From Educational Learning to Spiritual Growth: The Effects of Holistic Education on Students at Santa Monica Institute, Mabini, Bohol

Abstract

This study explores the pedagogical approaches implemented at Santa Monica’s Institute Incorporated in Mabini, Bohol, to understand how teaching strategies align with contemporary educational theories and address the learning needs of students. Using a qualitative-descriptive method, data were gathered through classroom observations, interviews with faculty members, and focus group discussions with students. The findings reveal a blend of traditional and progressive teaching methods, including lecture-based instruction, collaborative learning, and contextualized teaching strategies tailored to the local socio-cultural environment. While many teachers demonstrate adaptability and creativity in their instructional practices, challenges such as limited access to updated teaching resources and professional development opportunities persist. The study underscores the importance of continuous teacher training, integration of learner-centered approaches, and community involvement in improving pedagogical effectiveness. Teachers demonstrate a strong sense of dedication, often adapting their approaches to meet the diverse needs of students despite challenges such as limited resources and access to professional development. The findings underscore the importance of supporting teachers through training, collaboration, and access to innovative pedagogical tools. This research contributes to the broader discourse on improving educational quality in rural areas and highlights the role of contextualized, student-centered teaching practices in fostering meaningful learning experiences.