Proposed Recommendations to Intensify the Initiatives of Philippine International School-Qatar in Satisfying the Targets of Education and Training Sector Strategic Plans (Etssp)

Proposed Recommendations to Intensify the Initiatives of Philippine International School-Qatar in Satisfying the Targets of Education and Training Sector Strategic Plans (ETSSP)

Patrick Rey Enecillo Mahinay

St. Paul University Manila

DOI: https://dx.doi.org/10.47772/IJRISS.2025.907000406

Received: 13 July 2025; Accepted: 21 July 2025; Published: 20 August 2025

ABSTRACT

In 2008, the State of Qatar has embarked on aspiring transformative journey to a sustainable long-term socio-economic prosperity.  It launched the Qatar Vision 2030 envisioning advancement in four interconnected developmental goals in Human Development, Social Development, Economic Development, and Environmental Development. In pursuit for this vision, the Ministry of Education and Higher Education (MEHE) has introduced various initiatives and programs outlined in the Education and Training Sector Strategic Plans (ETSSP). All public, private, or international schools across the country need to align their policies, goals, and vision towards with the Qatar’s national transformative roadmap. The Philippine International School-Qatar (PISQ), as one of the international schools offering foreign curriculum, needs to submit to the policies set by the MEHE to satisfy the targets of Qatar National Vision 2030 through the ETSSP. Thus, with this significant involvement, it is important to assess the initiatives of the PISQ in satisfying the ETSSP targets towards Qatar’s national socio-economic development. This research also aimed to add to the literature on the initiatives of the international schools in aligning their curriculum towards the development goals of a host country.  Using case-study approach, a total of twenty-six teachers and school leaders across academic levels in PISQ were purposively sampled and interviewed under an unstructured format. The findings revealed that PISQ has implemented various initiatives aligned with the ETSSP’s Core and Cross-Cutting Education and Training programs. To strengthen Qatari values and identity, the school integrates national values into the curriculum, celebrates local traditions, and established an Integration Program Committee. For effective ICT use, initiatives include teacher training, peer support, classroom use of AI tools, and digital resources for home learning. To enhance learner motivation, PISQ fosters a nurturing environment, applies positive reinforcement, uses interactive and differentiated teaching methods. In improving K–12 education in English, math, and science, the school adopts interactive activities, real-life applications, academic events, competitions, and consults with third-party assessors. Curriculum alignment with higher education is achieved by following DepEd’s laddered curriculum and offering HUMSS and STEM strands in senior high. Career readiness is supported through enhanced communication and research skills development. For students with disabilities, PISQ provides remedial programs and guidance support. To promote lifelong learning and employability, the school offers extracurricular activities, leadership training, community engagement, charity work, and comprehensive guidance services to help students become college- and work-ready.

Keywords: Qatar National Vision 2030, Education and Training Sector Strategic Plan, International Schools, Philippine International Schools

INTRODUCTION

In recent years, the global education landscape has seen considerable changes as nations worldwide work to equip their citizens with skills essential for success in a fast-evolving world. It becomes the powerful driver of social progress, cultural promotion, and economic development, shaping the collective destiny of one nation. Despite the global rapid technological, social, and economic changes, many countries still struggling from keeping pace with the emerging needs of the community.  Thus, educational reforms clinging to modernization has been the highlight of the sustainable plans globally. It became an urgent priority for the governments, educators, and policy makers around the world. It aims to address the systematic weaknesses, improve educational quality, and respond to the evolving needs of the society. As economies become more technology-driven, educational reforms also focus on the preparing new policies for a sustainable workforce. This involves promoting life-long learning of essential skills, integrating vocational training, digital literacy, and entrepreneurship in the curricula to meet the evolving demand of the industry. Educational reforms also include programs that promote social responsibility, intercultural understanding, and cultural awareness, aligning with global goals like the United Nation Sustainable Development Goals (Ricardo, et al., 2021).

The pursuit of sustainable development and national progress become a global ambition, requiring countries to align their educational system with comprehensive long-term plans. Qatar, known for its rich cultural heritage, diverse economy, and complex socio-political environment, has prioritized educational reform. Over the past decades, Qatar has acknowledged the urgent need to overhaul its education system to better equip its population for the demands of the 21st century. This drive for reform was fueled by factors such as a young and rapidly growing population, the imperative to diversify its economy beyond oil reliance, and the ambition to compete globally in science, technology, and innovation. To realize this reform, the country launched a strategic framework known as the Qatar National Vision 2030 which aim to create a sustainable development and national progress. It centers four interconnected pillars: human, social, economic, and environmental development.

Education, at the heart of human capital enhancement, plays an important role in realizing this national initiative.   It is considered by the Qatar’s Ministry of Education as one of the QNV2030 top priorities in investing for the future and realizing its fundamental pillars and political leadership (“Education top priority”, 2022). To emphasize reforms and development in education, the Education and Training Sector Strategic Plans (ETSSP) was created. This serves as a framework for assessing progress and aligning strategies with the needs of Qatari society and the goals of Qatar National Vision 2030. The ETSSP is composed of five different principal programs namely the core and cost-cutting education training; improving K-12 general education; improving higher education; strengthening technical and vocational education and training; and enhancing research.

In the context of Qatar’s multicultural society, international schools, such as the Philippine International School-Qatar (PSIQ) contribute significantly in promoting conducive educational environment. Being an institution catering primarily to the Filipino community, PISQ holds a dual responsibility: delivering the Philippine curriculum while aligning its goals with the Qatar’s national goals and vision. As Qatar gears toward achieving the targets outlined in Vision 2030, the involvement of international school like the PISQ become increasingly relevant. Their initiatives must complement with the national efforts to foster globally competitive individuals equipped with the necessary skills, values, and attitude to thrive in Qatar’s diverse and evolving economy.

This study focused on assessing the initiatives undertaken by PISQ in meeting the strategic goals outlined in Qatar’s ETSSP. This explored how the school aligns its educational programs and curriculum with the QNV2030, particularly in promoting globally competitive education, social development, and human development. This alignment did not only support the PISQ’s academic drive for its students, but also contributed to their integration into Qatar’s wider development agenda. This assessment helped uncover the strengths, gaps, and opportunities for further improvement. This has also provided an insight on the value of international curriculum in nation building and reveal the importance and challenges of balancing multiple educational backgrounds.

THEORETICAL FRAMEWORK

This study was anchored on two key theoretical perspective – Systems Theory and Modernization Theory. Both collectively provided comprehensive foundation for analyzing and enhancing the initiatives of the Philippine International School-Qatar in achieving goals targeted in the Education and Training Sector Strategic Plans (ETSSP). These theoretical foundations enabled understanding on how internal school initiatives and external national targets intersect and influence institutional development. Systems Theory, as developed by Ludwig Von Bertalanffy in 1954 (Drack & Pouvreau, 2007), views organization as an interdependent set of elements working collectively to achieve common goals. The concepts of social system and development are attributed to the hierarchy of processes done by the actors of the organizations. It forms a harmonious relation that works towards realization of common good for human development (Hofkirchner, 2019). In the context of this study, one of the of the goals in achieving the Qatar National Vision 2030 is the list of targets set by the Education and Training Sector Strategic Plans (ETSSP) that should be implemented by the key players, such as the local and international schools like the PISQ.  The school functions as a dynamic educational system composed of inputs, processes, outputs, and feedback mechanisms. The inputs include the targets and curricular requirements set by the ETSSP. The process represents the initiatives of PISQ ranging from pedagogical approaches in the classroom to school leadership programs hitting the targets of the ETSSP, while the outputs pertain to student performance, staff development, and institutional achievement aligned with ETSSP targets. Finally, feedback ensures continuous monitoring, accountability, and improvement. Systems Theory supports on how PISQ’s components function together to identify areas where alignment with the ETSSP can be strengthened.

Complementing with the Systems Theory is the Modernization Theory particularly proposed by Walt Rostow, which is described by Thaha & Wahyu (2022) to be more than just an economic theory, but holistic societal development which include cultural indicators. It emphasizes the transformation of traditional system into modern, progressive institution that is responsive to global changes. It acts as a key framework in social development that highlights the importance of modernization and the related economic, social, and cultural transformations (Sheikhazami et.al., 2024). In education, modernization involves embracing innovation, enhancing work readiness of the graduates, and inculcating global character. These mirrors the targets of the QNV 2030 on human and social development.   For PISQ, this means actively pursuing educational reforms that reflect modern learning standards and enhancing instructional quality through integrating technology and benchmarking.  Modernization theory supports the school’s progression from conventional institution to strategically aligned with Qatar national and global educational goals.

Conceptual Framework

This framework illustrates the relationship between the initiatives of the Philippine International School-Qatar (PISQ), the guiding principles of Qatar Vision 2030, and the Education and Training Sector Strategic Plans (ETSSP).

Figure 1 The Conceptual Framework of the Study

The Qatar National Vision 2030 is the overarching national goal that provides a broader, sustainable framework for the country’s growth and development. This is built in four interconnected pillars: human development, social development, economic development, and environmental development. Human development emphasizes on improving the capabilities and skills of people, primarily through education, health, and workforce development. The social development focuses on creating social stability and cultural preservation through community identification. Economic development aims for sustainable economic growth, diversifying beyond the dependency in oil and gas. Environmental development ensures that national growth is also sustainable to the environment, promoting conservation and protection practices.

PISQ initiatives are at the school level actions. This refers to the specific initiatives of the Philippine International School-Qatar focusing on various areas essential to improving educational outcomes. Areas, such as curriculum development and implementation ensure that subjects and programs are aligned with the Qatar and international standards. Another area that is subject to evaluation is the teaching and learning process. Checking on the innovative teaching strategies, student-centered learning, fostering critical thinking, and integrating the use of best technology. The school initiative on teacher and student development programs, such as offering professional development for teachers and introducing co-curricular and extra-curricular programs for students will help them build skills beyond academic, such as creativity, leadership, and social responsibility.

The ETSSP acts as the bridge between PISQ initiatives and the goal outlined the QNV2030. It ensures that school efforts and national goals are aligned through structured strategies and policies. Based on the principles of education policy implementation theory, a thorough evaluation of the curriculum and instruction will be done across the four academic levels of PISQ. Part of the evaluation is to assess the school’s implement policies set at the national or sector level to ensure consistency, quality, and relevance.

The feedback and continuous improvement concept focus on gathering insights, reviewing outcomes, and making the necessary adjustments. The framework emphasizes that education is a dynamic process, and continuous improvement is critical to maintaining relevance and effectiveness.

Statement of the Problem

This study aimed to assess and intensify the initiatives of Philippine International School-Qatar in satisfying the targets of Qatar National Vision 2030 through the Education and Training Sector Strategic Plans (ETSSP).

Specifically, the following research questions were answered:

What are the initiatives of Philippine International School-Qatar in satisfying the targets under the Core and Cross-Cutting Education and Training Program in the four academic levels in term of:

Strengthening and integrating Qatari national values, Arab, and Islamic Culture?

Achieving of best-in-class use of ICT throughout education and training?

Developing and implementing of a comprehensive approach to enhancing learners’ motivation?

What are the initiatives of Philippine International School-Qatar in satisfying the targets under the Improving K-12 General Education Program in four academic levels in terms of:

Emphasizing the teaching of English, Mathematics, and Science skills?

Aligning curriculum with the higher education institution or vocational schools?

Developing skills that students can use throughout their careers?

Curriculum support materials, including physical education guidelines for students with disabilities, are developed?

Engaging students to (a) fulfill their potential as lifelong learners; (b) be active members of the community; and (c) be eligible for employment?

Based on findings, what recommendation may be proposed to intensify the initiatives of Philippine International School-Qatar in satisfying the targets of Education and Training Sector Strategic Plans (ETSSP) on the Core and Cross-Cutting Education and Training and Improving K-12 General Education?

METHODOLOGY

This study used post-positivism paradigm, acknowledging human experience and interactions shaped the general result. Rather than striving for predictable generalization, post-positivism adopts more collaborative approach to construct a pile of knowledge (Wildemuth, 1993).  The researcher, though cannot impose his own biases, has to be an engaged collaborator in making sensible understanding of the topics. This allows richer exploration of participants’ engagements on the phenomenon (Ryan, 2006). Thus, the researcher partnered with the participants by understanding participants’ subjective experience and constructing meaningful outcome through dialogue and reflection (Giddings, 2006).  This study focused on exploring the lead topics based on the majority involvement of the participants and drawing conclusions from these experiences.

To determine the initiatives of the Philippine International School-Qatar per academic level towards the attainment of the Education and Training Sector Strategic Plans (ETSSP) targets, this study used a case study approach. A case study approach employs strategies that are used to examine an entity, organization, or an institution (Hoover, 2021). It provides an in-depth examination of a particular phenomenon by scrutinizing to the “when”, “how”, “what” and “why” of the issue at hand (Coombs, 2022). It is particularly useful when there is a need to obtain a thorough appreciation of events or issues in its natural context.

This study employed a qualitative design to assess the initiative of the Philippine International School-Qatar (PISQ) in satisfying the targets of the Qatar National Vision 2030 (QNV 2030) through the Education and Training Sector Strategic Plans (ETSSP). Qualitative design has emerged as a requisite tool to understand complex social phenomena (Lim, 2025). It emphasizes on context, existence, and experience that offers a unique perspective in exploring densities of certain phenomena. Rather than mostly quantifying data in the quantitative design, it explores on the experiences and social interactions of individuals that attributes to the occurrences.

This study was conducted in the state of Qatar. The participants were teachers coming from the Philippine International School-Qatar (PISQ). Interviews were done on the convenience of the participants. Most of the participants were interviewed within the PISQ’s premises after seeking approval from the school principal. The researcher made all personal interviews done after school hours to avoid conflict of schedule.

Data of this study were generated from the records and experiences of the participants in their initiatives to implement the QNV2030 targets a set by the ETSSP.  Some sources of the data were documents, such as class schedules, class programs, and photos on activities and programs across the four academic levels that are guided by the targets of the ETSSP and QNV2030. Data were sourced also from the engagement of participants coming from the selected PISQ teachers and staffs whose experiences had contributed richly to the topics at hand.

This study employed a purposive sampling technique to identify and select participants who possessed direct and relevant knowledge of the phenomenon at hand. Purposive sampling, also referred to as judgmental or selective sampling, is a non-probability sampling method wherein participants are deliberately chosen based on predefined criteria related to their expertise, experiences, and roles (Robinson, 2014; Mason, 2002).

In alignment with the objectives of this study, purposive sampling was selected over other methods, as the research sought to engage with individuals who held substantial and contextual knowledge about the implementation of the Education and Training Sector Strategic Plan (ETSSP) within the Philippine International School in Qatar (PISQ). The participants were carefully selected based on their professional roles and involvement in the school’s academic and administrative operations. These included teachers at varying grade levels, department heads, and the school principal. Their inclusion ensured a diverse representation of perspectives across different levels.

