Students’ Awareness, Practices, And Engagement In The Institution’s Philosophy, Vision, Mission, Goals, Objectives And Core Values

Students’ Awareness, Practices, And Engagement In The Institution’s Philosophy,Vision, Mission, Goals, Objectives And Core Values

Aleah Maris U. Domingo^*1, Jenny Lou B. Palao^*2, Genelyn R. Baluyos³, & Mhie B. Daniel^*4

^1,2,3,4Misamis University, Ozamiz City, Philippines

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010192

Received: 07 January 2025; Accepted: 11 January 2025; Published: 11 February 2025

ABSTRACT

An institution’s core is embodied in its philosophy, vision, mission, goals, objectives, and core values (PVMGOC). This study assessed students’ engagement with Misamis University’s institutional culture, specifically the students’ awareness, students’ practice, and students’ institutional engagement. There are 136 respondents were selected through purposive sampling. A descriptive-correlational research design was employed by the researchers. The students’ Awareness Questionnaire, Students’ Practice Questionnaire, and Students’ Institutional Engagement Questionnaire on the Philosophy, Vision, Mission, Goals, Objectives, and Core Values (PVMGOC) were the instruments used in the study. The statistical methods in the study were Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. The students were very highly aware of various domains. The students’ practice was a very great extent of the philosophy, vision, mission, goals, objectives, and core values, reflecting their active engagement in the institution’s effectiveness. The student’s institutional engagement in terms of frequency of participation in institutional events, Adherence to institutional policies, involvement in community initiatives, alignment with institutional ethos, and contribution to institutional culture were very highly engaged in the Philosophy, Vision, Mission, Goals, Objectives, and Core Values (PVMGOC). There was a significant relationship between students’ awareness and institutional engagement. The relationship between students’ practice and institutional engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values was highly significant. These highlight the importance of fostering global competencies and practical experiences in enhancing student engagement and educational outcomes within higher education institutions. Future researchers may conduct other studies that explore different factors that assess the students’ engagement with institutional values and determine how these engagements contribute to overall academic and personal growth.

Keywords— culture, institutional engagement, linkages, practice, real-world exposure, students’ awareness

INTRODUCTION

The institution strives to ensure that its programs, activities, initiatives, and associated efforts are globally recognized as meeting the highest standards, as outlined in its vision and mission (Clemente et al., 2021). The effectiveness of the PVMGOC relies on its structure and communication. It is essential that students, staff, and the community have a clear understanding and awareness of the philosophy, vision, mission, goals, objectives, and core values for effective dissemination. (Constantino et al., 2020).

The awareness of the different stakeholders on the philosophy, vision, mission, goals, objectives, and core values are essential for achieving the institution’s goals and mandates, as they can provide baseline data to enhance institutional policies and improve the dissemination methods of the PVMGOC (Clemente et al., 2021). For an educational institution to achieve its goals, its members must be aware of and fully understand the philosophy, vision, mission, goals, objectives, and core values and their significance. Stakeholder awareness and acceptance of the PVMGOC will foster active participation for the university’s plans. Additionally, understanding the interplay of the philosophy, vision, mission, goals, objectives, and core values can give the school a competitive edge by clarifying shared purposes. Awareness and understanding of the PVMGOC levels provide a clearer view of the institution’s standards (Sabas et al., 2020).

This study was anchored on Socialization Theory (Mead, 1964), Constructivism Learning Theory (Piaget, 1980), and Theory of Involvement (Astin, 1984). Socialization Theory (Mead, 1964) underscores the importance of social interactions, symbolic communication, and role-taking processes in shaping individuals’ awareness of themselves and their social environment. Awareness is seen as a dynamic process that evolves through ongoing interactions and interpretation of symbolic cues within a social context. Socialization is the process by which a person learns the norms, values, beliefs, and customs of their society. This process is essential in shaping an individual’s personality, behavior, and interactions with others. Socialization plays a crucial role in shaping an individual’s personality, behavior, and social interactions. By understanding these social processes, educators, and administrators can facilitate the development of students’ awareness and engagement with the institution’s values and objectives. Furthermore, awareness will motivate individuals to actively engage in and support the university’s various activities, initiatives, and programs (Aquino & Rivano, 2022).

Socialization Theory was utilized to examine how social interactions and symbolic communication within the university context shaped students’ awareness and practice of its philosophy, vision, mission, goals, objectives, and core values. The study highlighted the role of these social processes in fostering student engagement with the university’s institutional culture. This study also used Piaget’s Constructivism Learning Theory (1980). Piaget described the learning process as adaptation, which involves developing schemes organized ways of understanding how things work through direct interaction with the environment. This process includes assimilation, where new information is integrated into existing schemes, and accommodation, which involves altering current schemes or creating new ones. Ongoing interactions between existing schemes, assimilation, accommodation, and equilibration form a deeply connected cognitive system that supports new learning. In a broad sense, it involves motivating students to engage in active methods (such as experiments and real-world problem-solving) to generate new knowledge, and then reflect on and discuss their actions and evolving understanding. The teacher ensures they grasp the students’ prior beliefs and directs the activity to address and build upon them (Oliver, 2000). Constructivism as an educational theory asserts that teachers should begin by assessing their students’ existing knowledge and then provide opportunities for them to apply it in practice (Mvududu & Thiel-Burgess,2012).

Piaget’s constructivist learning theory was used to analyze how students actively constructed their understanding of the university’s philosophy, vision, mission, goals, objectives, and core values through direct interaction and reflection. The study emphasized the importance of engaging students in active learning techniques and guided activities to assimilate and accommodate these institutional principles into their cognitive framework. It highlighted experiential learning and teacher facilitation in helping students integrate and apply these institutional concepts in real-world contexts. This study also used Astin’s Theory of Involvement (1984). Student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience. Thus, a highly involved student is one who, for example, devotes considerable energy to studying, spends much time on campus, participates actively in student organizations, and interacts frequently with faculty members and other students. Astin’s Theory of Involvement suggests that students who engage actively in campus activities tend to show greater consistency in their academic performance and personal psychosocial growth. In addition, they are more likely to contribute to others and exhibit positive organizational citizenship behavior at their college. They believe that gaining extensive learning experiences in college will help build a strong reputation for future career opportunities.

On the other hand, students tend to feel positively transformed by involving in the co-curricular and development programs at the college. Students expanded their network and enhanced their teamwork, which contributed to the growth of their interpersonal and intrapersonal skills, leadership abilities, and other soft skills. Their improvement in various skills helps them administer themselves properly in terms of time management, assist them in class presentations as they feel more confident, and maintain or improve their academic results (Rahman et al., 2020).

Astin’s Theory of Involvement was used to explore the relationship between students’ active engagement in campus activities and their understanding and application of the university’s philosophy, vision, mission, goals, objectives, and core values. The study demonstrated that students who were more involved in university activities showed greater consistency in academic performance, personal development, and alignment with the institution’s cultural principles. Awareness refers to a cognitive state in which an individual is conscious of something. The components of students’ understanding of the philosophy, vision, mission, goals, objectives, and core values include (a) Institutional Values Awareness, (b) Academic Program Awareness, (c) Real-World Exposure Awareness, (d) Community Engagement, and, (f) International Linkages Awareness. Fostering awareness of institutional values in a university setting involves ensuring that all individuals within the university community—students, faculty, and staff—comprehend and uphold these values in their actions and decisions. This objective can be achieved through orientation programs, training workshops, and various communication initiatives. According to Bruce (2020), “A sense of belonging and a genuine connection with peers, faculty, and campus life are well-established predictors of college success.”

Academic program awareness means ensuring that individuals, such as students, faculty, and staff, are knowledgeable about the university’s various educational programs. This includes understanding the specific courses, requirements, and opportunities each program offers. In the study (Laurente, 2019), awareness and acceptance of the Vision, Mission, Goals, and Program Objectives can be significantly improved by leveraging various materials and channels. The study suggests that broadcast media should be utilized to its full potential, and websites should be employed since they are accessible and available to all university stakeholders.

Real-world exposure awareness involves students acquiring practical experience and insights through interactions and activities outside the classroom (Andresen et al., 2020). By providing students with opportunities to apply their knowledge in practical, real-world settings, the aim is to immerse them deeply in the complex and nuanced environments where they will eventually utilize their skills. In a world as intricate as the anticipated fourth industrial revolution, this practical experience is immensely valuable (Morris, 2020). Community engagement awareness means that institutions must provide students with the essential resources and opportunities to facilitate and encourage specific types of interactions (Delfino, 2019). This could include ensuring campus libraries have adequate space for collaborative work, designing curricula and assessments that enforce certain performance standards, or organizing campus activities that encourage students to reflect on the ethics and practices of their learning.

International Linkages Awareness: For a university in Ozamiz City, Misamis Occidental, striving for global recognition and enhancing awareness of international linkages is essential. International linkages awareness involves understanding and acknowledging the university’s connections and collaborations with institutions, organizations, and networks worldwide (Healy et al., 2020).

Students’ purposeful practice is increasingly important for corporate success, and leaders are working to understand how to define and cultivate their purpose statements (Cone, 2022). The components of student participation include (a) Institutional Values Practices, (b) Academic Program Practices, (c) Real-World Exposure Practices, (d) Community Engagement Practices, and (e) International Linkages Practices.

Institutional Values Practices are the methods by which institutions ensure their stated values are upheld and embedded into the organization’s culture and operations. These practices are typically evident in policies, procedures, training programs, and the behaviors of leaders and employees. Moreover, practicing institutional values guides actions and judgments, shapes attitudinal and behavioral processes, and influences leaders’ decision-making, ultimately contributing to more sustainable performance (Marques et al., 2021).

Academic Program Practices encompass the methodologies, policies, and strategies that educational institutions use to design, implement, and manage their academic programs effectively. These practices cover a wide range of activities focused on promoting student learning, achieving educational objectives, and maintaining high-quality academic programs. This includes aspects such as student recruitment, curricular development, assessing program quality and departmental performance, funding, and accreditation, all of which impact the quality of accounting education (Albring & Elder, 2020).

Real-World Exposure Practices refer to the strategies and initiatives educational institutions employ to give students opportunities to engage with real-world contexts, challenges, and experiences relevant to their field of study. These practices aim to connect academic theory with practical application, preparing students for the demands of their future careers. Real-world, community-based learning experiences boost student engagement and provide a context that helps make classroom material more meaningful (Mebert, 2020). Furthermore, real-world learning (RWL) fosters the cultivation of student qualities essential for employment and lifelong learning (Morley & Jamil, 2021).

Community Engagement Practices involve intentional actions taken by organizations, such as educational institutions, to engage individuals and groups from the local community in different facets of their endeavors. These practices seek to establish significant relationships, promote cooperation, and respond to community requirements. The objective of community engagement is to form partnerships between colleges and universities and the public and private sectors to enrich scholarship, research, and creative endeavors; improve curriculum, teaching, and learning; prepare informed, involved citizens; reinforce democratic principles and civic duty; tackle pressing societal challenges; and contribute to the common welfare (Towle at al., 2022).

International Linkages Practices encompass the tactics and programs adopted by educational institutions to forge and enhance ties, collaborations, and alliances with other entities worldwide. These initiatives strive to foster cross-cultural interaction, cooperation, and mutual comprehension, thereby enriching the quality and global significance of education. Engaging in international projects has proven highly advantageous for staff members, facilitating substantial professional growth. The exchange of ideas and resources within and among institutions, the acquisition of project management skills, and the heightened enthusiasm and self-assurance in teaching all stem from participation in and accomplishments of such projects (Jamil, 2021).

Student institutional engagement involves active involvement and interaction between an institution, such as a university or organization. The components of student engagement include (a) Frequency of Participation in Institutional Events, (b) Adherence to Institutional Policies, (c) Involvement in Community Initiatives, (d) Alignment with Institutional Ethos, and (f) Contribution to Institutional Culture.

The Frequency of Participation in Institutional Events offers a valuable avenue for broadening social engagement opportunities and catering to diverse individual requirements. These events, organized by institutions for their respective audiences, serve as platforms where individuals come together to socialize, fulfill communication needs, and relieve stress. Engaging in such activities can result in experiencing various positive emotions (Schlager, 2019). In addition to their educational endeavors, universities offer students diverse communication environments and activities aimed at enhancing their scientific, social, and cultural competencies, providing recreational opportunities, and bolstering the university’s image and reputation.

Adherence to institutional policies involves adhering to the rules, guidelines, and regulations established by an institution. Utilizing the description of an information security culture can serve as a foundation for defining and grasping this concept, identifying a unified set of factors for implementation, understanding the characteristics of such a culture, and recognizing the benefits an organization can attain from fostering a robust information security culture. (Alassaf & Alkhalifah 2021).

Involvement in Community Initiatives entails the university offering the ability to aid development globally, nationally, and locally. (Chankseliani, 2021). As part of university involvement higher education gains increased potential to advance societal development. Universities can conduct both fundamental and practical research to deepen our understanding of life and to create practical applications of scientific knowledge. (Chankseliani, 2021).

Alignment with Institutional Ethos is crucial for upholding unity, morale, and a shared sense of mission within the organization. When actions align in collaboration aligned with the core values and mission of the institution, it cultivates a robust identity, pride, and dedication among stakeholders, such as students, faculty, staff, alumni, and the wider community. Moreover, it enables the institution to remain steadfast in pursuing its long-term objectives and priorities, guiding decision-making and resource allocation in accordance with its core principles.

Contribution to institutional culture denotes the combined influence of the school community in shaping the shared values, beliefs, norms, and overall ambiance of the institution. Each participant, be it students, educators, administrators, support personnel, parents, or community collaborators, contributes to the culture through their conduct, behaviors, attitudes, and engagements.

METHODOLOGY

Research Design

This study utilized a quantitative research approach employing a descriptive-correlational design. The descriptive research design allows for the organized collection and analysis of data to identify patterns, trends, and relationships, aiming to provide a thorough and accurate depiction of a specific situation. As explained by (Estrada et al., 2020), The descriptive-correlational approach involves research that illustrates, characterizes, or outlines the current state of the subject under investigation, taking into account the contextual conditions present during the study. This design was deemed appropriate for the student’s awareness, practices, and engagement in the institution’s philosophy, vision, mission, goals, objectives, and core values.

Research Setting

The study took place at a university located in Ozamiz City, Misamis Occidental, 7200, in the Northwestern Mindanao Region of the Philippines. This university has granted  Autonomous University Status by the Commission on Higher Education, making it the only university in Misamis Occidental and one of just four in Northwestern Mindanao. It aims to achieve international recognition as an educational institution by offering top-notch academic programs.

Respondents of the Study

The research involved 136 college students selected from a tertiary institution in Ozamiz City, selected through purposive sampling and determined using the Raosoft calculator. Respondents were selected based on two criteria: (1) Enrollment in the second semester of SY 2023-2024 and (2) willingness to participate in the study. Prior to survey administration, the researchers verified Adherence to all criteria.

 Instruments

This study utilized the following instrument:

Awareness of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values Questionnaire. The items were constructed using a 4-point Likert scale format, and the students responded to the statements on a scale ranging from always (4), often (3), sometimes (2), to never (1). The instrument contains 25 items with five constructs, namely, institutional values awareness (5 items), academic program awareness (5 items), real-world exposure awareness (5 items), community engagement (5 items), and international linkages awareness (5 items). The items were relevant to this study since they emphasized students’ awareness of the PVMGOC. The research instrument resulted in Cronbach’s Alpha of 0.7796 for Institutional Values Awareness, 0.7224 for Academic Program Awareness, 0.7402 for Real-World Exposure Awareness, 0.7750 for Community Engagement Awareness, 0.8446 for International Linkages Awareness, making the questionnaire reliable for use by the target respondents the following used to determine the Students Awareness of PVMGOC.

In determining the Awareness of the of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values, the following scale was used:

b) Practice of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values Questionnaire (Appendix B). The items were constructed using a 4-point Likert scale format, and the students responded to the statements on a scale ranging from always (4), often (3), sometimes (2), to never (1). The instrument contains 25 items with five constructs, namely, institutional values practices (5 items), academic program practices (5 items), real-world exposure practices (5 items), community engagement practices (5 items), and international linkages (5 items). The items were relevant to this study since they emphasized students’ practice of the PVMGOC. The research instrument resulted in a Cronbach’s Alpha of 0.8191 for Institutional Values Practices, 0.8539 for Academic Program Practices, 0.8550 for Real-World Exposure Practices, 0.8046 for Community Engagement Practices, 0.9049 for International Linkages Practices, making the questionnaire reliable for use by the target respondents the following used to determine the Students Practices of the PVMGOC. In determining the Practice of the of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values, the following scale was used:

c) Institutional Engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values Questionnaire (Appendix C). The items were constructed using a 4-point Likert scale format, and the students responded to the statements on a scale ranging from always (4), often (3), sometimes (2), to never (1). The instrument contains 25 items with five constructs, namely, frequency of participation in institutional events (5 items), adherence to institutional policies (5 items), involvement in community initiatives (5 items), alignment with institutional ethos (5 items), and contribution to institutional culture (5 items). The items were pertinent to this study as they highlighted students’ engagement with the institution’s PVMGOC. The research instrument yielded Cronbach’s Alpha of 0.7791 for Frequency of Participation in Institutional Events, 0.7655 for Adherence to Institutional Policies, 0.8990 for Involvement in Community Initiatives, 0.7779 for Alignment with Institutional Ethos, 0.7894 for Contribution to Institutional Culture, making questionnaire about the Students Institutional Engagement of the PVMGOC. In determining the Institutional Engagement of the of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values, the following scale was used:

Data Collection

To gather data, the researcher requested authorization from the Dean of the College of Education at Misamis University to conduct the study. Approval was obtained from the program head and the research teacher. Following approval, a consent letter was prepared for participants, outlining the study’s purpose and discussing ethical considerations. Three questionnaires were then developed for the research instruments and conducted in a face-to-face setting. Upon completion of the questionnaires, the data was tallied using Microsoft Excel and analyzed using the Minitab software. The information obtained was totaled, evaluated, and analyze.

Ethical Considerations

To maintain the ethical standards of this study, the researcher obtained the voluntary consent of the participants. This is often articulated within the requirement of adhering to institutional regulations, which typically include regulations on (Human et al.). Respondents were guaranteed that they would not encounter any form of harm, and utmost respect for their dignity was emphasized. Adherence to a confidentiality agreement was upheld to safeguard everyone’s confidentiality, trust and rapport with participants, while upholding ethical standards and ensuring the research’s credibility, as noted by (Pietilä et al.,2020). The research aimed to avoid misrepresenting or overstating its goals and objectives, with full disclosure of all relationships, funding sources, and conflicts of interest. Communication regarding the research was conducted honestly and transparently, avoiding any misleading information or misinterpreting primary data findings. Respondents were invited to sign an informed consent form to confirm their consent to participate. Furthermore, the respondents can withdraw at any time if they feel it is necessary.

Data Analysis

The study used the following tools in analyzing the data gathered with the use of Minitab Software:

Mean and standard deviation were employed to assess students’ awareness, practice, and institutional engagement with the PVMGOC at Misamis University.

Pearson Product Moment Correlation Coefficient were used to explore the significant relationship between the students’ awareness and their institutional engagement with the PVMGOC and the significant relationship between students’ practice and institutional engagement.

Stepwise Regression Analysis was used to identify the predictors of students’ institutional engagement with the PVMGOC at Misamis University.

RESULTS AND DISCUSSION

Students’ Awareness of Philosophy, Vision, Mission, Goals, Objectives, and Core values

Table 1: Students’ Awareness of Philosophy, Vision, Mission, Goals, Objectives, and Core values

Note: 3.25-4.0 (Very Highly Aware); 2.50-3.24 (Highly Aware); 1.75-2.49 (Less  Aware), 1.0-1.74 (Least Aware)

Table 1 presents the student’s overall awareness of the PVMGOC, which was measured in areas of institutional values, academic programs, real-world exposure, community engagement, and international linkages. The findings showed that students were very highly aware of the PVMGOC (M = 3.75; SD = 0.92). The data showed that students had understood the institution’s philosophy, vision, mission, goals, objectives, and core values. The data showed that the student’s level of awareness was very highly aware regarding real-world exposure (M= 3.84; SD = 0.75), international linkages (M= 3.79; SD = 1.57), and academic programs (M=3.74; SD = 0.52), institutional values awareness (M= 3.71; SD= 0.57), community engagement awareness (M= 3.69; SD= 1.21) in relation to their awareness of the PVMGOC.

Students at the institution demonstrated a very high level of awareness regarding the institution’s values (M= 3.71; SD= 0.57), such as innovation, compassion, adaptability, responsibility, and excellence. This strong understanding and appreciation was consistently observed across the students, indicating that the institution has effectively communicated these values. As a result, students were likely to align their behaviors and decisions with these principles, fostering a cohesive and supportive campus environment. Institutional values act as benchmarks for guiding actions, attitudes, beliefs, and judgments within an organization. The founders’ core values, set as guiding principles, were effectively conveyed to both internal and external stakeholders. When consistently upheld, these values greatly impact the organization’s culture. (Gallinero & Otig, 2022). Awareness of the school’s core values helps learners understand themselves by considering different perspectives on behavior in relation to their social beliefs and norms (Garcia & Bual, 2022).

Students demonstrated a very high level of awareness regarding the academic programs (M=3.74; SD = 0.52) offered by the institution. The students are well-informed about the various educational options, courses, and programs available to them. They are likely to understand the instructional and assessment strategies aimed at developing critical thinking, entrepreneurial, and innovative skills among students. All academic units, particularly the university’s colleges, must establish clear and aligned goals that reflect the institution’s vision and mission (Cascolan & Venture, 2019). Achieving quality education is the primary goal of every educational institution (Arado, 2019). Using academic motivation tools to measure student engagement with the curriculum can help find links between students’ confidence and their performance in certain courses (Sanchez , 2024).

Students demonstrated a significant level of awareness concerning opportunities for real-world experience (M= 3.84; SD = 0.75) provided by the institution. This suggested that students are well-informed about the various practical experiences available, such as industry immersion, on-the-job training, and other experiential learning experiences. The high awareness level means that students were likely to recognize and value the importance of applying theoretical knowledge in practical settings. They understand the significance of gaining real-world experience to enhance their skills and readiness for professional challenges. This motivation strengthens the belief that the VMGO is achievable and that they can contribute to its success. As a result, they take greater responsibility for contributing to the university’s outcomes within their abilities (Constantino et al., 2020). Live project-based learning helps students develop practical and personal skills, making them better at handling uncertainty and ready for the future when they join the workforce (Rohm, 2021).

A very high level of awareness regarding community engagement opportunities was exhibited by the students (M= 3.69; SD= 1.21) opportunities provided by their institution. This indicates that students are well-informed about the various ways they can participate in community service, volunteer activities, and civic engagement. The high awareness level signifies that students recognize the importance of being involved in community engagement. They understand that participating in these activities can enrich their personal and professional development, social responsibility, and leadership skills. Actions need to be more focused for individuals to believe that the university’s efforts are directed toward achieving the VMGO (Arado et al., 2019). Community engagement shows different challenges and opportunities for encouraging helpful and mutual interactions between graduate students, faculty, and the community (Morin, 2019).

Students displayed a significant awareness of international linkages (M= 3.79; SD = 1.57) offered by the institution. This indicates that students are well-informed about intercultural understanding, global awareness, and intercultural cooperation through joint research projects, conferences, and academic events. Students’ very high awareness of international linkages reflects the institution’s success in promoting these opportunities and the value placed on global engagement and international experiences within the student body. Universities increasingly engage in strategic partnerships to enhance their research capabilities and global reputation. Intercultural competence (IC) is recognized as a vital skill in today’s globalized world, where individuals are expected to interact appropriately and effectively in intercultural settings (Zhang & Zhou, 2019). School-university partnerships can greatly enhance teachers’ professional development, leading to better student learning. Therefore, they are a crucial element of school reform programs (Rauter et al., 2019).

The high level of awareness among students regarding institutional values, academic programs, real-world exposure, community engagement, and international linkages implies that the institution has effectively communicated and embedded its core principles and opportunities within the student body. This comprehensive understanding fosters a cohesive campus environment where students align their actions with institutional values, make informed academic choices, and are well-prepared for professional challenges. Additionally, their awareness of community engagement and international linkages highlights a strong sense of social responsibility and global citizenship, preparing them to make a meaningful difference in both local and global communities. This overall “very highly awareness” reflects the institution’s success in creating a well-rounded, informed, and engaged student body.

Student’s Practice of the Philosophy, Vision, Mission, Goals,  Objectives, and Core Values

Table 2: Student’s Practice of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values

Note: 3.25-4.0 (Very Great Extent); 2.50-3.24 (Great Extent); 1.75-2.49 (Less Extent), 1.0-1.74 (Least Extent)

The Student’s Practice in PVMGOC is presented in Table 2. The student’s overall practice of the PVMGOC was very great extent (M= 3.61; SD= 1.00). The students having a great extent of practice in PVMGOC indicates they were well-equipped for the university’s mission, goals, and operations. This means they actively engaged in international linkages, participated in community service, upheld institutional values, excelled in academic programs, and gained practical, real-world experience. Students who practice PVMGOC effectively not only meet academic requirements but also actively contribute to and benefit from a holistic educational experience with the university’s broader mission and goals. Students practice to a very great extent in international linkages practice (M= 3.64; SD = 1.66), community engagement practice (M= 3.64; SD = 1.22), institutional values practice (M=3.64; SD = 0.59), academic program practice (M= 3.58; SD= 0.59), and real-world exposure practices (M= 3.57; SD= 0.93) in relation to their engagement with the PVMGOC.

Regarding institutional values practices (M=3.64; SD = 0.59), the findings demonstrated that the institution was highly effective in practicing its core values, with mean scores consistently reflecting a very great extent of implementation across all evaluated constructs. The data indicates a positive perception of institutional values practice but also highlights the importance of continuous assessment and improvement to ensure all community members consistently experience and perceive the institution’s commitment to its core values. Students need to know the vision, mission, goals, and objectives, and experience how the educational system works, to have a clear understanding of the institution’s effectiveness in its main areas (Dolipas et al., 2022). This shows that the VMGO statement of many academic institutions acts as a public declaration of the institution’s purpose, goals, and values (Mabeza et a.,2023). It is important for institutions to have their own vision and mission, as these provide the core foundation for their role in education and guide their pursuit of quality and excellence (Clemente & Clemente, 2022).

Students engaged in academic program practices (M= 3.58; SD= 0.59) to a very great extent. The students actively participated in and utilized the various academic resources, methodologies, and practices provided by their institution. This indicates that the institution has successfully established a helpful and conducive learning environment that encourages all students to engage actively in their academic pursuits. The high engagement level signifies that students understand the significance of fully participating in academic practices to enhance their learning experience. In this way, they become more responsible for realizing the university outcomes in their capacities (Constantino et al., 2020).

The Real-world Exposure Practice (M= 3.57; SD= 0.93) for students, indicated as “Very Great Extent” in the table, reflects a high level of practical engagement and experience in real-world applications. The rating implies that students are fully engaged applying their learning to real-life situations, enhancing their understanding and skills through direct exposure to authentic challenges and experiences. By being exposed to authentic difficulties and experiences, students can deepen their knowledge, develop critical thinking abilities, and improve their capacity to apply what they have learned in meaningful ways. Experiential learning exists when a personally responsible participant cognitively, affectively, and behaviorally processes knowledge, skills, and attitudes in a learning situation characterized by a high level of active involvement (Andresen et al., 2020).

Students are highly involved in community engagement practices (M= 3.64; SD = 1.22), indicating a significant commitment to participating in activities that contribute to the community’s welfare. The high mean score highlights students’ dedication to applying their skills and knowledge to benefit communities outside of academic settings. The institution’s emphasis on community engagement and students’ enthusiastic participation underscores a commitment to fostering civic-minded individuals. Community interventions, such as those that involve multi-sector partnerships, emphasize community members as integral to the community setting (Castillo, 2019). With the expansion of higher education participation, universities have acquired a larger potential for contributing to societal development (Chankseliani,2021).

The International Linkages Practice (M= 3.64; SD = 1.66), rated as “Very Great Extent” in the table, signifies that students are deeply involved in activities that promote global connections and collaborations. This suggests that students are involved in initiatives, projects, or programs that promote global perspectives, intercultural communication, and interactions with international partners or institutions. The rating implies that students have ample opportunities to broaden their horizons, gain exposure to diverse cultures, and participate in activities that transcend geographical boundaries, enhancing their global awareness and understanding. International research collaboration has become more important as a growing field in innovation studies (Chen et al.,2019). Initiative on international studies transforms university-level students’ perceptions of intercultural competence (Vu, 2019).

The findings indicate that students have a very great extent in the practices aligned with the university’s Philosophy, Vision, Mission, Goals, Objectives, and Core values (PVMGOC), suggesting they are well-prepared for the institution’s broader mission and goals. Their active participation in international linkages, community service, upholding institutional values, excelling in academic programs, and gaining real-world experience highlights a holistic educational experience. This involvement not only meets academic requirements but also fosters global awareness, civic responsibility, and practical skills application. The high engagement across these areas underscores the university’s success in creating a supportive learning environment and emphasizes the need for continuous assessment to maintain and enhance these practices. The institution’s emphasis on core values and experiential learning further enhances students’ critical thinking and real-world application abilities, contributing to their overall development and societal impact.

Student’s Institutional Engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values

Table 3: Student’s Institutional Engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values

Note: 3.25-4.0 (Very Highly Engaged); 2.50-3.24 (Engaged); 1.75-2.49 (Less Engaged), 1.0-1.74 (Least Engaged)

Table 3 shows the students’ institutional engagement with the PVMGOC. The student’s overall practice of the PVMGOC was very highly engaged (M = 3.72; SD = 0.94). Students exhibited a very high level of engagement with the PVMGOC, specifically in the frequency of participation, contribution to institutional culture, and alignment with institutional ethos. The students’ positive response indicates that they are actively engaged in the campus environment and adhering to institutional guidelines. Students were very highly engaged in the frequency of participation (M= 3.80; SD = 0.47), contribution to institutional culture (M= 3.76; SD = 1.58), alignment with institutional ethos (M=3.74; SD = 1.20), Adherence to institutional policies (M= 3.66; SD= 0.59), and involvement in community initiatives (M= 3.63; SD= 0.87) in relation to their participation with the PVMGOC.

Students demonstrated a high level of engagement through their frequent participation (M= 3.80; SD = 0.47) in various activities offered by the institution. This signifies their proactive involvement in extracurricular, academic, and community-oriented initiatives throughout their college experience. The high mean score reflects students’ commitment to fully embracing the opportunities provided by the institution. By participating frequently in activities such as clubs, organizations, volunteer programs, and academic events, students enhance their personal growth, develop leadership skills, and contribute positively to the campus community. Each state, university, and institution has its own VMGO, which will direct the system’s strategic plans, initiatives, and activities, as well as its operations (Ramos, 2021). In today’s fractured and fragile world, contributions to society and the global common good by strategically enacting their global social responsibility through internationalization (Jones et al., 2021).

There was a high level of engagement among students in adhering to institutional policies (M= 3.66; SD= 0.59). This indicates a strong commitment among students to comply with the rules, regulations, and guidelines set forth by the institution. The high mean score reflects students’ understanding of the importance of institutional policies in fostering a safe and conducive learning environment. The institution’s emphasis on institutional policies and students’ high level of Adherence contribute to a disciplined and respectful campus atmosphere. This commitment to compliance ensures mutual respect among peers and faculty, supporting a conducive environment for academic excellence and personal development. Acting with ethics means considering the implications of actions and the welfare of others, addressing environmental sustainability, and seeking personal growth (Lima,2019). It is understanding ethical things and doing things ethically, understanding and making pedagogical choices that are ethical, and accounting for the ever-present possibility of unintended consequences (Holmes et al.,2022).

Students are highly engaged in participating in community initiatives (M= 3.63; SD= 0.87), indicating a strong commitment to contributing to the broader community beyond the campus. The high mean score reflects students’ dedication to making meaningful contributions to society through community initiatives. By actively participating in these activities, students not only demonstrate compassion and social responsibility but also gain valuable experiences that enhance their personal growth and leadership skills. The institution’s support for community engagement and students’ high level of involvement underscores a commitment to fostering civic-minded individuals. Community engagement and a clear vision give the university a sense of purpose and direction. It provides a roadmap for planning a strategy, decision-making processes, and resource allocation by outlining the expected outcomes and long-term objectives (Makie, 2024). Increasing community awareness and knowledge about environmental problems is the primary goal of environmental education (Cadiz et al.,2024).

Students demonstrated a high level of alignment with the institutional ethos (M=3.74; SD = 1.20) of their educational institution. This indicates that students embody and uphold the core values, principles, and mission of the institution in their actions, behaviors, and decisions. The high mean score reflects students’ commitment to embodying the institutional ethos, which fosters a cohesive and supportive campus community. By aligning with these values, students contribute to maintaining a positive institutional culture that emphasizes integrity, respect, academic excellence, and social responsibility. The institution’s promotion of its ethos and students’ high level of alignment contribute to a harmonious and values-driven academic environment. The concept of institutional work opens up new possibilities for unpacking the longstanding challenge of understanding institutional change in environmental governance (Buenen & Patterson, 2019).

There was a strong engagement in contributing to the institutional culture among students (M= 3.76; SD = 1.58), indicating a strong commitment to actively shaping and enhancing the community within their educational institution. The high mean score reflects students’ dedication to playing an active role in building and sustaining a vibrant institutional culture. The institution’s support for student involvement and the high level of student engagement in contributing to the institutional culture underscores a thriving and cohesive campus environment. This engagement fosters a positive and energetic atmosphere where students can grow both personally and academically while reinforcing the institution’s core values and community spirit. The amount of training, personal qualities, and social and professional competencies of teachers and students have a significant role in determining the quality of education (Anduyan, 2021). The vision, mission, goals, and objectives of an educational institution serve as the guiding principles for the institution. The success of an institution is dependent on the unity of people’s views and interests, which must be present both physically and philosophically in order for it to be successful (Guiquing, 2021).

The findings revealed that students are very highly engaged with the PVMGOC (Philosophy, Vision, Mission, Goals, Objectives, and Core values) of their institution, demonstrating frequent participation, contribution to institutional culture, and alignment with institutional ethos. This high level of engagement indicates that students are actively involved in extracurricular, academic, and community-oriented initiatives, which enhances their personal growth and leadership skills. Their strong Adherence to institutional policies contributes to a disciplined and respectful campus atmosphere, fostering a conducive environment for academic excellence and personal development. Additionally, students’ involvement in community initiatives reflects their commitment to social responsibility and civic-mindedness, supported by the institution’s emphasis on community engagement. Overall, the high alignment with the institutional ethos suggests that students embody and uphold the institution’s core values, contributing to a cohesive and supportive campus community that emphasizes integrity, respect, and academic excellence.

Significant Relationship between Students’ Level of Awareness and Students’ Institutional Engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values

Table 4: Significant Relationship between Students’ Level of Awareness and Students’ Institutional Engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values

Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)

Pearson Product Moment Correlation Coefficient was used to determine the significant relationship between students’ level of awareness and students’ institutional engagement of the PVMGOC (Table 4). The table identifies significant and non-significant relationships between these variables and their impact on institutional engagement.

The data revealed that there was statistically high significant relationship between institutional values awareness and the frequency of participation (r = 0.44, p = 0.00), indicating a strong relationship between students’ awareness of institutional values. Institutional values awareness exhibits a moderate relationship with both Adherence to Institutional Policies (r = 0.38, p = 0.00) and Alignment with Institutional Ethos (r = 0.35, p = 0.00). The students’ awareness of institutional values was more likely to report an adherence to institutional policies and alignment with institutional ethos. Institutional values awareness shows a weak to moderate positive relationship with Contribution to Institutional Culture (r = 0.25, p = 0.00). Involvement in Community Initiatives (r = 0.19, p= 0.03), although it exhibits a weaker positive relationship, was still significantly correlated with institutional values.

The data indicated that awareness of academic programs correlates significantly and positively with the frequency of participation (r = 0.43, p = 0.00), indicating a strong relationship with educational programs. Academic program awareness has a moderate positive correlation with Alignment with Institutional Ethos (r = 0.34, p = 0.00). Although Academic program awareness shows a weaker positive relationship with Adherence to Institutional Policies (r = 0.20, p = 0.02), the same with Involvement in Community Initiatives (r = 0.20, p = 0.02) and Contribution to Institutional Culture (r = 0.20, p = 0.02), was still significantly correlated with each other. This suggests that students were most likely aware of the Frequency of participation.

The data showed that real-world exposure awareness has a highly significant and positive relationship with both Adherence to Institutional Policies (r = 0.27, p = 0.00) and Alignment with Institutional Ethos (r = 0.27, p = 0.00). Real-world exposure showed a moderately high significance and positive relationship with Frequency of Participation (r = 0.25, p = 0.00), similar to Involvement in Community Initiatives (r = 0.19, p = 0.03) showing positive with moderately high significance to Real-world exposure. This suggests that students’ awareness of real-world exposure opportunities aligns closely with Adherence to institutional policies.

Awareness of community engagement showed a significant relationship with the frequency of participation (r = 0.33, p = 0.00). Adherence to Institutional Policies (r = 0.31, p = 0.00) showed a moderately high significance and positive relationship with Community engagement, similar to Involvement in Community Initiatives (r = 0.23, p = 0.01), which had a moderately high significance and positive relationship with community engagement. Alignment with institutional ethos (r = 0.20, p = 0.02) shows a significant and positive relationship with community engagement.

The data indicated that awareness of international linkages showed a significant relationship with involvement in community initiatives (r = 0.38, p = 0.00). Both Adherence to Institutional Policies (r = 0.26, p = 0.00) and Contribution to Institutional Culture (r = 0.26, p = 0.00) suggest that both have a highly significant and positive relationship with international linkages. Frequency of Participation (r = 0.24, p = 0.01), indicating a highly significant and moderate positive relationship with international linkages. Alignment with Institutional Ethos (r = 0.26, p = 0.00), although exhibiting a weaker positive relationship, was still significantly correlated with international linkages.

The data revealed the non-significant variables (p-values greater than 0.05). The correlation is not significant (r = 0.14, p = 0.11), indicating no strong relationship between real-world exposure awareness and contribution to institutional culture. Similar to (r = 0.14, p = 0.11), suggesting no strong relationship between community engagement awareness and contribution to institutional culture.

Students’ awareness of institutional values and international linkages strongly correlates with their active participation in institutional activities, Adherence to policies, involvement in community initiatives, alignment with institutional ethos, and contributions to institutional culture. This suggests that when students understand and embrace their institution’s values and global connections, they are more likely to engage meaningfully with their academic and social environment. Values can support subjective well-being and an individual sense of self-efficacy (Barni, 2019). However, it also highlights that awareness of real-world exposure and community engagement opportunities may not currently contribute significantly to institutional culture. This points to potential areas for improvement in integrating these aspects more effectively into the educational experience to enhance overall student engagement and institutional cohesion. Real-world learning has not yet emerged as a distinct pedagogic model or approach, but in many teaching and learning discourses, the expression is used to refer to students’ positive learning experiences and gains (Morley & Jamil, 2021).

The findings of significant relationships indicate that increasing awareness in various areas can enhance students’ engagement with their institution. For example, promoting awareness of international linkages and academic programs can lead to higher participation and alignment with institutional values. On the other hand, the non-significant relationships suggest that some areas, such as real-world exposure and community engagement, require different strategies to improve their impact on institutional culture. This study found that while real-world exposure is valuable, its impact on institutional culture may not be significant without targeted and innovative strategies.

Significant Relationship between Students’ Practice and Students’ Institutional Engagement of the PVMGOC

Table 4: Significant Relationship between Students’ Practice and Students’ Institutional Engagement of the PVMGOC

Note: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not significant)

Pearson Product Moment Correlation Coefficient was used to determine the significant relationship between students’ practice and students’ institutional engagement of the PVMGOC (Table 5). The table identifies significant and non-significant relationships between these variables and their impact on institutional engagement.

The data revealed that there was a significant positive relationship between institutional values practices and involvement in community initiatives (r = 0.43, p = 0.00), implying that these practices foster greater student involvement in community-related activities. Institutional values practices are significantly correlated with Adherence to institutional policies (r = 0.33, p =0.00), suggesting that these practices encourage students to follow institutional rules and guidelines. There is a significant positive correlation between institutional values practices and contribution to institutional culture (r = 0.30, p= 0.00), suggesting that engaging in these practices helps students contribute positively to the overall culture of the institution. There is a significant positive relationship between institutional values practices and the frequency of student participation (r = 0.27, p= 0.00), indicating that students who engage in institutional values practices tend to participate more frequently in institutional activities. Institutional values practices are significantly related to alignment with the institutional ethos (r = 0.21, p= 0.00), indicating that such practices help students align with the core values and mission of the institution.

The data indicated that academic program practices were significantly and positively related to involvement in community initiatives (r = 0.43, p= 0.00), suggesting that these practices encourage students to engage in community activities. There was a significant positive relationship between academic program practices and Adherence to institutional policies (r = 0.35, p= 0.00), suggesting that these practices help students adhere to institutional guidelines. There is a significant positive correlation between academic program practices and contribution to institutional culture (r = 0.32, p= 0.00), suggesting that these practices help students positively impact the institutional culture. The frequency of student participation (r = 0.21, p= 0.01) indicates that students who engage in these practices participate more frequently in academic activities.

The real-world exposure practices showed a significant relationship with contributing to institutional culture (r = 0.38, p < 0.00), indicating that these practices help students positively impact the overall culture of the institution. Real-world exposure practices significantly correlate with involvement in community initiatives (r = 0.32, p= 0.00), indicating that these practices encourage student involvement in community activities. There is a significant positive relationship between real-world exposure practices and Adherence to institutional policies (r = 0.28, p= 0.00), suggesting that these practices help students follow institutional guidelines. The frequency of student participation (r = 0.23, p= 0.01) indicates that students who engage in these practices participate more frequently in institutional activities. There is a significant positive relationship between real-world exposure practices and alignment with the institutional ethos (r = 0.23, p= 0.01), suggesting that these practices help students align with the core values of the institution.

The data revealed that the Community engagement practices were significantly more related to the frequency of student participation (r = 0.31, p= 0.00), indicating that students who engage in these practices participate more frequently in community activities. Community engagement practices significantly correlate with involvement in community initiatives (r = 0.31, p= 0.00), indicating that these practices encourage student involvement in community activities. There is a significant positive relationship between community engagement practices and alignment with the institutional ethos (r = 0.24, p= 0.01), suggesting that these practices help students align with the core values of the institution. Community engagement practices are significantly related to contribution to institutional culture (r = 0.21, p= 0.02), indicating that these practices help students positively impact the overall culture of the institution. There is a significant positive relationship between community engagement practices and Adherence to institutional policies (r = 0.17, p= 0.05), suggesting that these practices help students follow institutional guidelines.

International linkage practices were found to have a significant correlation with involvement in community initiatives (r = 0.36, p < 0.00), indicating that these practices encourage student involvement in community activities. There is a significant positive relationship between international linkages practices and alignment with the institutional ethos (r = 0.19, p < 0.03), suggesting that these practices help students align with the core values of the institution. International linkage practices are significantly related to contribution to institutional culture (r = 0.18, p= 0.04), indicating that these practices help students positively impact the overall culture of the institution.

The data showed the non-significant variables (p-values greater than 0.05). Academic program practices do not significantly correlate with alignment with institutional ethos (r = 0.14, p= 0.11), indicating that these practices may not strongly influence students’ alignment with the institution’s core values. Practices related to international linkages do not significantly correlate with student participation (r = 0.16, p= 0.07), suggesting that these practices may not strongly influence the frequency of student engagement in institutional activities. International linkage practices do not significantly correlate with Adherence to institutional policies (r = 0.14, p= 0.09), indicating that these practices may not strongly influence students’ Adherence to institutional guidelines.

The significant relationship showed the importance of fostering institutional values, academic programs, real-world exposure, community engagement, and international linkages to enhance various aspects of student engagement. These findings suggest that emphasizing these practices can lead to higher student participation, better Adherence to policies, greater involvement in community initiatives, alignment with institutional ethos, and a stronger contribution to the institutional culture. Student involvement in cultural or recreational activities, alongside their involvement in institutional decision-making bodies and associative movements, is a privileged way of complementing students’ academic training and is perceived by them as important in their overall education, both as professionals and as individuals (Sá, 2023). Accordingly, academically engaged students were likely to experience higher levels of psychological resources, which in turn positively impacted their academic performance (Martínez et al., 2019).

For areas where the relationships were non-significant, such as the alignment with institutional ethos for academic program practices and certain aspects of international linkages practices, targeted interventions may be necessary. Educational leaders and administrators may consider developing specific strategies and initiatives to integrate these practices more effectively into the institutional framework and enhance their impact on student engagement.

Predictors of Students’ Institutional Engagement of the Philosophy, Vision, Mission, Goals, Objectives, and Core Values

Table 6: Level of Effectiveness of the Senior High School Program

Stepwise Regression Analysis was used to identify the predictors of students’ institutional engagement, resulting in p-values greater than 0.05 alpha level (Table 6). The finding revealed that international linkages awareness (β= 0.60, t=10.43, p= 0.000), real-world exposure (β= 0.25, t= 3.23, p= 0.002), and international linkages awareness (β= 0.24, t=0.06, p= 0.000) were the predictors. Other factors like institutional values awareness, academic program awareness, real-world exposure awareness, community engagement awareness, institutional values practices, academic program practices, and community engagement practices did not affect students’ mathematics performance.

International linkage awareness refers to informed students about the opportunities for global engagement provided by their educational institution. It involves being aware of the opportunities and challenges that come with worldwide collaboration and striving to foster meaningful partnerships that enhance education, research, cultural exchange, and professional development on an international scale. This awareness emphasizes the value of cross-border cooperation, cultural diversity, and global perspectives in achieving institutional goals and contributing to global progress.

The regression equation (Students’ Institutional Engagement= 0.29 + 0.60 International Linkages Awareness + 0.25 Real-World Exposure Practices+ 0.24 International Linkages Practices) represents the relationship between several predictors and students’ institutional engagement. The predictors include International Linkages Awareness, Real-World Exposure Practices, and International Linkages Practices. The independent variable is Students’ Institutional Engagement. The constant (intercept) represents the expected level of students’ institutional engagement when all predictors are zero. With a p-value of 0.147, the intercept is not statistically significant, implying that it does not significantly differ from zero. This coefficient indicated that for each one-unit increase in International Linkages Awareness, students’ institutional engagement increases by 0.60 units, holding other factors constant. The high t-value (10.43) and very low p-value (0.000) show that this predictor is highly statistically significant, suggesting a strong positive relationship. This predictor showed that a one-unit increase in Real-World Exposure Practices was associated with a 0.25-unit increase in institutional engagement, controlling for other factors. The t-value (3.23) and p-value (0.002) indicated that this relationship was statistically significant. This coefficient suggests that for each one-unit increase in international linkage practices, students’ institutional engagement increases by 0.24 units. The t-value (4.06) and p-value (0.000) confirmed that this relationship was highly statistically significant.

International linkages awareness discussed how global competence was critical for student engagement and success in an increasingly interconnected world. Awareness of international linkages enhances students’ understanding and appreciation of global perspectives, which fosters greater institutional engagement (Deardorff, 2020). It emphasized that international linkages build cultural capital, which enhances students’ academic performance and engagement. Awareness of global opportunities and connections enriches students’ educational experiences (Szkudlarek et al., 2020).

Real-world exposure practices highlight that experiential learning, including internships and fieldwork, significantly boosts student engagement by linking theoretical knowledge with practical application. Real-world exposure practices make learning more relevant and engaging (Kahu & Nelson, 2019). This indicates that practical experiences prepare students for the workforce, increasing their engagement with their studies and institution. Real-world exposure practices enhance students’ career readiness and institutional commitment (Jackson, 2020).

International linkages practices explore how international collaborations and practices enhance student engagement through collaborative learning. These practices provide diverse perspectives and foster a sense of global community (Sweeney et al., 2020). It discusses how international linkage practices can satisfy students’ psychological needs for competence, independence, and connection, resulting in higher motivation and engagement. Engaging in global activities enhances students’ intrinsic motivation and institutional engagement (Deci & Ryan, 2019).

Educational institutions should focus on increasing awareness and practices related to international linkages and providing real-world exposure opportunities. Programs that promote global understanding and practical experiences can significantly boost student engagement. Investing in international partnerships and real-world exposure programs, such as internships and exchange programs, can yield substantial returns in terms of increased student engagement and success (Trang, 2021).

CONCLUSION

The students had a very high level of awareness of the institution’s Philosophy, Vision, Mission, Goals, Objectives, and Core Values. Students have been successfully informed, contributing to a well-informed understanding of the institution’s commitment to holistic development. The students practiced the institution’s Philosophy, Vision, Mission, Goals, Objectives, and Core Values, reflecting their strong commitment and alignment with its foundational principles. They effectively integrated these values into their daily actions and behaviors. The students’ involvement with the institution’s Philosophy, Vision, Mission, Goals, Objectives, and Core Values shows their strong dedication and active role in maintaining these principles. Students’ understanding and engagement with the Philosophy, Vision, Mission, Goals, Objectives, and Core Values play a significant role in assessing their involvement. However, some students faced challenges in applying these principles in real-world and community engagement contexts. Students’ grasp and commitment to the Philosophy, Vision, Mission, Goals, Objectives, and Core Values are crucial for evaluating their participation. However, some students encountered difficulties in applying these principles to align with institutional ethos, frequency of participation, and Adherence to institutional policies. Educational institutions should prioritize enhancing international linkages awareness and real-world exposure opportunities to significantly boost student engagement and success.

REFERENCES

1. Ab-Rahman, M. S., Hwang, I. S., Mohd Yusoff, A. R., Mohamad, A. W., Ihsan, A. K. A. M., Abdul Rahman, J., … & Kaharudin, I. H. (2022). A Global Program-Educational-Objectives Comparative Study for Malaysian Electrical and Electronic Engineering Graduates. Sustainability, 14(3), 1280.
2. Ahmad, N. N., & Masroor, F. (2020). The study of generic patterns of mission and vision statements of the universities. Liberal Arts and Social Sciences International Journal (LASSIJ), 4(2), 159-178.
3.  Alassaf, M., & Alkhalifah, A. (2021). Exploring the influence of direct and indirect factors on information security policy compliance: a systematic literature review. IEEE Access, 9, 162687-162705.
4. Alyahyan, E., & Düştegör, D. (2020). Predicting academic success in higher education: literature review and best practices. International Journal of Educational Technology in Higher Education, 17(1), 3.
5. Andresen, L., Boud, D., & Cohen, R. (2020). Experience-based learning. In Understanding adult education and training (pp. 225-239). Routledge
6. Anduyan, D. B. (2021). Performance and Effectiveness of Catholic Schools in Tagum. International Journal of Multidisciplinary: Applied Business and Education Research, 2(12), 1349-1359.
7. Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7(2), 362-378.
8. Aquino, R., & Rivano, E. (2022). Awareness, Acceptance, and Understanding of University Vision, Mission, College Goals and BSIT Objectives of Laguna State Polytechnic University Stakeholders towards its VMGO. ASEAN Journal of Education, 8(1), 26-33.
9. Berghaeuser, H., & Hoelscher, M. (2020). Reinventing the third mission of higher education in Germany: political frameworks and universities’ reactions. Tertiary Education and Management, 26(1), 57-76.
10. Beunen, R., & Patterson, J. J. (2019). Analyzing institutional change in environmental governance: Exploring the concept of ‘institutional work’. Journal of Environmental Planning and Management, 62(1), 12-29.
11. Bruce, S. (2020). Teaching with Care: A Relational Approach to Individual Research Consultations. In the Library with the Lead Pipe.
12. Cadiz, A. P., & Cortez, L. A. S. (2024). Exploring the Best Practices of the Youth for Environment in Schools–Organization (YES-O). Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 10(1), 348-365.
13. Castillo, E. G., Ijadi-Maghsoodi, R., Shadravan, S., Moore, E., Mensah, M. O., Docherty, M., … & Wells, K. B. (2019). Community interventions to promote mental health and social equity. Current psychiatry reports, 21, 1-14.
14. Chankseliani, M., & McCowan, T. (2021). Higher education and the sustainable development goals. Higher Education, 81(1), 1-8.
15. Chankseliani, M., Qoraboyev, I., & Gimranova, D. (2021). Higher education contributing to local, national, and global development: new empirical and conceptual insights. Higher Education, 81(1), 109-127.
16. Chen, K., Zhang, Y., & Fu, X. (2019). International research collaboration: An emerging domain of innovation studies?. Research Policy, 48(1), 149-168.
17. Clemente, B. G., Clemente, R. C., Calanoga, M. C. M., Lavarias, G. M., Aquino, I. P., & Bistayan, P. A. (2021). Multisectoral Awareness and Acceptability of the VMGO and Meaning Making of the Vision and Mission. Linguistics and Culture Review, 5(S2), 956-973.
18. Clemente, B. G., & Clemente, R. C. (2022). Awareness and acceptability of the CSU philosophy, vision, mission, goals, and objectives, and the graduate school philosophy, vision, mission, goals, and objectives. Journal of Positive School Psychology, 5598-5617.
19. Constantino, J. A., Sison, M. H., Gabriel, E. C., & Vega, M. T. C. (2020). