Developing a New Instructional Model for Sustainable Education in MIMAROPA State Universities and Colleges during the New Normal

Abstract

The sustainability of quality instruction in higher education institutions remains achievable despite the challenges posed by the new normal setting. This study aimed to develop a framework for sustainable instruction to ensure the continuity of educational functions in higher education institutions during the COVID-19 pandemic and in preparation for future disruptions to the educational landscape. Specifically, it sought to describe the experiences of student leaders regarding the sustainability of instructional practices in MIMAROPA State Universities and Colleges (SUCs) during the new normal and to design an instructional model based on the findings to enhance sustainable education in these institutions.
The study employed a Qualitative Descriptive Design with a Phenomenological Approach, combined with a Design and Development Research (DDR) framework. Using purposive and convenience sampling, fifteen student leaders were selected as participants. Data were collected through semi-structured interviews, revealing key themes related to the new normal practices, including instructors' consideration and sympathy, convenience and adequacy of learning modes, adjustments and distractions during implementation, teacher responsiveness, and feedback mechanisms as part of instructional evaluation.
Based on these findings, the researcher developed a framework for sustainable quality instruction in the SUCs of MIMAROPA, emphasizing the importance of adapting to the challenges of the new normal. The proposed instructional model highlights flexible learning approaches, instructional innovations, diverse assessment strategies, curriculum reviews, new normal policies, multicultural programs, best practices, targeted interventions, enhanced research capabilities, and active community engagement. This framework addresses the needs for adaptability, empathy, and quality education, ensuring the resilience and sustainability of instructional practices in MIMAROPA SUCs during and beyond the new normal.