To determine the initiatives made by the participants with the implementation of educational goals of QNV2030 through the ETSSP, the researcher used the interview, document review, and interview guide as methods. An unstructured interview was employed in this study. This type of interview is commonly used in studying certain phenomenon wherein the researcher has to dive into the deeper narratives of the interviewee about the lead subjects. Document review analysis is used for evaluating both printed and electronic documents or materials. It requires these materials to be examined and interpreted to gain meaning and understanding relevant to the topic at hand (Corbin & Strauss, 2008).   These documents contain information that have been recorded without the researcher’s intervention. Aside from the interview, this study also used zoom and digital voice recorder as auxiliary tools to gather the response of the respondents.

In analyzing data, the researcher used thematic data analysis particularly endorsed by Colaizzi’s procedure (Morrow, et. al 2015). The first step was the thorough reading of the transcript to obtain a general sense of content. Second, the extracting significant testimonials from the recording and notetaking. Third step was the formulating the meaning of the significant information. Fourth step was the clustering and categorizing themes from the data. Fifth step was forming of descriptive presentation of the complex explanation of the narrative account. Here the researcher combined the different themes and formulate meaning to create an overall structure of the experience elements.  Finally, the validation of the findings by the participants. Here the participants gave a final transcript to compare their responses with the researcher’s descriptive outcomes. Through transcribing the participants’ interview response through audio and recordings, as well as the initiatives shown in other evidence such as documents, records, and programs have familiarized the themes of this study. Significant texts and evidence were reaped which are relevant to the primary research questions: (1) What are the initiatives of Philippine International School-Qatar in satisfying the targets under the Core and Cross-Cutting Education and Training Program in the four academic levels? (2) What are the initiatives of Philippine International School-Qatar in satisfying the targets under the Improving K-12 General Education Program in four academic levels? After such, irrelevant and unnecessary texts were deleted, while common words were highlighted to be part of the analysis procedure. Repeated similarities were formed for journalizing the different themes and subthemes. Data collected from the participants were manually transcribed and sent back to the participants for member-checking.

RESULTS AND DISCUSSIONS 

The initiatives of the Philippine International School-Qatar in satisfying the targets of the Core and Cross-Cutting Education and Training Programs in four academic levels in terms of Strengthening and Integrating the Qatari National Values and Identity (SIQNVI).

SIQNVI 1. Integration of Qatari Values and Identity in the Curriculum

Aside from the subjects set by the Department of Education, the PISQ is also offering three (3) MEHE-required subjects across the departments. These subjects are Qatar History, Arabic, and Islamic. Qatar History is mandatory to be taught to all students from elementary to senior high school. These subjects focus on learning the development of Qatar from its past and roots. Arabic classes are also required for all Arab students.  Students are taught how to speak and write from basic and common conversation to more complex sentence construction. Islamic classes on the other hand are only taken by Muslim students. Teachers for these subjects are MEHE qualified and have undergone a thorough screening. Aside from the inclusion of the MEHE-required subjects to promote Qatari values, the PISQ also endorses Qatari identity in its timetable which is done once a week.

The inclusion of Qatari national values and identity among international schools in Qatar, like the PISQ follows the initiative of the MEHE in molding Qatari citizens who can contribute to the development goals outlined in the QNV2030. It agrees with the targets of SEC (2016) that support the strengthening of the national identity through the integration of national heritage and Arab and Islamic values across all curricula.   The emphasis of the promulgation of Arabic language and Islamic culture as part of initiatives of PISQ to promote Qatari identity is deeply anchored with the findings of Cochrane (2024). These has been the two of the bases for educational development.

SIQNVI 2. Celebration of Qatari Traditions

The school is also showcasing Qatari identity through celebrating local events such as the Qatari National Day celebration.  Each department highlighted activities such as the promotion of Qatari traditional games, wearing of national and traditional costumes, and enjoying traditional food. Each department also decorated its bulletin boards and initiated a booth-making competition showcasing Qatari values and identity.

Results show that PISQ is promoting Qatari identity through celebration of local events that highlight the understanding of the local moral values.  These coincide with the findings of Sever & Tok (2022) which highlighted the importance of understanding the moral local bases of educational development to better address the identified challenges in the implementation of the QNV 2030 and create knowledgeable and progress-driven citizens. These could be achieved by aligning the cultural values and traditions, localization of teaching contents, and inclusion of local sustainability issues could help in achieving the QNV2030 as mentioned in the study conducted by Romanowski (2015) & Nasser (2017). Promoting Qatari national identity through celebration of national events, such as the Qatar National Day where PISQ students wore Qatar national costumes, played traditional games, and displayed pictures of Qatari symbols and well-known spots have supported the findings of Sobh & Belk (2014) and Al-Mohannadi & Furlan (2022) that emphasize the commonalities that defines Qatari identity. This also extends to the celebration of Islamic-related activities, such as the Ramadan, Eid Al Fitr and Eid Al-Adha which are three of the main events of the Islamic calendar.

SIQNVI 3. Creation of an Integration Program Committee

To supervise the school’s initiatives in promoting Qatari national values and identity, each department has assigned an Integration Program Committee. These committee is also tasked to submit reports about the program.

The establishment of a program committee is beneficial in supervising specific initiative. The committee roles in providing guideline, evaluate results, feedbacking, and promoting collaboration are important in carrying programs within an institution (Enciso & Bueno, 2024). PISQ’s committee monitors the success of the implementation of the QNVI.

The Initiatives of the Philippine International School-Qatar in satisfying the targets of the Core and Cross-Cutting Education and Training Programs in four academic levels in terms of Achieving Best-in-Class Use of ICT (ABCU-ICT).

ABCU-ICT 1. Teacher Training on use of Technology 

Teachers and staff are conducting continuing professional development (CPD) seminar workshops and in-service education and training to orient teachers to the use of technology in the classroom. They were also taught how to create and manage websites. The teachers are the ones uploading and maintaining the content of the school’s online pages.

The initiatives of the PISQ to maximize the use of ICT in school align with the targets of the MEHE as mentioned in the report of SEC (2016). It mandates the incorporation of ICT across all educational levels including learning management systems, e-content development, and electronic resources for students. This supports the findings of Mokhtari (2023) that suggests inclusion of the digital literacy in the school’s curriculum. Learning becomes more effective and efficient if the school will be opened to the new learning trends and styles of the students. Thus, encouraging teachers to be digitally equipped and competitive nowadays. PISQ’s continuing professional development (CPD) addresses one of the challenges in achieving the Qatar national goals mentioned in the studies conducted by the groups of Al-Thani (2020), Zguir (2021), and Du & Chaaban (2017).  They have found out that there is a need to improve teacher training and professional development to orient and align teachers with the reformed curricula and national goals. These are also supported by the findings of Nasser, (2014), Darling-Hamond (2017), and Zamri & Hamza, (2019 pointing out that teachers need proper orientation on the competencies required to meet the evolving educational standards. Ongoing training and professional growth are necessary to ensure teachers remain confident and competent in meeting the students’ diverse learning needs.

ABCU-ICT 2. Peer Teaching and Support Among Colleagues on ICT Use

PISQ shows camaraderie in supporting each other with the use of ICT. They are also proud of their colleagues in assisting new teachers in their department. Some teachers even share their expertise through initiating workshops about the new trends in integrating technology in the classroom.  Though inclusion of ICT in instructions has been a priority in an academe nowadays, it is hindered by different factors as mentioned by Bingimlas (2009). Some of these factors are the teachers’ lack of training and confidence and availability of resources. To address this, PISQ has conducted different trainings and workshops for the teachers, familiarizing them with the use of artificial intelligence (AI) and developing own learning management system (LMS) like the school’s website.  These trainings become an opportunity for teachers to show unity and teamwork in orienting each other with the strategies in using technology.

