Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 45 no. 2 (2025)

Transformative Education Paradigm and the Challenges of Transitioning Selected Secondary Schools to a Rural School: Basis for Designing a Program for Agricultural Crop Production Exploratory Course

Rosette Alvarez De Mesa

Discipline: Education

 

Abstract:

This study examined Lucena City's educational transformation shift, where secondary schools like Mayao Castillo Annex, Mayao Parada Agricultural Integrated High School, Ilayang Dupay Extension, Ibabang Talim, Barra Annex, and Ransohan have become rural farm schools. This shift aligns with global education trends toward hands-on learning and sustainability. It meets UNESCO's Education for Sustainable Development and Finland's holistic education agenda. This paradigm was examined in terms of students' academic performance, environmental awareness, community involvement, and readiness for 21st-century concerns. Teacher profiles, paradigm implementation, difficulties, and their relationship were also evaluated. The results showed that teachers are young, primarily women, and well qualified, with numerous advanced degrees. This suggests they are open to new education approaches. Curriculum integration, learner-centered teaching, inclusive schools, and strong community links demonstrated the transformative paradigm. Student studies and community interactions improved, however these places had huge concerns like lack of infrastructure, trained teachers, ability to keep things running, and logistical issues. Integrating curriculum and teaching approaches improved facility and resource issues. However, school culture and operational difficulties were less linked. Sustainability concerns were not strongly linked to implementation, indicating the necessity for long-term plans. The study suggests that transformative education can tackle some of rural school development's largest issues. Strategic investment, legislative backing, and stakeholder collaboration are needed to maintain its efficacy. This study aims to educate educational policy, inspire similar efforts, and contribute to the rural farm school’s sustainability discourse.



References:

