With the rapid changes in the educational landscape across the Philippines, it is imperative that educational organizations keep abreast not only of changes in students and pedagogy but also of the technological advancements of our time in information generation, organization, and utilization.
Thus, in an effort to stay cognizant of rapid technological shifts and streamline the pedagogical opportunities for higher education, graduate school educators participated in a specialized training workshop titled “Modern Teaching Strategies” on August 15, 2026, from 9:00 AM to 11:00 AM through the Google Meet platform.
The workshop was led by Mr. Joshua Caceres Martinez, Chief Information and Technology Officer of the Digital Transformation Office at Ateneo de Naga University. Addressing faculty members teaching at the graduate level, Mr. Martinez highlighted the shift from traditional instruction to modern pedagogy. Through his discussion, he encouraged the esteemed educators to transition from being the “sage on the stage” to dynamic “facilitators of inquiry,” encouraging students to evolve from passive receivers into active constructors of knowledge.
The session introduced several core pedagogical frameworks tailored for adult learners, including:
First, The 4 Pillars of Advanced Pedagogy: Integrating Inquiry & Argumentation, Collaborative & Peer-Driven Learning, Applied & Contextual Learning, and Technological Enablement.
Second is the Artificial Intelligence Agent Knowledge (AIA-PCEK Framework): Reframing AI as a force multiplier—an “electric bike” for intelligence augmentation—to handle administrative tasks and baseline generation while keeping human judgment and mentorship central.
Next is the Practical Google Workspace Integration: Maximizing tools such as Google Classroom, Drive, Docs, and Chat alongside interactive platforms like Padlet and Mentimeter to blend synchronous and asynchronous e-learning.
And lastly is the Process-Over-Product Assessment: Pivoting away from unverified outputs to process-based evaluation (such as process statements and live defenses) to address AI hallucinations, preserve data sovereignty, and protect cognitive engagement.
After the training was the conduct of a dynamic discussion and interaction with the faculty and resource speaker, with inquiries about how the training should cascade into a streamlined policy measure that will assist AI related concerns and most importantly, opportunities on how to use it to better our instruction in the Graduate School.
Thus, by taking advantage of automated baseline tasks, participating graduate school teachers gained strategies to reclaim up to several hours weekly for a meaningful and productive mentorship, student centered activities, and critical synthesis of lessons. The training concluded with comprehensive and practical recommendations, equipping educators to build an AI-resilient, yet human-centered learning environment for the upcoming academic year.
Prepared by:
Jane Pauleen M. Lacson, MLL
Faculty, Graduate School