ABCU-ICT 3. Use of Artificial Intelligence (AI) tools in the Classroom and Instructions

Most of them also emphasized the use of technology in their instructions. Incorporating the use of technologies in the class, such as the use of PowerPoint presentations, interactive gamification, online tools and resources were also part of the teachers’ initiatives.  Students are also allowed to use gadgets, such as phones and tablets in specific classes that requires internet surfing and digital interactive activities. Assessment is not only limited to paper and pencil tests. The school is also flexible with the use of gadgets, especially to students who have siblings in other levels. They also give ample time and support to students who have difficulty in getting the required gadget. The school is open to the use of Artificial Intelligence (AI) tools in the classroom and instructions. They are resilient to the changes in education, accepting the role of AI in school.

ABCU-ICT 4. Use of Digital Tools to Support Education at Home

The school also promotes the use of digital tools to support education at home by providing different technology-accessible activities. These activities sometimes require the parents’ engagement. The school got positive feedback on this initiative. They are also learning and becoming more oriented with the new technology. The easy-access feature of the school website also earns overwhelming comments from the parents. The communication, school programs and events, and students’ marks are easily channeled through the said website. Students have their own respective school-affiliated learning portal accounts that they can access and manage anytime. Management of the account is limited to accessing the different parts of the platform, communication, announcements, viewing marks, output, and homework submission.

Though PISQ has prioritized digital literacy, availability of the digital resources remains challenging. The school is still heavily reliant to printed materials, such as books and hardbound materials. While some support materials are sourced from online platforms, such as YouTube and other sites, the school still has to develop a digital learning scheme that caters to inclusivity and individualized learning approach. Parent’s digital involvement is only dependent on the availability of the tasks being uploaded on the portal; thus, there is a need for improving the home support through personalized learning scheme.

The Initiatives of the Philippine International School-Qatar in satisfying the targets of the Core and Cross-Cutting Education and Training Programs in four academic levels in terms of Developing and Implementing Comprehensive Approach to Enhance Learners’ Motivation (DICAELM)

DICAELM 1. Creating a Nurturing Environment

The school is offering a family-oriented and welcoming atmosphere where the students can express themselves through socialization.  Students in Qatar are more motivated to go to school because of the unique social environment of the expatriate families in the country. There is less outlet for the students to move around and socialize except the school. The school not only offers academic skills improvement, but also the emotional, physical, and spiritual development.  It became a one-stop hub for their wellbeing. Hence, students are eager and motivated to go to school and attend classes.

PISQ’s welcoming and nurturing environment not only addresses the drive of the ETSSP to develop a comprehensive approach to enhance learners’ motivation in the Qatar’s schools (SEC, 2016), but also supports the findings of several studies like Abou-El-Khier, (2017); Biggs & Tang, (2011); and Albareda-Tiana (2018). They considered students’ engagement and motivation as a few of the challenges in achieving educational goals. They suggested that schools must reduce reliance on memorization and promote strategies that cultivate student engagement, critical thinking, and learning outcomes. The findings also agree with Abou-El-Khier (2017) that schools should foster an environment that enhances student engagement.

DICAELM 2. Using Positive Reinforcement

The school is also sponsoring different in-service trainings that tackle classroom behavior management and creating a motivated classroom environment. Aside from the school-initiated CPDs, teachers are also encouraged to attend seminars or workshops sponsored by private entities that help them with the different approaches to teaching and managing student behavior.  Teachers also use the positive reinforcement approach by motivating students to learn and be achievers in life. They are recognizing students’ achievements through giving awards and recognitions.

PISQ’s engaging curriculum designs and recognizing achievements also supports Kunicina’s (2023) findings to enhance students’ motivation and academic success. Creating an engaging environment stimulates learners’ eagerness to be involved in class -discussion and participate in activities. Recognizing academic achievements not only motivate students to prosper in their studies, but also develop self-worth and confidence.

DICAELM 3. Using Interactive Activities

Aside from recognizing achievements to motivate students, the school also considered the use of interactive activities as means to engage students.  participants from elementary department added gamification and interactive learning as positive approach to motivate students. It was also notable that some participants highlighted the use of intelligence assessments to make differentiated approaches to motivate students.   Identifying the learning styles of the students helps the teachers develop strategies that suit the interests of the students. Aside from creating an engaging school environment and achievement appreciation, Shoopala (2025) also agrees with the PISQ’s integration of technology to motivate learning. Prioritizing student-centered activities also help promote student engagement.

DICAELM 4. Using Differentiated Approach

It was also notable that some participants highlighted the use of intelligence assessments to make differentiated approaches to motivate students.   Identifying the learning styles of the students helps the teachers develop strategies that suit the interests of the students.   The school uses the VARK Test at the beginning of the school year to identify the learning styles of the students. VARK stands for Visual, Aural, Read-Write, and Kinesthetic. With this, teachers use different strategies such as differentiated activities formative assessments, and gamifications.

The initiatives of the Philippine International School-Qatar in satisfying the targets of the Improving the K-12 General Education Program in four academic levels in terms of Emphasizing the Teaching of English, Mathematics, and Science Skills (ETEMSS)

ETEMSS 1. Use of Interactive Platforms and Activities

Core subjects, such as English, Science, and Mathematics emphasize the use of interactive platforms in the classroom. These interactive platforms include using different online gamifications and assessments such as Quizizz and Kahoot.  In the preschool and elementary departments, teaching English focuses on the improvement of reading, writing, and speaking. They are also implementing the different programs of the Department of Education which are also parallel to the targets of Qatar’s Ministry of Education and Higher Education. One of these programs is the Phil-IRI for reading. Junior high school and senior high school focus on engaging specialized programs such as Communication, Literature, and Academic Writing. In Mathematics, preschool and elementary students are taught to master arithmetic, logical reasoning and problem solving. Teachers are utilizing different gamifications to make the class engagement more fun. In high school, teachers adopt different teaching-learning strategies, such as peer-teaching and flip classroom.

ETEMSS 2. Real-life Applications

In Science, the school focuses more in real-life experimentation and inquiry-based learning. The preschool department has launched “Preschooler’s Green Adventure”. This initiative was done to uphold real-life exploration fostering the development of the five leaners’ senses while promoting sense of responsibility, patience, and life skills.  High school department usually do lab activities and exploration.

There is a strong emphasis on real-life application in instruction across year levels, focusing on hands-on experimentation and inquiry-based learning. PISQ is promoting initiatives that allows learners to explore their environment and experience real-life objects. These initiatives help learners better understand concepts using senses of touch, sight, and smell. Interactive practical activities, laboratory works and experimentation assist understanding of real-life concepts. Collaboration with other universities to access necessary equipment and resources for scientific research shows how the school is committed to impart quality learning.

ETEMSS 3. Initiating Subject-led Events

The school is also initiating events and activities that emphasize the core subjects. It celebrates English Month, Mathematics and Science Week. In the English Month Celebration, the school promotes the use of the English language through different competitions, such as essay writing, debates, orations, declamation, and other literary. While Science and Mathematics Week emphasizes quiz bees, exploration, experiments, research, and innovations.

Though the department head participants seconded that the school conduct subject-led activities to highlight teaching of the core subjects, they cried over the time constrain to finish these curriculum-programed activities. The ministry (MEHE) limits doing extra events over the weekends. They also restrict activities that go against Qatar’s culture. To solve the problem, they merged together related activities.

ETEMSS 4. Joining Academic Competition

PISQ also intensify its initiative in emphasizing core subjects’ skills through participating inter-school competitions, giving opportunities to higher ability students to showcase their capacities.

ETEMSS 5. Consulting with a Third-Party Assessor

It is also good to note that the department head participants mentioned the third-party entities that assess the learners’ strengths in different subjects, especially in mathematics, English, and science. They mentioned a prominent publishing house in the Philippines through its GRACE (Global Resources for Assessment Curriculum and Evaluation) Program. It is a specialized program focusing on helping schools improve their learning outcomes through conducting a quality-standard-based assessment (GRACE, Webpage). The collaboration of third-part assessors supports school in planning necessary programs and intervention that will aid students’ improvement. It categorizes student performance and identify timely feedback to reinforce data-driven interventions. This initiative is aligned with the MEHE’s directive to ensure quality of instructions.

PISQ’s initiatives in promoting efficiency in the three core subjects, such as mathematics, science, and English tackle one of the challenges in Qatar’s education according to findings of Brewer (2007) which is the students’ low performance in the said subjects. ETSSP mandates the school to focus on aligning standards to efficiently deliver the mastery of these subject areas (SEC, 2016). The emphasis on teaching these subjects mirrors the findings of Odiri (2006) that argued the role these subjects in nation-building. PISQ has considered English as a primary medium of instruction, extending its use to science and mathematics teaching. Effective evaluation and assessment like the role of third-party assessor (GRACE) to suggest personalized study resources has also reflected in the findings of Chanda (2023) and Yahaya (2009). Though the intensive use of laboratories has been cited to be effective in emphasizing science and mathematics learning, PISQ’s high-end resources still needs to be improved minimizing dependence from outsource institutions. The substantial exposure of students to different activities, such as the celebration of subject-led events and clubs, mirrors the works of Tulivuori & Subramaniam (2022).  It highlighted the importance of innovative projects, emphasis on real-life situations, and outsourced seminars and training to both teachers and students that upskills latest development and competencies. This also agrees with the findings of Al Kuwari’s team (2021) which suggest that schools need to revise the learning objectives to cater higher-order skills aligned with the 21st century educational standards and goals.

The initiatives of the Philippine International School-Qatar in satisfying the targets of the Improving the K-12 General Education Program in four academic levels in Aligning Curriculum with the Higher Education Institution (ACHEI)

ACHEI 1. Following the Laddered DepEd Curriculum

PISQ believes that the Department of Education curriculum is laddered to prepare students with different phases of knowledge. There is an increased depth of learning as a student progress to the next stages of their education. One stage is preparing skills needed to the next step. The preschool department focuses on the basic skills such as writing, reading, and arithmetic.  The elementary department which is composed of the primary (grades 1-3) and intermediate levels (grades 4-6) also focuses on numeracy and literacy with a deeper emphasis on reading and comprehension.

ACHEI 2. Offering Humanities and Social Sciences (HUMSS) and Science, Technology, Engineering, and Mathematics (STEM) Strands

The high school department, on the other hand, is gearing up to help students prepare for higher education. They are helping students to choose the right courses or path to take in college based on the interests and academic performance of the students. The school is offering Humanities and Social Sciences (HUMSS) and Science, Technology, Engineering, and Mathematics (STEM) academic strands in senior high school (grades 11-12).

PISQ’s laddered academic program to prepare students with different academic levels, favors the reports of the SEC (2016) that aims to align K-12 education with the higher education. The DepEd K-12 curriculum that is being used by PISQ is spiral or laddered progression which aim to promote holistic development, but the success on the implementation of this curriculum across grade levels lies on the expertise of the well-trained teachers, facilities, resources, and management (Yunting, 2025).  Continuous learning evaluation across grade levels is advised to check acquisition, alignment and progression of needed skills.  This also supports the findings of Chankseliani & McCowan (2021) which emphasize the importance the alignment of higher education to the national development as it geared towards potential contribution to societal development. Oguledo (2023), Cowan (2004) both viewed the importance of knowledgeable school teachers and leaders to gear curriculum towards higher institution. It supports the PISQ’s guidance to help students choose their career paths by offering academic strands, conducting different career orientations, and preparing for the college entrance tests. Similar to the findings of Walker (2022) about role of the school in students’ career development, PISQ values career building skills and career orientation in supporting career development. It needs the collaboration of the school, home, and community to design high-quality career-building and career exploration activities to provide guidance to students in choosing professional paths. Thus, PISQ should also venture the aid of local institutions and community to develop more its career-readiness program.  With PISQ’s alignment of skills geared toward higher education, it would eventually contribute to the national goals of both Philippines and Qatar.

The initiatives of the Philippine International School-Qatar in satisfying the targets of the Improving the K-12 General Education Program in four academic levels in Developing Skills that Students Can Use Throughout Their Careers (DSSCUTTC)

DSSCUTTC 1. Investing in Communication

When asked about the skills are they developing that students can use throughout their careers, the preschool department emphasizes the importance of improving communication skills apart from reading, writing, and arithmetic. They believe that good communication is a tool that each learner can use in their career. They should practice expressing their thoughts and ideas freely. This is also seconded by the teachers in the elementary department. In harnessing this skill, they let the students do topic research and report their output in the class.  This is also part of their performance tasks, where communication is part of the criteria that will be marked. Some other initiatives that practice good communication include story-telling and show-and-tell activities in preschool; and participating in debate classes in elementary. The school has a debate club that is done after regular class hours.

DSSCUTTC 2. Intensifying Research

While the preschool and elementary departments consider the importance of developing the communication skills of the learners throughout their careers, the junior and senior high school departments consider research as one of the important aspects that students should master as they go on with their careers. PISQ has intensified the conduct of research. It has engaged its students in quantitative and qualitative research; doing action research and case studies. The school has been joining different research forums and won different competition. Just last recently, the school represented Qatar in an international research competition.

PISQ’s initiative towards development of communication and research has greatly influenced students’ preference to long-term skills (Walker, 2022). This is evidenced with numerous school activities, participations, and achievements related to the above-mentioned skills. This reflects the findings of Shore and Dining (2023) which pointed out that students’ development of skills is caused by responding the tasks given by external influencers.  The focus of the curriculum helps the students to build long tern skills that would eventually affect their choice of career. After responding to the external group influence, the students now reflect to the importance of these skills in their daily course of life. Results also supports the Qatar’s initiative, as reported in SEC (2016) that highlights the importance of enhancing scientific researches to pinpoint crucial areas of development. This program also targets an increase in the number of scientific researches and publications, supporting Qatar’s progress in knowledge and innovation.

The initiatives of the Philippine International School-Qatar in satisfying the targets of the Improving the K-12 General Education Program in four academic levels in Providing Curriculum Support Materials, Including Physical Education Guidelines for Students with Disabilities (PCSMIPEGSD)

PCSMIPEGSD 1. Offering Remedial Program as Support to Students with Learning Difficulties

The school limit only its curriculum support to students with difficulties in subject areas. It has no developed program to support students with disabilities, such as those that are with special educational needs (SEN). Though there were few cases where some students are diagnosed late and has been enrolled in the school, the principal said that communication were made to the parents and referred them to the specialists to seek professional aid. The high school department has initiated the Learning Enhancement and Assistance Program (LEAP). It is a form of remediation that helps to aid students with difficulties in subjects.

The school constructed a systematic program to support students with academic difficulties. An intervention is carefully planned after students are identified as with learning difficulties based on the result of observations and assessments.

PCSMIPEGSD 2. Providing Guidance Support to Students with Learning Difficulties

Remedial classes are coordinated with the guidance counselor to help with behavioral matters. Parents are also informed of the possible support that they can give at home like following up on tasks.

The findings backed the report of the SEC (2016) stipulating the importance of specified programs for students who need support. PISQ’s differentiation approach and remediation support the findings of Strnadovà (2023) and the group of Krämer (2021) which suggests that the academe should create a personalized learning methodologies for the challenged students. Planning that includes individualized approach, cooperative learning, and differentiated instructions have also been highlighted in the above studies. They also supported PISQ’s initiative in establishing good communication lines with the parents to extend aid at home. Peer-mediated instruction and intervention as way of helping students learning difficulties has also found out to be successful. To effectively implement the support program, the school should extend its support through recruiting additional staffs and training opportunities that focus on the learning outcomes of the students with learning difficulties (Krämer, 2021). Community and parental involvement are also encouraged improving communication lines between schools and their stakeholders. This includes increased parental satisfactions, involvement in decision-making, and participation in setting school plans.Though PISQ’s initiative follows with the ETSSP’s goals in providing support to students, it is only limited vividly to students with academic learning needs. Thus, the school should extend its program to cater students with special educational needs (SEN) and physical disabilities.

The initiatives of the Philippine International School-Qatar in satisfying the targets of the Improving the K-12 General Education Program in four academic levels in Engaging Students to (a) Fulfill Their Potential as Lifelong Learners; (b) be Active Members of the Community; and (c) be Eligible for Employment (ESFPLLAMCEE)

ESFPLLAMCEE 1. Offering Extracurricular Activities

The school emphasizes the extracurricular activities meant to harness students’ skills that promote self-growth and confidence. Participants are proud of school’s diversity and lauded its involvement in different competitions. There are many opportunities for the students excel not only in curricular but also in extra-curricular activities. PISQ’s creation of the different after-school clubs that develop skills, enhance talents, and engage personal growth mirrors the Boyd & Strong (2010). Students are supported to identify desired strengths and useful skills to achieve desired outcomes as effective lifelong learners. Creating opportunities for students to learn in school is also reflected in the works of Vaghela & Parsana (2024).   Lifelong skills are likely to develop if the school will focus on student-centered approaches, increasing active engagement, developing critical skills, and individualized learning experiences.

ESFPLLAMCEE 2. Leadership Skills Training

The school is also giving different trainings and activities that could help learners fulfill their potential as lifelong learners. One of these activities is the leadership programs headed by the Supreme Pupil’s Government (SPG) and Supreme Student Government (SSG). Both are organizations formed by the students to help them develop their leadership skills. They run their programs as a governing body. They are also conducting different leadership trainings. Some programs of the SPG and SSG focus on social awareness and community service. One in particular is visiting the Philippine Embassy and providing a little support to the distressed OFWs.

PSIQ’s initiative to nurture students into becoming future leaders aligns with the findings of Greenwald (2010), who emphasizes the critical role of educational institutions in preparing students with the necessary skills and attributes for leadership. Greenwald argues that such qualities can be effectively developed through structured leadership programs embedded within the school curriculum. This perspective promotes the value of creating opportunities where students can engage in experiences that build confidence, decision-making abilities, and a sense of responsibility. Supporting this viewpoint, Astom (2000) asserts that promoting leadership development should be considered as a priority in schools. According to Astom, equipping students to lead not only benefits the individual learner, but also contributes to the broader school culture and society as a whole. Therefore, PSIQ’s leadership-focused approach represents a progressive educational strategy that aligns with holistic student development.

ESFPLLAMCEE 3. Engaging into Charity Works

When asked about the initiative of the school to engage students to fulfill their potential as lifelong learners and be active members of the community, most of the participants pointed out that the school supports charity work. It is one of the schools outside the Philippines to actively support the Answering the Cry of the Poor (ANCOP) program. ANCOP is a non-profit organization founded by a Catholic renewal community known as the Couples for Christ (CFC). Its mission is to empower less fortunate families through various civic and community programs. It has been helping families in education, community development, and crisis management pulling families out of poverty. Most of the proceeds of the school family events are donated to the ANCOP.

Result also support the school’s initiative in community interactions that will create a stronger connection between society and the higher education sector ensuring the school’s role in catering the needs of the community and in nation-building. Developing sense of belongingness through active involvement of the students in civic activities, as mentioned by Prasetyo (2021), was also reflected by PISQ’s initiatives in helping charities such as the ANCOP.

ESFPLLAMCEE 4. Local Community Involvement

This response has been supported by most of the participants. Citing participants 4 and 5 exalted the after-school clubs. They even expanded the involvement of the school to community activities, such as participating in local events that cater Filipino talents.

Community involvement brought more impact on the students’ lives through social awareness, establishing strong collaboration of the school and the community. The school’s partnership with the community-based organization to implement projects that cultivates community involvement also backed the findings of Santana (2022). In addition to developing community involvement, the school also mirrors the finding of Prasetyo (2021) that cultivating practical life experience and leadership training could help students fulfill their potentials as lifelong learners.

ESFPLLAMCEE 5. Maximizing Guidance Program Support to Students for College and Work Preparation.

When asked about the initiative of the school for the students to be eligible for employment, some participants pointed out the preparation of the school to help the would-be-graduates of the senior high school prepare for their college life. Their goal is more on helping students finish their educational journey than to land a job after high school.

The findings support QNV2030 as reported by SEC (2016) emphasizing exposure to future work environments to increase students’ awareness of necessary skills and establish longer connection between schools and labor markets. This also agrees with Chankseliani & McCowan (2021) who recognize the huge role of higher education in achieving student development goals (SDGs) through strengthening different programs such as providing holistic experience through academic courses and intensifying on-the-job training.  PISQ’s initiatives in exposing students to the real-job environment setting as part of preparing students to be eligible for employment is supported by the findings of Cheramie (2014) and Casillas (2014). The school has a responsibility of preparing their students for employment after graduation. The result also favors the findings of both studies that suggest the school should improve work readiness and increase successful transition in college. PISQ is conducting college orientations and college entrance examination reviews helping students to be ready for their next endeavor as they graduate.

Proposed Recommendations to Intensify the Initiatives of Philippine International School-Qatar in Satisfying the Targets of ETSSP Under the Core and Cross-Cutting Education and Training, and Improving the K-12 General Education

In light of the significant findings, the following recommendations are put forward to strengthen the ongoing initiatives of the Philippine International School-Qatar in aligning with the targets set by the Education and Training Sector Strategic Plans (ETSSP), particularly in the areas of Core and Cross-Cutting Education and Training, as well as the Improving the K-12 General Education. These recommendations are backed with relevant literature to provide a more evidenced-based foundation.

Table 1. Proposed Recommendations to Intensify the Initiatives of Philippine International School-Qatar in Satisfying the Targets of ETSSP Under the Core and Cross-Cutting Education and Training, and Improving the K-12 General Education

For the Core and Cross-Cutting Education and Training Program

In strengthening and integrating Qatari national values, Arab, and Islamic culture

To further strengthen the integration of Qatari values and national identity in the curriculum, it is recommended that PISQ actively pursue external collaborations with local educational and cultural institutions. Such partnerships could provide students with more authentic, experiential, and contextual understanding of Qatari heritage. Suggested activities include inviting local cultural-expert practitioners as guest speakers, organizing seminars and workshops on Qatari traditions, and facilitating educational visits to museums, heritage villages, and other culturally significant sites. These recommendations are supported by the findings of Amin et al. (2024), who highlighted the critical role of grassroots engagement in fostering social and cultural transformation within Qatari society. Their study emphasizes that the educational sector, when merged with community-based institutions, becomes a powerful agent of cultural transmission. Additionally, Vermeersch and Vandenbroucke (2014) advocate for a symbiotic relationship between schools and cultural organizations, asserting that such collaborations are vital in promoting artistic and cultural awareness among students. By implementing these strategies, PISQ could move beyond curricular compliance and contribute more meaningfully to the national vision of cultivating culturally grounded, globally competent learners.

In achieving of best-in-class use of ICT throughout education and training

To address these challenges and further enhance ICT integration, it is recommended that the school upgrade its Learning Management System (LMS) to ensure greater accessibility, efficiency, and effectiveness in both learning and communication. A well-integrated LMS would serve as a centralized platform for delivering educational content, facilitating collaboration, tracking student progress, and maintaining consistent communication between teachers, students and parents. This upgrade should be supported by the development of comprehensive school policies that clearly define the expectations and standards for technology integration. These policies should provide a structured framework to guide ICT implementation across the school and ensure alignment with educational objectives. The recommendation to upgrade the LMS is supported by findings from Stone & Zheng (2014), who emphasized the importance of strong digital systems to eenhance learning outcomes and support institutional development. Additionally, Petherbridge & Chaptan (2007) highlight the importance of comprehensive change management when adopting a new LMS. Their research stresses the need for adequate training and ongoing support for both teachers and students, the establishment of expanded support models, and the implementation of effective communication systems to ensure a smooth and sustainable transition.

In developing and implementing of a comprehensive approach to enhancing learners’ motivation

It is recommended that the school develop a comprehensive strategy to enhance learning motivation by expanding differentiation practices to a more data-driven personalized program.  This will allow more precise alignment with individual students’ needs, learning preferences, and career aspirations. A critical component of this approach involves upgrading the school’s Learning Management System (LMS) to support a more robust and accessible personalized learning portal, facilitating continuity of learning both in school and at home. Research by Makhambetova et al. (2021) emphasizes that personalized learning programs not only enhance academic achievement but also increase student motivation.

For Improving the K-12 General Education Program

In emphasizing the teaching of English, Mathematics, and Science skills

It is recommended that PISQ enhance its integration of project-based learning, STEM-related activities, research initiatives, seminars, and innovation fairs, all of which encourage deeper cognitive engagement and relevance to real-world contexts. Equally important is the need for significant investment in the school’s laboratory facilities and educational resources. Upgrading laboratory infrastructure would not only reduce dependence on external institutions but also create enriched, hands-on learning experiences within the school environment. This recommendation is supported by Asmarany (2024),       whose study on improving science education through effective laboratory management revealed that enhanced laboratory equipment significantly contributes to student motivation, comprehension, and overall engagement. Therefore, to further elevate the academic quality and experiential learning opportunities at PISQ, focusing on real-life, inquiry-based educational practices and strengthened laboratory infrastructure is essential.

In aligning curriculum with the higher education institution or vocational schools

To address the gaps and strengthen curriculum alignment with both higher education and industry demands, it is recommended that PISQ establish formal, contract-based partnerships with universities and relevant industries. Such partnerships would facilitate smoother transitions from senior high school to tertiary education and employment by providing students with enriched experiential learning opportunities. Enhancing the career guidance program to include initiatives, such as job shadowing, mentorships, and immersive career-related activities—particularly in fields related to HUMSS and STEM—would further support this goal. These recommendations are supported by Qin and McNaughtan (2023), who found that collaboration with universities significantly improves students’ academic performance and eases the transition into college. Similarly, Flynn (2015) emphasized that partnerships with industries not only provide students with real-world experience but also help meet labor market needs by developing skilled workers. Additionally, the University of Minnesota (2024) identified multiple benefits of school-industry collaboration, including bridging the gap between theory and practice, access to industry expertise, promotion of lifelong learning, and the cultivation of professional networks. Therefore, by strengthening these collaborative frameworks, PISQ can enhance its curriculum’s responsiveness to academic and workforce trends, ultimately supporting students’ holistic readiness for future educational and career pathways.

In developing skills that students can use throughout their careers

It is recommended that the curriculum explicitly incorporate components, such as public speaking and the promotion of conversational English to enhance students’ practical communication abilities. Simultaneously, the school’s research program, though established, requires further institutionalization through collaboration with academic institutions and external research-oriented agencies. Such partnerships are crucial in expanding students’ exposure to authentic research experiences and in cultivating a culture of inquiry and innovation. Sugito et al. (2017) emphasized that strengthening communication contributes significantly to the development of students’ critical thinking and problem-solving capabilities, while Howell (2021) found out that engaging students in high-quality research activities not only improves employability but also enhances personal development and professional competencies. These findings affirm that enhancing communication and research capacities plays a vital role in nurturing life-long learning and deeper student engagement, both of which are aligned with the goals of future readiness.

In developing curriculum support materials, including physical education guidelines for students with disabilities

There is a need to further intensify and systematize the intervention process through the development of a more robust assessment structure and the establishment of a dedicated learning support team. This team, composed of specialized teachers, would be responsible for the identification, planning, implementation, and evaluation of targeted interventions, as well as for facilitating consistent communication with parents to strengthen support at home. Furthermore, PISQ lacks a comprehensive program to address the needs of students with disabilities and special educational needs (SEN). To ensure inclusivity and equal access to education, it is recommended that the school, with approval from the Ministry of Education and Higher Education (MEHE), design and implement a structured SEN program. This program should include the hiring of qualified special education staff and the provision of appropriate learning materials and assistive technologies. The importance of such an initiative was emphasized by Damyanov (2024), whose research highlighted the potential of students with disabilities to thrive in inclusive educational settings when supported through differentiated instruction, effective technological tools, and coordinated team support.

In engaging students to (a) fulfill their potential as lifelong learners; (b) be active members of the community; and (c) be eligible for employment

To overcome these constraints and further strengthen its role in nation-building and community development, it is recommended that PISQ initiate school-led outreach programs in collaboration with local community organizations and the Philippine Embassy in Qatar. These partnerships could enable the school to align its initiatives with broader national and community goals, thereby reinforcing the social relevance of its educational programs. By engaging in joint activities that highlight the school’s contribution to social welfare, PISQ could cultivate a stronger sense of civic responsibility among its students. The importance of such engagement is supported by the findings of Santana (2022) and Prasetyo (2021), who emphasize that partnerships between schools and community-based organizations are instrumental in fostering meaningful community involvement. These collaborations would not only enrich students’ educational experiences but also serve as platforms for real-world learning, cultural exchange, and the development of active, socially aware individuals. Thus, intensifying PISQ’s outreach efforts through strategic partnerships would enhanced its mission of shaping responsible citizens and reinforcing its presence as a community-centered institution.

SUMMARY

As one of the international schools in Qatar, the Philippine International School-Qatar adheres to the programs and policies implemented by the Ministry of Education and Higher Education (MEHE), such as targeting human and social development through the   Education and Training Sector Strategic Plans (ETSSP). The school aligns its curriculum through various initiatives to carry out these programs. Specifically, the Core and Cross-Cutting Education and Training Program, as well as Improving the K-12 General Education Program.

As to the initiatives of Philippine International School-Qatar in satisfying the targets under the Core and Cross-Cutting Education and Training Program in the four academic levels in terms of: (1) strengthening and integrating Qatari national values, Arab, and Islamic Culture; (2) achieving of best-in-class use of ICT throughout education and training; and (3) developing and implementing of a comprehensive approach to enhancing learners’ motivation, here are the following findings.

The PISQ demonstrate a strong commitment to aligning with the goals of the Education and Training Sector Strategic Plans (ETSSP) by integrating Qatari values and identity into its curriculum through the MEHE-mandated subjects, such as Qatar History, Arabic, and Islamic, together with culturally-themed projects and events. This integration is monitored and supervised by an Integration Program Committee. The school has received positive feedback from the MEHE for effectively carrying out the initiative and successfully harmonized Filipino and Qatari educational values. In support of the best-use of ICT the school maximize digital literacy by providing continuous professional development (CPD), practical training, and peer mentoring in using digital platforms, AI tools, and gamified applications. These technologies are not only used to enhance instructions but also support feedback, assessments, and parental involvement. Recognizing the unique social and emotional conditions of the expatriate learners, PISQ creates a nurturing and motivating learning environment that aids holistic development. Motivation is further improved through differentiated instructions made to cater diverse learning styles identified by the VARK Test and through consistent positive reinforcement strategies that acknowledge both academic and behavioral growth. Recognizing students’ successes in the classroom and at the end of each term is seen as another motivating factor.

As to the initiatives of Philippine International School-Qatar in satisfying the targets under the Improving K-12 General Education Program in four academic levels in terms of: (1) emphasizing the teaching of English, Mathematics, and Science skills; (2) aligning curriculum with the higher education institution or vocational schools; (3)developing skills that students can use throughout their careers; (4) curriculum support materials, including physical education guidelines for students with disabilities, are developed; (5) Engaging students to: fulfill their potential as lifelong learners; be active members of the community, and be eligible for employment, here are the following findings.

PISQ emphasize the development of English, Mathematics, and Science Skills through modern and engaging strategies such as interactive platforms, AI tools, and gamified instructions. English instruction focuses on basic literacy in foundation levels and academic writing in higher level. Mathematics instruction progresses from basic arithmetic to critical thinking, while science focuses on real-life experimentation and inquiry-based learning, starting with sensory activities earlier grade levels and progressing into research-driven projects and activities in intermediate to high school levels. These core subjects’ initiatives are further enriched through celebration of subject-led events like English Month, Mathematics Week, and Science Week. These activities promote student engagement through competition and creative presentations. Following the DepEd framework, PISQ’s curriculum accelerates progressively from preschool to high school, incorporating key national programs like the Phil-IRI, the National Mathematics Program, and the National Science and Technology Program, while offering two strands – HUMSS and STEM. Lifelong skills, such as communication and research are developed through performance-based activities, debate clubs, and intensified research training in high school. The school is gaining recognition in national and international stages. Although the school has not yet implemented a full special education (SEN) program, it supports students with learning difficulties through structured interventions such the LEAP program and individualized remediation. Parental involvement and guidance counselors are also a huge factor in the success of the program. The school also emphasizes community engagement and leadership through Supreme Pupil Government (SPG) and Supreme Student Government (SSG), after-school clubs, civic involvement such as the ANCOP, and cultural presentation in local events. To ensure employability and smooth transition to higher education, senior high school students offered career orientation, college fairs, immersion experience, and college entrance reviews.

To further align with the Education and Training Sector Strategic Plans (ETSSP), PISQ is recommended to enhance its integration of Qatari national values and identity by actively collaborating with local educational and cultural institutions to deepen student cultural awareness. The school should also upgrade its learning management system (LMS) to a more accessible platform designed to its needs. This would eventually strengthen ICT use and support personalized learning that suitable to students need. To enrich the teaching of core subjects like English, Mathematics, and Science, PISQ is advised to incorporate more real-life situations and expand subject focused events, such as research and innovation fairs. The school should also invest to improve its laboratory facilities to maximize potential learning and minimize dependency from external institutions. For better curriculum alignment with higher education, the school should establish a formal partnership with universities and industries together with expanding career guidance programs through job shadowing, mentorship and immersion activities. Enhancing communication and research skills is encouraged by integrating public speaking and strengthening research in the curriculum, complemented expanded partnership with research institutions. PISQ should develop a structured support program for students with disabilities and special education needs (SEN), complete with specialized staffs, individualized learning plans, and support team to coordinate interventions and parent collaboration. Community involvement should also be intensified through school-led initiatives in partnership with local organization and the Philippine Embassy.

CONCLUSION

Based on the findings presented, the following conclusions have been drawn regarding the initiatives of the Philippine International School-Qatar (PISQ) in satisfying the targets of the Education and Training Sector Strategic Plans (ETSSP).

Under the Core and Cross-Cutting Education and Training Program

PISQ supports the ETSSP by implementing Core and Cross-Cutting Education initiatives that promote national identity, digital excellence, and learner engagement. It integrates Qatari values, culture, and history into its curriculum through the MEHE-mandated subjects such as the Qatar history, Arabic, and Islamic. The school also introduced cultural awareness through celebrating local events. The school ensures effective ICT use by equipping teachers with continuous professional development and incorporating digital tools, gamification, and AI in teaching. PISQ promote supportive learning environment through differentiated instructions, student-centered activities, and recognition programs that boost motivation.

Under Improving the K-12 General Education Program

The PISQ strengthens its K-12 General Education Program through comprehensive initiatives that align with the national standards and support holistic development. The school prioritize academic excellence by focusing on core subjects, such as English, Mathematics and Science, delivered through innovative strategies including gamification, digital tools, problem-solving, critical thinking, and real-life application. The subject-led events further enhance student engagement.  PISQ follows the Philippine Department of Education (DepEd) curriculum to ensure continuity of progress across grade levels, preparing students to be work and life-ready by offering Senior High School Strands such in HUMSS and STEM. The school also nurtures lifelong skills in communication and research through performance-based tasks, debates, and participation in local and international research competitions. Although PISQ does not have a full special education program, it has structured remediation strategies for students with learning difficulties supported by teacher evaluation, guidance office intervention, and parental involvement.  In becoming active members of the community, the school involves in developing leadership skills, community service, charity works, and extracurricular activities that instill responsibility and citizenship. To ensure smooth transition to college education and prepare students to their careers, PISQ conducts career orientations, immersion programs, college fairs, and college entrance examination review.

Proposed Recommendations to Intensify the Initiatives of the PISQ in Satisfying the Targets of the ETSSP.

By adopting the recommendations based on findings, the PISQ can deepen its alignment with the ETSSP. Strengthening the integration of Qatari identity and values through partnerships with local cultural and educational institutions will not only understand Qatari heritage, but also promote mutual respect and cultural appreciation among students.  Upgrading the learning management system (LMS) to a more accessible platform will enhance the school’s use of ICT, support personalized and differentiated instructions, and ensure learning continuity at home. Enriching the delivery of core subjects (Science, Math, and English) through real-life applications, innovations, and improved laboratory facilities will boost student engagement while minimizing dependence from outside help in using high-end equipment.  Strategic collaborations with local and international universities and industries will give the students clearer pathways to career readiness. Improving programs and institutional partnership help improve learners’ communication and research skills. Developing a structured and inclusive support system for students with disabilities or learning difficulties will promote equal learning opportunities among students. Increasing school-led community events in partnership with local organization and the Philippine Embassy will strengthen PISQ’s role in nation building and community involvement.

RECOMMENDATIONS

To further enhanced its alignment with the goals of the ETSSP and Qatar National Vision 2030, the PISQ is encouraged to establish a more comprehensive and structured support system for students with disabilities and special education needs (SEN). While the current remediation for students with learning difficulties seems promising, a full-fledged learning support program with dedicated staffs and resources would ensure academic progress for the students who will be under this program. The school should continue to invest on training teachers through continuous professional development (CPD), particularly focusing on the use of technology in the classroom, artificial intelligence (AI) tools, and differentiated instructions.  Additionally, the school should consider improving its Learning Management System (LMS) for easy and systematic access of students, parents, and teachers. This could also ease the burden of the teachers and staffs in monitoring and maintaining the current school’s website. Efforts to integrate Qatari values and identity can be further strengthened through increased community and institution partnership that highlights cultural relevance. PISQ should also consider expanding its career readiness initiatives by developing on-the-job-training program through stablishing networks in different corporate and institutions.

Further research is recommended to deepen the examination of initiatives that effectively address each target of the Education and Training Sector Strategic Plans (ETSSP), with particular emphasis on the integration of Qatar National Values and Identity within the school curriculum, as well as the preparation of the students to be college- and work-ready. Furthermore, future research is also recommended to study the initiatives of other international schools with similar or different curricula in satisfying the targets of Education and Training Sector Strategic Plans (ETSSP) to collectively understand their roles in education and nation building.

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