  1. Aboytes, J. G. (2020, July). Transformative learning in the field of sustainability: A systematic literature review (1999-2019). Retrieved from Emerald Insights: https://www.emerald.com/insight/content/doi/10.1108/IJSHE-05-2019-0168/full/html
  2. AIIB. (2020). Climate-resilient. Retrieved from Asian Infrastructure Investment Bank: https://www.aiib.org/en/about-aiib/who-we-are/infrastructure-for-tomorrow/green-infrastructure/climate/climate-resilient-infrastructure/index.html
  3. Alam, A. (2022). Mapping a sustainable future through conceptualization of transformative learning framework, education for sustainable development, critical reflection, and responsible citizenship: An exploration of pedagogies for twenty-first-century learning. Retrieved from IOP Science: https://iopscience.iop.org/article/10.1149/10701.9827ecst/meta
  4. Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors contributing to students’ academic performance: A case study of Islamia University Sub-Campus. American Journal of Educational Research, 1(8), 283-289.
  5. Alqata        wenh, A. S. (2019). Transformational leadership style and its relationship with change management. Retrieved from CEEOL: https://www.ceeol.com/search/article-detail?id=772622
  6. Anderson, C. R., Maughan, C., & Pimbert, M. (2021). Cultivating pedagogy for transformative learning: A decade of undergraduate agroecology education. Frontiers in Sustainable Food Systems, 5, 751115. https://doi.org/10.3389/fsufs.2021.751115
  7. Andreeva, D. D., & Orekhova, S. V. (2023). A paradigm shift for a more inclusive, equal, and just academia? Towards a transformative-emancipatory pedagogy. Education Sciences, 13(9), 876. https://doi.org/10.3390/educsci13090876
  8. Arriens, J. (2020, January 7). What locally led climate resilience looks like in the Philippines. Eco-Business. Retrieved from https://www.eco-business.com/opinion/what-locally-led-climate-resilience-looks-like-in-the-philippines/
  9. Asbari. (2020, December). Is transformational leadership suitable for future organizational needs? Retrieved from International Journal of Social Policy and Law: https://www.ijospl.org/index.php/ijospl/article/view/17
  10. Baker, L. R., Phelan, S., Woods, N. N., Boyd, V. A., Rowland, P., & Ng, S. L. (2021). Re-envisioning paradigms of education: Towards awareness, alignment, and pluralism. Advances in Health Sciences Education, 26(3), 1045–1058. https://doi.org/10.1007/s10459-021-10036-z
  11. Ball, A. F., & Tyson, K. (2011). Studying diversity in teacher education. Routledge.
  12. Bhandari, P. (2023). Correlational research: When & how to use. Retrieved from Scribbr: https://www.scribbr.com/methodology/correlational-research/
  13. Biseth, H. (2023). Relevant transformative teacher education for future generations. Retrieved from Frontiers in Education: https://www.frontiersin.org/articles/10.3389/feduc.2022.806495/full
  14. Bolman, L. (2020). Reframing the path to school leadership: A guide for teachers and principals. Retrieved from Google Books: https://books.google.com.ph/books?hl=en&lr=&id=cfRrDwAAQBAJ&oi=fnd&pg=PP1&dq=school+principals
  15. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
  16. Brew, E. A., Nketiah, B., & Koranteng, R. (2021). A literature review of academic performance: An insight into factors and their influences on academic outcomes of students at senior high schools. Open Access Library Journal, 8(6).
  17. Budur, T. (2019). Effectiveness of transformational leadership among different cultures. Retrieved from International Journal of Social Sciences & Educational Studies: https://eprints.tiu.edu.iq/390/
  18. Buerhaus, P. I., Donelan, K., Ulrich, B. T., Norman, L., DesRoches, C., & Dittus, R. (2012, November). Are nurses ready for health care reform? A decade of survey research. Retrieved from Nursing Economics: https://www.researchgate.net/publication/235369216_Are_Nurses_Read_for_Health_Care_Reform_A_Decade_of_Survey_Research
  19. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35–47. https://doi.org/10.1177/0022487109348024
  20. Carpenter, W. A. (2016). Review of Who controls teachers’ work? by R. M. Ingersoll. Educational Horizons, 84(2), 69–77. http://www.jstor.org/stable/42927148
  21. CDIA. (2020, December 21). Infrastructure can build climate resilience in cities, if planned the right way. Retrieved from Cities Development Initiative: https://cdia.asia/2020/12/21/infrastructure-can-build-climate-resilience-in-cities-if-planned-the-right-way/
  22. Chen, M. (2021). The integration of new-type urbanization and rural revitalization strategies in China: Origin, reality and future trends. Retrieved from Land: https://lib.dr.iastate.edu/etd/15449/  https://doi.org/10.3390/land10020207
  23. Chris, J. (2020, April). Transformational leadership and gravitas: 2000 years of no development? Retrieved from Science Direct: https://www.sciencedirect.com/science/article/abs/pii/S0191886919306993
