A Phenomenological Inquiry into the Practice of DLSU-Dasmariñas' Care-Centered Education Framework (EduCARE) in the Context of the COVID-19 Pandemic: A Technologically Driven Learning Environment

Abstract (English)

The COVID-19 pandemic significantly disrupted traditional educational practices, necessitating a rapid shift to online learning environments. This study explored the implementation and impact of the Care-Centered Education Framework called EduCARE at De La Salle University-Dasmariñas (DLSU-D) an educational institution in the Philippines. EduCARE emphasized the holistic student development through care-centered pedagogical approaches, which became particularly crucial during the pandemic. This phenomenological inquiry sought to understand the lived experiences of school administrators, educators and students with the EduCARE framework in a technologically driven learning environment during the COVID-19 pandemic. The study sought to uncover the challenges, adaptations, and outcomes associated with this educational approach. The study involved in-depth interviews with nine co-researchers, particularly administrators that crafted the care-centered policies and guidelines, faculty members and student representatives. Data were collected through semi-structured interviews conducted via Zoom to ensure adherence to health protocols. Thematic analysis was used to identify and interpret patterns, themes and eidetic insights from the participants’ narratives.
The study found that in terms of adaptation to technology both educators and students experienced a steep learning curve in adapting to new technologies particularly in using the learning management system (LMS), using video-conferencing platforms and conduct curricular and co-curricular activities in a virtual learning environment. Despite initial challenges, the EduCARE framework facilitated a smoother transition by emphasizing empathy, support, and continuous feedback. Another finding is that the framework included and provided emotional and psychological support to the school community. Its focus on care and empathy provided crucial emotional and psychological support to students, helping them cope with the uncertainties and stress brought about by the pandemic. The study also confirmed that with proper implementation student engagement can be enhanced. Innovative teaching strategies (i.e. TPACK, SAMR, PIC-RAT etc.), interactive online activities (e.g. gamification, virtual tours, webinars etc.) and personalized feedback (through the LMS), were integral to maintaining student engagement and motivation in a virtual setting. The co-researchers also emphasized the importance of community building. Despite the closure of the physical school and social distancing, the EduCARE framework fostered a sense of community and belonging among students and faculty, which was vital for maintaining morale and collaborative learning. Liturgical and para-liturgical activities continued; student organizations were forbidden to conduct events, fundraisers, and community service activities. The school administration provided counseling support, connectivity devices, and technical assistance to students and faculty members. The co-researchers identified several challenges and limitations, including digital divide issues, varying levels of digital literacy, and the difficulty of replicating hands-on learning experiences online, especially for laboratory and skills-based subjects. These challenges underscored the need for ongoing support and resources to enhance the online learning experience.