Introduction: Higher Education Institutions play a role in poverty reduction by implementing community extension programs focusing on capacity building and entrepreneurship training. Cebu Technological University programs offer these programs through various skills training to its targeted beneficiaries. This study aims to assess the community extension Micro-, Small and Medium-sized Enterprises (MSMEs) entrepreneurial activities concerning poverty reduction. The research participants are beneficiaries of community extension programs that primarily focus on capacity building and entrepreneurship training, and they eventually become entrepreneurs.Method: Using a cross-sectional survey, 172 valid responses were analyzed, with entrepreneurship education (EE), budgeting financial literacy (BFL), access to credit facilities (ACF), and entrepreneurial performance (EP) as predictors of poverty reduction (PR). Results from Partial Least Squares - Structural Equation Modeling (PLS-SEM) generate insights from the seven hypothesized paths of the proposed model.Results and discussion: Findings revealed that entrepreneurship education (β = 0.258, p < 0.05), budgeting financial literacy (β = 0.147, p < 0.05), and access to credit facilities (β = 0.541, p < 0.001) help reduce poverty. However, no significant relationship was found between entrepreneurial performance and poverty reduction (β = 0.132, ns) whose cause may be directly pointed to the pandemic's significant impact on MSME's entrepreneurial activities.Conclusion: This study confirms the importance of entrepreneurship education, budgeting, financial literacy, and credit access in promoting entrepreneurial success and reducing poverty.

Recent reports associate teachers’ turnover intentions as a response to disruptions and transition of the teaching-learning process (e.g., flexible learning) due to the COVID-19 pandemic. This study explores the antecedents of teachers’ intention to teach in a flexible learning system (FLS) and their turnover intentions via an extended theory of planned behavior (TPB). Using a cross-sectional survey, 417 valid responses were analyzed to model this phenomenon, with self-efficacy and digital nativity as antecedent variables and job satisfaction and organizational commitment as predictors of teachers’ attitudes. We also examined whether the intention to teach in FLS is moderated by age. Results from Partial Least Squares-Structural Equation Modeling (PLS-SEM) generate insights from the 12 hypothesized paths of the proposed model. We uncover salient findings such as (1) the extended TPB model explains 61% of the overall variations of intention to teach in FLS, (2) attitude is positively explained by job satisfaction and organizational commitment, (3) digital nativity and self-efficacy positively influence the attitude, subjective norm, and perceived behavioral control in the context of teaching in FLS, with perceived behavioral control as the strongest predictor of teaching intention, (4) the negative relationship between intention to teach in FLS and turnover intention of teachers, and (5) age has no moderating effect on the teachers’ intention to teach in FLS. Some practical insights and future research works are outlined in light of these findings.

In the ever-evolving landscape of educational technology, it is vital to understand the empirical relationships of teachers' Technological Pedagogical and Content Knowledge (TPACK) and its interplay with explanatory factors such as cyber wellness, school climate, and digital nativity. This study employs Covariance-Based Structural Equation Modeling (CB-SEM) to analyze self-reported data from 311 basic education teachers in Central Visayas, Philippines. The model demonstrates robust validity and reliability, showing diverse direct impacts on the antecedent variables to the seven constructs of TPACK. The findings reveal 16 significant hypothesized paths, with digital nativity has a significant effect on all three core knowledge domains of TPACK while school climate and cyber wellness have a significant effect on two knowledge domains. Another significant finding shows that content knowledge emerged with the highest significant effect on technological content knowledge (β = 0.621). This connection highlights the fundamental role of content knowledge in successfully integrating technological competencies among teachers, especially from a developing economy. The study provides policy insights tailored to post-pandemic educational management.

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five domains in teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool.