Author

Francisco M. Espinosa

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Jul 2026

Fostering Diversity and Inclusion Through Arts-Based Education: Stakeholder Perspectives on the Implementation of an Innovative Art Program

This qualitative multiple-case study explored the experiences of teachers, learners, and stakeholders regarding the implementation of the Innovative Art Program at the General Santos City Elementary School for the Arts during the 2024–2025 school year. Guided by Social Constructivism, the study sought to examine the ch...

Guiaria A. Timbao, Francisco M. Espinosa · Psychology and Education: A... · 0 citations

Open access Jul 2026

Navigating Learning Recovery: The Lived Experiences of Teachers in Addressing Grade 4 Learners’ Learning Gaps

Learning gaps remain one of the most significant educational challenges following the COVID-19 pandemic, particularly in elementary education where foundational literacy and numeracy skills are developed. This study explored the lived experiences of Grade 4 teachers in handling the learning gaps of learners in a public...

Lovella Jean Bade, Francisco M. Espinosa · Psychology and Education: A... · 0 citations

Open access Jul 2026

Colors of Inclusion: Exploring the Challenges of Teachers, Learners and Stakeholders on the Innovative Art Program

The purpose of this study was to explore how innovative art programs promoted inclusion in schools, focusing on the Elementary School for the Arts in Apopong District, General Santos City. A qualitative research design using a multiple case approach was employed to examine the lived experiences of 6 purposively selecte...

Guiaria A. Timbao, Francisco M. Espinosa · International Journal of Edu... · 0 citations

Open access Jul 2026

The Time Crunch: Teachers’ Challenges on Enhanced Basic Education Curriculum in the Geographically Isolated and Disadvantaged Area Schools

The implementation of the MATATAG Curriculum in the Philippines introduced a standardized 45-minute instructional period to enhance curriculum efficiency and improve learning outcomes. However, the implications of this policy remain insufficiently explored, particularly in Geographically Isolated and Disadvantaged Area...

Lhynelle Fe Felix, Francisco M. Espinosa · Psychology and Education: A... · 0 citations

Open access Jul 2026

The Lived Experiences of Teachers in Handling the Learning Gaps of Grade 4 Learners

This study explored the experiences of Grade 4 teachers in addressing the learning gaps of learners and examined how they navigated the challenges associated with supporting diverse academic needs. Employing a qualitative phenomenological research design, the study investigated teachers’ lived experiences and the meani...

Lovella Jean D. Bade, Francisco M. Espinosa · International Journal of Edu... · 0 citations