  24. Chorover, T., & Arriens, J. (2020, January 25). Faced with forced relocation, the people of one Philippine city designed their own climate-resilient neighborhood. TheCityFix. https://thecityfix.com/blog/faced-forced-relocation-people-one-philippine-city-designed-climate-resilient-neighborhood/
  25. Colomer, J. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Retrieved from MDPI Journals: https://www.mdpi.com/2071-1050/12/9/3827
  26. Davis, B. (2023). Growing the leaders of tomorrow through agricultural education. Utah State University. Retrieved from https://uen.pressbooks.pub/voicesofusuvol15/
  27. Department of Education Philippines (DepEd). (n.d.). Technology and Livelihood Education (TLE) curriculum guide. https://www.deped.gov.ph
  28. Doe, J., & Lee, S. (2022). The teacher educator’s role in enhancing teacher quality. Journal of Education and Work, 35(4), 487–504. https://journals.sagepub.com/doi/pdf/10.1177/0022487108315581
  29. Domingo, G. (2019). An ambitious architectural approach towards economic development. Future Architecture Platform. https://futurearchitectureplatform.org/projects/de72ab49-878e-464b-9526-516855ff5700/
  30. Englin, K., Ritz, R., & Edwards, M. C. (2023). Middle school agricultural education teachers’ perspectives of Supervised Agricultural Experience programs. Journal of Agricultural Education, 64(1). Retrieved from https://jae-online.org/index.php/jae/article/view/2782
  31. Fan, S. (2019). Rural revitalization: Tapping into new opportunities. Global Food Policy Report. https://gfpr.ifpri.info/2019/03/26/chapter-2-rural-revitalization/
  32. Faraj. (2020). Transformational leadership impact on employees' performance. Eurasian Journal of Management & Social Sciences.  https://www.researchgate.net/profile/CemilTop/publication/340862956_Transformational_Leadership_Impact_on_Employees_Performance/links/5ea170ce92851c87d1ad6adc/Transformational-Leadership-Impact-on-Employees-Performance.pdf
  33. Fitzgerald. (2020). What is correlational quantitative research design? SciSpace. https://typeset.io/questions/what-is-correlational-quantitative-research-design-1dry6txkif
  34. Frick, M. J., Birkenholz, R. J., & Machtmes, K. (2004). Effective agricultural education programs in the 21st century. Journal of Agricultural Education,45(4), 1–12. https://doi.org/10.5032/jae.2004.04001
  35. Fullan, M. (2020). The principal 2.0: Three keys to maximizing impact. Google Books. https://books.google.com.ph/books?hl=en&lr=&id=jnKxEAAAQBAJ&oi=fnd&pg=PR9&dq=school+principals&ots=fz2UFrBEnq&sig=7P0m1C12ay7ALvYKI0bHCZUnws&redir_esc=y#v=onepage&q=school%20principals&f=false
  36. Ganyaupfu, E. M. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2, 29–35.
  37. García, J. M., López, D., & Martínez, R. (2021). The role of education in the transition towards sustainable agriculture: A family farm learning perspective. Sustainability, 13(14), 8099. https://doi.org/10.3390/su13148099
  38. Giddens, J. (2018, March). Transformational leadership: What every nursing dean should know. Science Direct. https://www.sciencedirect.com/science/article/abs/pii/S8755722317301527
  39. Greyson, K. A. (2018). Agribusiness system hub for rural agricultural cooperative societies in developing countries. Computer Science and Information Technology.https://www.hrpub.org/download/20181130/CSIT3-13511742.pdf
  40. Grissom, J. (2021, February). How principals affect students and schools. Cahn Fellows Programs. https://cahnfellowsprograms.org/wp-content/uploads/2021/11/How-Principals-Affect-Students-and-Schools.pdf
  41. How, R. B. (2018). Wholesaling at destination and terminal market facilities. Link Springer. https://link.springer.com/chapter/10.1007/978-1-4615-2031-3_18
  42. Jung, J. (2011). A study on the expectations and actual satisfaction about mobile handset before and after purchase. IEEE Explore. https://ieeexplore.ieee.org/document/5679870
  43. Kebede. (2019). Low back pain and associated factors among primary school teachers in Mekele City, North Ethiopia: A cross-sectional study. Hindawi Journals. https://www.hindawi.com/journals/oti/2019/3862946/
  44. Kenklies, K. (2022). Alienation: The foundation of transformative education. Journal of Philosophy Education. https://academic.oup.com/jope/article/56/4/577/7024318
  45. Kirby, P. (2019). Modelling transformative education. Ingenta Connect. https://www.ingentaconnect.com/content/lwish/forum/2019/00000061/00000001/art00010
  46. Ko, W.-H., & Chung, F.-M. (2014). Teaching quality, learning satisfaction, and academic performance among hospitality students in Taiwan. World Journal of Education, 4(5), 11–20.
  47. Kotamena, F. (2020). A literature review: Is transformational leadership elitist and antidemocratic? International Journal of Social Policy and Law. https://ijospl.org/index.php/ijospl/article/view/15
  48. Lau, F. (2020). Chapter 12: Methods for correlational studies. National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK481614/
  49. Liu, K. (2019, May). Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners. Sage Journals. https://journals.sagepub.com/doi/full/10.3102/0091732X18822806
