptive competency among 104 Grade 12 students, guided by Psychological Capital Theory. A descriptive-correlational design was used, with descriptive statistics, Spearman rankorder correlation, stepwise regression, and an independent-samples t test. Students reported a very high overall level of psychological capital (M = 4.57, SD = 0.67) and a high level of adaptive competency (M = 71.49, SD = 9.90), with 52.9% classified as very highly competent. Overall psychological capital was positively and significantly associated with adaptive competency (ρ = .207, p < .05), although the relationship was weak. Significant associations were also found with learning skills, flexible thinking, and creative and critical thinking. Among the psychological capital dimensions, hope showed the broadest pattern of significant associations and was related to overall adaptive competency, decision making, learning skills, responsibility, flexible thinking, and creative and critical thinking. Stepwise regression retained hope as a predictor of overall adaptive competency, decision making, learning skills, responsibility, and creative and critical thinking, while self-efficacy predicted flexible thinking. The models explained 7.2% to 13.7% of the variance. No significant difference in overall adaptive competency was found between sex groups, t(102) = -0.783, p = .435. The findings suggest that positive psychological resources, particularly hope and self-efficacy, contribute modestly to students’ adaptive competencies during transition. 68

Transformative Research for Sustainable Development

Schools may strengthen transition programs through goal setting, pathway planning, mastery experiences, resilience-building activities, and flexible problem-solving opportunities. Keywords: psychological capital, adaptive competency, hope, self-efficacy, resilience, flexible thinking, Grade 12 students

Author’s Bio:

Mercedes M. Ibañez is a faculty member of the Adventist University of the Philippines Academy, where she teaches Mathematics and Research. She earned her BS Mathematics, M.A.Ed. Mathematics, and Ph.D. in Education major in Multidisciplinary Research and Evaluation from AUP. She is also a researcher and speaker who has presented papers locally and internationally.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 17

Title: Resilience Amid Parental Absence: Educational and Emotional Coping Among Young Learners Author: Isabelo V. Susada, PhD Adventist University of the Philippines, Silang, Philippines Abstract: Parental absence has become an increasingly pressing social and educational concern, affecting children’s emotional well-being, academic engagement, and overall development. In the context of transformative research for sustainable development, there is a growing need to understand how vulnerable learners build resilience in supportive community environments. Although existing studies have largely focused on adolescents and older learners, limited qualitative research has examined the lived experiences and coping mechanisms of elementary-aged pupils within faith-based support systems. Grounded in Resilience Theory and Urie Bronfenbrenner’s Ecological Systems Theory, this study examined the educational resilience and emotional coping of pupils with absentee parents attending the Adventurer Program at Puting Kahoy Elementary School, Puting Kahoy, Silang, Cavite. The study employed a qualitative descriptive phenomenological research design. The researchers selected seven pupils aged 9 to 12 years through purposive sampling. Data were gathered through unstructured, in-depth interviews and analyzed using Colaizzi’s Seven-Step Method of phenomenological analysis. Findings generated four major themes linked to the Sustainable Development Goals (SDGs): Educational Challenges Amid Parental Absence (SDG 4: Quality Education), Emotional Struggles and Feelings of Longing (SDG 3: Good Health and Well-Being), Coping Mechanisms and Sources of Support (SDG 10: Reduced Inequalities), and Resilience and Educational Aspirations (SDG 3 and SDG 4). Participants experienced sadness, emotional longing, reduced parental guidance, and academic difficulties; however, they also demonstrated perseverance, emotional maturity, and future-oriented aspirations. 70

Transformative Research for Sustainable Development

A significant finding was the Adventurer Program’s transformative role as a faith-based, community-centered support system that fostered emotional resilience, spiritual growth, social connectedness, and educational motivation among vulnerable learners. The study concludes that children experiencing parental absence can develop resilience and educational perseverance with compassionate relationships and sustainable, community-based interventions. The study recommends strengthening faith-based youth programs, school psychosocial services, and collaborative community support initiatives that foster emotional well-being, inclusion, and educational engagement among vulnerable learners. Keywords: Parental Absence, Educational Resilience, Emotional Coping, Faith-Based Support, Sustainable Development Author’s Bio: Isabelo V. Susada, PhD, is a school principal and graduate school educator at the Adventist University of the Philippines. His research focuses on educational resilience, emotional coping, and faithbased support systems. Using qualitative research, he explores the experiences of vulnerable learners, particularly children experiencing parental absence, and advocates compassionate, community-based interventions that promote emotional wellbeing, spiritual growth, and educational perseverance.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 18

Title: Challenges on Work-Family Separation Faced by NGO Employees in Rwanda and Their Coping Strategies: An Instrumental Qualitative Case Study Author: Jean-Baptiste Nkurunziza, MBA, PhD Student Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Background and Purpose of the Study: In humanitarian and development sectors, NGOs rely on specialized employees to work in remote areas separated from their families. Not being together with the family may cause long-distance challenges. Thus, this study, anchored in conservation of resources theory, work-family conflict theory, and the transactional model of stress and coping, explored the challenges faced by these employees and their coping strategies. The following research questions (RQs) guided the study: (RQ1) What are the challenges faced by NGO employees while working far away in remote areas, separated from their families? (RQ2) What coping strategies do they use to overcome these challenges? Methodology: This study adopted a qualitative instrumental case study design. Data were collected through document review and semi-structured online interviews with five purposively selected participants from three NGOs. Participant inclusion criteria included an employee with one year of experience in a remote area away from one’s family, being a specialized employee, and legally married with children. The collected transcripts were analyzed using thematic analysis, involving the coding of emerging and recurring themes to capture participants’ experiences. Results: To answer RQ1 on the challenges faced by specialized NGO employees, five themes emerged: Psychological and emotional strains, disruption of family cohesion, children and parenting challenges, sociocultural and gender-based violence, and economic burden and failure to implement family plans. For RQ2 on coping strategies, three themes emerged: regular and intentional communication, physical and social engagement, and work commitment.

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Discussion: The findings align with Work-Family Conflict Theory, Conservation of Resources Theory, and the Transactional Model of Stress and Coping, showing how prolonged work-family separation affects employees’ psychological well-being, family relationships, and parenting. Although communication, social engagement, and work commitment helped employees cope, their effectiveness was limited. Organizations should establish family-supportive policies and programs to improve employee well-being and performance. Future longitudinal research across NGOs, sectors, occupations, and countries should examine the long-term effects of work-family separation on employees and their families. Keywords: work-family separation, remote areas, specialized NGO employees. Author’s Bio: Jean-Baptiste Nkurunziza is a PhD student in Business with an emphasis on management. He has 17 years of experience working with international and national NGOs, including World Vision International and BRAC International. He has managed programs and grants and held senior positions at national, provincial, and district levels. He has extensive experience in partnerships with governments, the private sector, churches, and donors.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 19

Title: Exploring the Implementation of a Local Tithe Reporting System in an Indonesian Faith-based Organization: A Qualitative Case Study Authors: Clara M. Massie, MBA, PhD Candidate, Prof. Eunice Miguel Aclan, PhD, Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Financial transparency and accountability are essential for faith-based organizations to maintain stakeholder trust and ensure responsible financial management. As digital technologies increasingly influence financial administration, organizations are adopting digital reporting systems to improve the accuracy, efficiency and transparency of financial information. However, limited attention has been given to how localized digital reporting systems are implemented and perceived within faith-based organizations, particularly at the congregational level. In response to practical limitation and accountability concerns associated with conventional financial reporting practices, a faith-based organization in Indonesia developed a local web-based tithe reporting system. This study explored why and how the system was implemented and how church members and administrators perceived its contribution to financial accountability, transparency, and trust. Guided by Ibrahim’s nonprofit accountability framework, this study employed a qualitative case study design using semi-structured interviews with four key stakeholders: a conference administrator, a church treasurer, a church member, and an auditor. Data were analyzed thematically and triangulated with system interface screenshots and supporting documentation to strengthen the credibility of the findings. The findings revealed that the system was introduced to address reporting delays, uncontrolled report modifications, limited verification, and noncompliance with financial procedures. Implementation involved collaborative planning, institutional approval, phased training, technical assistance, continuous monitoring, and adaptive system improvements. Features such as real-time reporting, automated electronic receipts, verification mechanisms, and approval controls were perceived to enhance financial transparency, accuracy, efficiency, and accountability. 74

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Participants also associated timely access to verifiable financial information with increased trust in church financial administration. However, technological literacy influenced users’ ability to access and understand digital information, highlighting the importance of inclusive accountability practices. Theoretically, this study illustrates the applicability of nonprofit accountability mechanisms within a localized digital reporting environment. Practically, it highlights how technological controls, institutional oversight, stakeholder accessibility, and sustained training can support financial accountability in faith-based organizations. The study concludes that effective digital financial accountability requires not only technological innovation but also organizational support and stakeholders’ capacity to understand and utilize financial information. Keywords: digital financial reporting, financial accountability, transparency, organizational trust, faith-based organizations, tithe reporting Author’s Bio: Clara Metalia Massie is a PhD student in Business, specializing in Accounting, at the Adventist International Institute of Advanced Studies (AIIAS), Philippines. She holds a bachelor’s degree in Accounting and a master’s degree in Finance. Her research interests include financial accounting, behavioral accounting, taxation, corporate governance, and organizational accountability.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 20

Title: ECHO (Enhance Cognitive Humanoid Operator): A Humanoid Assistant Robot for Adaptive Question-Answering Authors: Gian Andrei V. Maningding, Princess Anne C. Adem, Kurt Cedrick C. Orilla Senior High School Dept, Holy Trinity College of General Santos City, Philippines Abstract: Abstract In the era of Industry 5.0, humanoid robots are expected to combine adaptability, inclusivity, and ethical integration; however, many existing systems remain limited by high costs, narrow functionality, and reduced accessibility. To address these limitations, the Enhanced Cognitive Humanoid Operator (ECHO) was developed as a humanoid robot designed for adaptive assistance and human-machine interaction. Anchored on Cognitive Load Theory by Sweller (1988) and Intelligent Agent Theory by Wooldridge and Jennings (1995), this study examined ECHO’s question-answering performance by assessing its accuracy and response time for simple and complex questions. A true experimental design was utilized, with five trials conducted following system integration. Data were collected through embedded software on the Jetson AGX Orin and analyzed using descriptive statistics and paired t-tests. The findings revealed that ECHO achieved 100% accuracy (Very High) for simple questions and 58% accuracy (Moderate) for complex questions. Its average response times were 2.24 seconds for simple questions and 2.86 seconds for complex questions, both classified as Moderately Consistent. Statistical analysis indicated a significant difference in accuracy ((p < 0.01)) but no significant difference in response time at the 0.01 significance level ((p = 0.010)). These findings suggest that ECHO performs reliably when answering straightforward questions but has limitations in processing more complex queries.

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Future improvements should include conducting additional trials, expanding the evaluation to other robotic functions, refining the program to improve complex-question processing, and comparing ECHO with other humanoid robots or conversational artificial intelligence systems. Overall, ECHO demonstrates potential as a foundation for developing more capable and socially responsible humanoid robotics. Keywords: Humanoid Robotics, Response Time, Accuracy Authors’ Bios: Gian Andrei V. Maningding is a graduating Grade 12 STEM student at Holy Trinity College (HTC) of General Santos City. He is passionate about science, research, and innovation, with interests in developing practical solutions to real-world problems. He actively participates in academic and research activities that promote scientific inquiry and community development.

Princess Anne C. Adem is a graduating Grade 12 STEM student at Holy Trinity College (HTC). She is dedicated to academic excellence and enjoys exploring scientific concepts through research and collaborative learning. Her interest in innovation inspires her to contribute meaningful ideas that address real-world challenges.

Kurt Cedrick C. Orilla is a graduating Grade 12 STEM student at Holy Trinity College (HTC). He has a strong interest in science and technology and values critical thinking, creativity, and teamwork. Through research and academic pursuits, he aims to develop practical solutions that can positively impact society. 77 3

INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 21

Title: Guided, Encouraged, Transformed: Graduates’ Narratives of Teachers Who Influenced Their Life Paths Authors: Bebejean D. Ayad, BSEd-English Student Karel Mei N. Banay, LPT, PhD South Philippine Adventist College, Davao del Sur, Philippines Abstract: Teacher influence extends beyond the transmission of knowledge to shape students’ identities, resilience, aspirations, and professional trajectories. Yet how students who later become educators experience, interpret, and carry forward this influence remains underexamined. Guided by Relational-Cultural Theory, Social Cognitive Career Theory, Transformational Learning Theory, and Identity Theory, this study aimed to explore the narratives of four practicing educators about former teachers who significantly shaped their life paths and professional identities. Specifically, it examined their experiences with influential teachers, pivotal events within these relationships, and the characteristics of transformative teachers that emerged. The study employed a qualitative narrative inquiry design. Four practicing educators were recruited through snowball sampling. Data were collected through in-depth narrative interviews of one to two hours, conducted face-to-face or online, audio-recorded, and transcribed verbatim, supplemented by observation and field notes. Narrative analysis with restorying and thematic analysis were used to identify recurring experiences, patterns, and meanings while preserving the temporal and contextual integrity of each participant’s story. Findings revealed three interconnected dimensions of teacher influence: guidance, encouragement, and transformation. Transformative encounters emerged particularly during periods of academic challenge, personal vulnerability, vocational discernment, and uncertainty. Four characteristics distinguished transformative teachers: cultivating deep and caring relationships, seeing possibilities students could not yet see, modeling excellence with humility, and influencing through authentic lives. 78

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Participants carried these teachers’ influence into their own professional identities and practices, suggesting that it can extend across generations of learners. Influence also came from parents, pastors, and deans. The study concludes that transformative teacher influence is fundamentally relational and character-driven, extending beyond academic instruction into identity formation, resilience, and vocation. It recommends that school administrators cultivate cultures that support mentoring, compassion, and character formation; that teachers invest intentionally in the relational dimensions of their practice; and that future researchers extend this inquiry through larger, more diverse, and longitudinal narrative studies. By showing how transformative relationships sustain student development, the study contributes to transformative research for Quality Education for Sustainable Development. Keywords: Teacher Influence, Transformative Teachers, Pivotal Encounters, Professional Identity, Student Development Author’s Bio: Bebejean D. Ayad is a fourth-year Bachelor of Secondary Education major in English at South Philippine Adventist College, Philippines. Her research interests include narrative inquiry, teacher influence, mentorship, and transformative education. Her undergraduate research explores how influential teachers shape students’ academic and professional trajectories. She aspires to promote meaningful relationships that foster student development.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 22 Title: The Impact of Technology in the Classroom Authors: Steven Forbis, EdD Walla Walla University, Washington, USA Abstract: The use of technology is the standard in the modern classroom. Poor or unreliable technology places both the educator and the student at a disadvantage. With the rapid changes in technology, it can be challenging to sustain a technical environment that provides what students need year after year. Educational technology extends beyond the classroom. Students are tasked with homework or research projects that require extensive use of technology well after the classroom doors have closed. Educators use digital tools while preparing course material. A sustainable infrastructure allows for growth, flexibility, and support for the latest technical innovations. This study focused on the infrastructure requirements of a K-10 private Christian school in the United States. The student body was 64% White, 2% African American, and 34% from other ethnic backgrounds. The educators included two male teachers and five female teachers. The male teaching principal was African American, while the remaining educators were White. A survey was given to the teachers regarding their experiences with technology as well as researcher observations in the classrooms. Qualitative information from the surveys formed the basis for the revision of technical infrastructure. The analysis, completed using coding, showed that technology issues were impacting the students’ ability to learn. Students were unable to effectively use the Internet for class assignments or research. Teachers attempted to adopt technology; however, they often experienced issues when accessing resources from the Internet. Based on the initial findings, it was determined that the existing technical infrastructure was not sustainable and required replacement.

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Following the implementation of the new infrastructure, teachers were again surveyed regarding their experiences. The results confirmed the goal of improving connectivity had been achieved. However, no quantitative data was available to measure the impact on student outcomes. Future studies should be conducted to determine the hidden cost of providing inadequate access for both students and educators, including the cost of time lost when the technology does not work as expected. It would also be appropriate to study the learning outcomes from a high-technology school versus a lower-technology school and the potential impact on students’ preparedness for future academic success. Author’s Bio: Dr. Steven Forbis is an associate professor in the School of Business at Walla Walla University. He currently teaches courses in computer information systems and management. Dr. Forbis and his wife Dr. Kathy Forbis have a son, James. He enjoys traveling, working with Pathfinders, and spending time with family.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 23

Title: Teachers’ Perceptions and Behavioral Intention Toward ICT Integration Author: Raimond D. Luntungan, PhD Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Integrating Information and Communication Technology (ICT) has become increasingly important in teaching and learning. However, teachers’ acceptance and integration of technology may vary according to their demographic and professional characteristics. Understanding these differences can help educational institutions identify teachers’ needs and provide appropriate support for effective ICT integration. This study examined differences in teachers’ behavioral intention, attitude, perceived usefulness, perceived ease of use, facilitating conditions, Technology, Pedagogy, and Content Knowledge (TPACK), and subjective norms according to their demographic and professional characteristics. It was grounded in the Technology Acceptance Model (TAM) by Davis et al. (1989) and the Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh et al. (2003), which explain technology acceptance and use through various factors. The study employed a quantitative survey research design involving 306 respondents from faith-based educational institutions in the Philippines. Data were collected using a Likertscale questionnaire measuring the seven study variables. Descriptive statistics, independent-samples t-tests, and one-way ANOVA were used to analyze the data. The findings revealed that teachers’ perceptions and behavioral intentions toward ICT integration differed across selected demographic and professional characteristics. No significant differences were found based on gender across all variables. However, age, educational attainment, civil status, and years of teaching experience showed significant differences in selected variables, particularly attitude, TPACK, perceived usefulness, and behavioral intention. Behavioral intention differed significantly according to age, civil status, and years of teaching experience, but not according to educational attainment or teaching status. In-service teachers also reported higher perceived usefulness than preservice teachers. Although several differences were statistically significant, most had small effect sizes, suggesting limited practical magnitude. 82

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Overall, teachers demonstrated generally similar perceptions and intentions toward ICT integration despite differences in their backgrounds. Further research is recommended to examine additional factors influencing teachers’ behavioral intention to integrate ICT. Qualitative approaches may also provide deeper insights into teachers’ experiences and challenges in integrating technology into teaching. Keywords: ICT integration, Technology Acceptance, Behavioral Intention, TPACK Author’s Bio: Raimond Luntungan, PhD, is from Indonesia. He serves as an associate professor and program director for the on-campus MA in Education program (Educational Administration and Curriculum and Instruction Emphases) in the Education Department at Adventist International Institute of Advanced Studies. His research interests are in the area of curriculum and instruction, and educational technology

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 24

Title: The Need for Sustainability in a Fallen World: A Biblical Perspective Authors: Ernest C. Matindas, MBA, PhD Candidate, Natasha Nangoy-Sinaga, PhD, MBA, Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Despite growing global commitments to sustainable development, environmental degradation, excessive resource consumption, and social inequality, the gap between these commitments and actual progress persists. These concerns suggest that sustainability requires more than environmental policies, economic resources, and technological solutions; it also requires attention to human behavior, ethical responsibility, and relationships between the organization and its surrounding environment. This conceptual paper examines how the biblical Creation–Fall framework explains the need for sustainability in the contemporary world. Specifically, it distinguishes humanity’s original responsibility to care for creation from the additional protective and restorative efforts necessitated by the changed conditions following the Fall. The study employs an integrative literature review and biblical textual analysis, drawing on Genesis 1–3, biblical commentaries, Ellen G. White’s writings, peer-reviewed sustainability research, and reports from international organizations. The analysis compares the biblical account of the Creation Story and the Fall of Humanity with contemporary sustainability challenges to develop a biblical explanation of their relationship. Findings indicate that Genesis 1-2 presents God’s original design as the ideal environment, with humanity entrusted with the responsibility of taking care of and governing the earth. Genesis 3 depicts the Fall as the beginning of a disrupted relationship with God, other people, and the environment—providing a theological basis for understanding the increased difficulty of fulfilling the responsibility of caring for the earth. Contemporary literature reflects related challenges through overconsumption, environmental degradation, poverty, inequality, competing interests, weak cooperation, and misleading sustainability claims. The paper argues that sustainability is not only an environmental and economic concern but also a moral and relational responsibility.

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Thus, this study concludes that the Creation-Fall framework offers a biblical perspective for examining why sustainability requires the adoption of a dual approach: effective management practices and responsible human conduct. By integrating theological reflection with contemporary sustainable literature, this study contributes a faith-informed conceptual perspective to the discussion of sustainable business practice and organizational responsibility. Keywords: biblical sustainability; business ethics; Creation–Fall framework; environmental stewardship; human behavior; organizational responsibility Authors’ Bios: Ernest C. Matindas, MBA, is from North Sulawesi, Indonesia, and is a PhD student in Business at the Adventist International Institute of Advanced Studies (AIIAS), Graduate School. He has 16 years of teaching experience in business mathematics, decision-making, and operations management. His research interests include innovation management and organizational culture in faith-based organizations, particularly the intersections of faith, knowledge, and organizational culture. He also enjoys outdoor activities and promotes pickleball as both a sport and a center of influence. Natasha T. Nangoy-Sinaga, PhD, is an Assistant Professor in the Business Department of the Graduate School at the Adventist International Institute of Advanced Studies (AIIAS), Philippines, where she also serves as MBA Program Director. Her research interests include human resource management, organizational behavior, knowledge management, and women in the workplace. She is passionate about inclusive leadership and cross-cultural collaboration; she values diverse perspectives, experiences, and contributions that individuals bring to organizations.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 25

Title: Taxation in Sustainability Disclosure Research: A Systematic Literature Review and Bibliometric Analysis of Research Trends, Themes, and Future Directions Author: Clara M. Massie, MBA, PhD Candidate Prof. LeRoy Ruhupatty, PhD Adventist International Institute of Advanced Studies, Silang, Philippines Abstract: Taxation is increasingly recognized not only as a financial and regulatory obligation but also as an important dimension of corporate sustainability, transparency, and accountability. However, research connecting taxation with sustainability disclosure remains fragmented across accounting, corporate governance, corporate social responsibility (CSR), environmental, social, and governance (ESG), and business ethics literature. Drawing on Agency Theory, Legitimacy Theory, and Stakeholder Theory as complementary theoretical lenses, this study examines the evolution of taxation in sustainability disclosure research and identifies its intellectual structure, thematic development, research gaps, and future directions. An integrated systematic literature review and bibliometric analysis was conducted using 376 peer-reviewed journal articles retrieved from the Scopus database, supported by VOSviewer for bibliometric mapping. Publication trends, research productivity, citation structures, and keyword co-occurrence were analyzed to trace the development of the field. The findings reveal substantial growth in the literature and an intellectual evolution through three broad phases: emergence, transition, and maturity. Earlier research predominantly emphasized corporate governance, tax avoidance, and CSR, while subsequent studies increasingly incorporated tax transparency, sustainability reporting, and ESG considerations. More recent research reflects a shift toward responsible taxation, corporate accountability, and stakeholder-oriented governance. Despite this development, important research gaps remain regarding the integration of taxation into sustainability disclosure, cross-country and institutional differences, emerging reporting standards, and the practical implementation of responsible taxation. 86

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The study proposes an evolutionary conceptual framework linking corporate governance and CSR with ESG, responsible taxation, integrated sustainability disclosure, corporate accountability, and stakeholder governance. Overall, the findings demonstrate an evolving theoretical emphasis from governance and managerial accountability toward organizational legitimacy and broader stakeholder accountability, highlighting the increasing role of taxation within the sustainability agenda. Keywords: taxation; sustainability disclosure; ESG; responsible taxation; corporate accountability; bibliometric analysistaxation; corporate accountability; bibliometric analysis Author’s Bio: Clara Metalia Massie is a PhD student in Business, specializing in Accounting, at the Adventist International Institute of Advanced Studies (AIIAS), Philippines. She holds a bachelor’s degree in Accounting and a master’s degree in Finance. Her research interests include financial accounting, behavioral accounting, taxation, corporate governance, and organizational accountability.

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INTERNATIONAL 27th AIIAS RESEARCH CONFERENCE(IRC)

PRESENTATION 26

Title: A Strategic Positioning of Chilean Alternative Securities Investment Using Factor Analysis Authors: Professor Emeritus Eric J. Nasution, PhD, Alberto Ocaranza Figueroa, PhD Candidate, Adventist International Institute of Advanced Studies, Silang Philippines

Abstract: Background of the Study Chile has a well-developed financial market offering equities, bonds, and alternative investment instruments. However, limited research has examined how alternative investments are strategically positioned relative to equities. Research Objectives This study aimed to identify the main factors associated with alternative securities investments in Chile and examine their strategic positioning as alternatives to equity investment. It focused on bank deposits, mutual funds, money market or foreign exchange investments, and bonds, guided by theoretical perspectives on competitive, industry, financial, and stability positions. Methodology The study employed a quantitative approach using secondary financial data from the World Bank, the Central Bank of Chile, and the Santiago Stock Exchange, supplemented by assessments from Latin American economists. Eight financial indicators were examined across three factor groups: yield, volatility, multiplier, and transaction growth; liquidity and capital gain; and index growth and the transaction-to-GDP ratio. Experts rated the investment alternatives on a scale of 1 to 10. Factor analysis using XLStat determined their strategic positioning. Key Findings The analysis identified three main factors representing the selected financial indicators. The four investment alternatives occupied distinct strategic positions: bank deposits in the defensive quadrant, mutual funds in the aggressive quadrant, money market or foreign exchange investments in the competitive quadrant, and bonds in the conservative quadrant. 88

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Conclusion The findings reveal differences in the strategic positioning of alternative investments as potential substitutes for equities in Chile's financial market, providing insights into their relative characteristics based on the selected financial indicators. Recommendations The study recommends strengthening the competitiveness of the Santiago Stock Exchange, expanding mutual fund and foreign exchange transactions, and increasing private-sector financing through equity and bond markets. Future research should incorporate direct investor data to better understand the factors influencing investment choices. Author’s Bio: Prof. Dr. Eric J. Nasution holds a PhD in Commerce, specializing in Finance and Banking. He is Professor Emeritus at the Adventist International Institute of Advanced Studies (AIIAS). With over 20 years of experience as a Wall Street-trained investment banker and 40 years in graduate education, he currently serves as a partner at DwiNas Financial Advisory Philippines.

Alberto Ocaranza, from Chile, served for 12 years in various departments of the Seventh-day Adventist Church. He is currently pursuing a PhD in Business, researching the antecedents of tithing behavior for his dissertation. His academic and professional interests include economics, management, and mission, particularly in international and cross-cultural contexts.

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NOTES

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