  50. Liu, S.-M., Huang, Y.-C., & Wang, R.-J. (2024). Challenges and professional support for principals at rural schools for sustainable development. Sustainability, 16(21), 9251. https://doi.org/10.3390/su16219251
  51. Longchamps, P. (2022). Transformative education: A showcase of sustainable and integrative active learning. Taylor & Francis Group. https://www.taylorfrancis.com/books/mono/10.4324/9781003276203/transformative-education-philippe-longchamps-charlotte-graham
  52. Luckett, K. (2020). Reframing the curriculum: A transformative approach. Taylor & FrancisOnline. https://www.tandfonline.com/doi/abs/10.1080/17508487.2017.1356341
  53. Johnson, A., & Johnson, R. (2021). The impact of teacher experience on educational outcomes in transitioning school systems. Journal of Educational Transformation, 5(2), 85–101. https://files.eric.ed.gov/fulltext/ED511988.pdf
  54. McGuire, D. (2022, January 14). Demographic data as a measure of school performance. Study.com. https://study.com/academy/lesson/demographic-data-as-a-measure-of-school-performance.html
  55. Maharashtra. (2019). Terminal market. Maharashtra State Agricultural Marketing Board. https://www.msamb.com/Projects/TerminalMarket
  56. Maini, E., De Rosa, M., & Vecchio, Y. (2021). The role of education in the transition towards sustainable agriculture: A family farm learning perspective. Sustainability, 13(14), 8099. https://doi.org/10.3390/su13148099
  57. Mason, J. (2020, July 9). Seven strategies for climate-resilient infrastructure. Climate Links. https://www.climatelinks.org/blog/seven-strategies-climate-resilient-infrastructure
  58. Matson, J. (2013). The role of food hubs in local food marketing. USDA Rural Development. https://www.rd.usda.gov/files/sr73.pdf
  59. Mazzuki, B. D., & Chiwamba, S. V. (2024). Transforming rural teaching: Teacher educators and pre-service teachers’ perspectives on transformative curriculum and pedagogy. Australian and International Journal of Rural Education, 34(1), 44–59. https://doi.org/10.47381/aijre.v34i1.696
  60. Miller, J. B. (2020). Transformative learning and the arts: A literature review. Sage Journals. https://journals.sagepub.com/doi/abs/10.1177/1541344620932877
  61. Miller, R. (2020). Critical counter-narrative as transformative methodology for educational equity. Sage Journals. https://journals.sagepub.com/doi/full/10.3102/0091732X20908501
  62. Mintrop, R. (2020). Design-based school improvement: A practical guide for education leaders. Google Books. https://books.google.com.ph/books?hl=en&lr=&id=u
  63. Moorhead, L. (2022). ‘Don’t say it’s going to be okay’: How international educators embrace transformative education to support their students navigating our global climate emergency. MDPI Journals. https://www.mdpi.com/2227-7102/11/10/593
  64. Morrison, P. A. (2016). The demographic context of educational policy planning. RAND Corporation. https://www.rand.org/pubs/papers/P5592.html
  65. Mullan, M. (2017, April). Climate-resilient infrastructure: Getting the policies right. Green Growth Knowledge. https://www.greengrowthknowledge.org/research/climate-resilient-infrastructure-getting-policies-right
  66. Naylor, R., Pritchett, L., & Sumra, S. (2016). A multi-country study of teacher workforce policy. International Journal of Educational Development, 52, 4–16. https://doi.org/10.1177/14782103241283106
  67. Neill, K. (2019). The benefits of food hubs. South Dakota State University Extension. https://extension.sdstate.edu/benefits-food-hubs
  68. Netolicky, D. (2020). School leadership during a pandemic: Navigating tensions. Emerald Insights. https://www.emerald.com/insight/content/doi/10.1108/JPCC-05-2020-0017/full/html
  69. Ntarmah, A. H., & Yaro, K. (2024). Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self-efficacy bridge the qualifications gap? Future in Educational Research. https://doi.org/10.1002/fer3.57
  70. Omodan, T. C. (2023). Analysis of asset-based community development to transform rural schools in South Africa. Interdisciplinary Journal of Rural and Community Studies, 5, 13–21. https://doi.org/10.38140/ijrcs-2023.vol5.02
  71. Preston, J. P., & Barnes, K. E. R. I. (2017). Successful leadership in rural schools: Cultivating collaboration. The Rural Educator, 38(1), 6–15. Retrieved from https://scholarsjunction.msstate.edu/ruraleducator/vol38/iss1/2/
  72. Pretty, J., & Smith, D. (2004). Social capital in biodiversity conservation and management. Conservation Biology, 18(3), 631–638. https://doi.org/10.1111/j.1523-1739.2004.00126.x
  73. Rabia, M., Mubarak, N., Tallat, H., & Nasir, W. (2017). A study-on-study habits and academic performance of students. International Journal of Asian Social Science, 7(10), 891–897.
  74. Rashid, M. (2019). Revitalizing rural areas in Malaysia: A framework for economic revitalization. IOP Conference Series: Earth and Environmental Science. https://iopscience.iop.org/article/10.1088/1755-1315/385/1/012004
  75. Rasmitadila, R. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. JSTOR Journals. https://www.jstor.org/stable/48710085
  76. Reilly, C. (2020). Transformational leader or narcissist? How grandiose narcissists can create and destroy organizations and institutions. Sage Journals. https://journals.sagepub.com/doi/abs/10.1177/0008125620914989
  77. Reza, M. (2020). Components of transformational leadership behavior. EPRA International Journal of Multidisciplinary Research (IJMR). https://www.researchgate.net/profile/ManjurulReza/publication/333798276
  78. Rural School and Community Trust. (2013). Rural schools: A vital part of the educational landscape. https://files.eric.ed.gov/fulltext/ED541695.pdf
  79. Schnitzler, T. (2019). The bridge between education for sustainable development and transformative learning: Towards new collaborative learning spaces.   Sage Journals. Challenges and opportunities for rural school reform: Lessons from the field. Rural Education Review, 20(3), 45–60. https://journals.sagepub.com/doi/abs/10.1177/0973408219873827
  80. Singh, S. P., Malik, S., & Singh, P. (2016). Factors affecting academic performance of students. Indian Journal of Research, 5(4).
  81. Smalley, S. W., Solomonson, J., & Schramm, K. R. (2020). The role of collaboration throughout the agricultural education student teaching experience. Journal of Agricultural Education, 61(4), 329–342. https://doi.org/10.5032/jae.2020.04329
  82. Spitzer, M. W., & Musslick, S. (2021, August 3). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PLOS ONE. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0255629
  83. Sullivan, K., & Lutz, H. (2023). What is a school farm? Results of a scoping review. Journal of Agricultural Education, 59(2), 16–31. https://doi.org/10.5032/jae.2018.02016
  84. Steiner, A. (2019). Rural revitalization: Tapping into new opportunities. International Food Policy Research Institute. https://www.ifpri.org/publication/rural-revitalization-tapping-new-opportunities
  85. Tay, M.-J., Ng, T.-H., & Lim, Y.-S. (2024). Fostering sustainable agriculture: An exploration of localized food systems through community-supported agriculture. Environmental and Sustainability Indicators, 22, 100385. https://doi.org/10.1016/j.indic.2024.100385
  86. Tilak, J. B. G. (2018). Education and development in rural areas. International Journal of Educational Development, 64, 1–7. https://doi.org/10.1016/j.ijedudev.2018.03.001
  87. Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000190516
  88. Technical Education and Skills Development Authority (TESDA). (n.d.). National competency standards for agricultural crop production NC II. https://www.tesda.gov.ph
  89. Van den Berg, H., & Jiggins, J. (2007). Investing in farmers: The impacts of Farmer Field Schools in relation to integrated pest management. World Development, 35(4), 663–686.
  90. Waddell, M. R. (2017). Rural revitalization throughout the Midwest: Preserving our past to create a sustainable future (Master’s thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15449/
  91. Waheed, H., Hasaan, S.-U., Aljohani, N. R., Hardman, J., Alelyani, S., & Nawaz, R. (2020). Predicting academic performance of students from VLE big data using deep learning models. Computers in Human Behavior, 104. https://doi.org/10.1016/j.chb.2019.106189
  92. Wang, Y., & Siry, C. (2017). Experiential learning in rural education: Pedagogical innovations for sustainability. Journal of Rural Studies, 54, 75–83. https://doi.org/10.1016/j.jrurstud.2017.06.010
  93. Weiduo, S. (2021, February 22). No. 1 central document vows rural vitalization. Global Times. Retrieved from https://www.globaltimes.cn/page/202102/1216103.shtml
  94. Williams, T., Rodriguez, M., & Smith, J. (2022). Navigating curriculum changes: The role of experienced educators in effective implementation. International Journal of Curriculum Development, 10(1), 56–70. Retrieved from https://teachers.institute/education-nature-purposes/navigating-curriculum-change-modern-education-strategies/
  95. Witt, A., Ulmer, J., & Burris, S. (2014). Engagement in the agricultural classroom: A comparison of the levels of student engagement in CASE™ and traditional curricula. Journal of Agricultural Education, 55(3), 153–166. Retrieved from https://jae-online.org/index.php/jae/article/view/381
  96. Woods, P. (2019). Restructuring schools, reconstructing teachers. Taylor & Francis. https://doi.org/10.4324/9780429326998
  97. Yang, J. (2021, June). Effects of rural revitalization on rural tourism. Tourism Management Perspectives, 37, 100785. https://doi.org/10.1016/j.tmp.2021.100785
  98. Yang, J., Yang, R., Chen, M.-H., Su, C.-H., Zhi, Y., & Xi, J. (2021). Effects of rural revitalization on rural tourism. Journal of Hospitality and Tourism Management, 47, 35–45. https://doi.org/10.1016/j.jhtm.2021.02.008
  99. Yopp, A. M., McKim, B. R., & Homeyer, M. M. (2018). Flipped programs: Traditional agricultural education in non-traditional programs. Journal of Agricultural Education, 59(2), 16–31. https://doi.org/10.5032/jae.2018.02016

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic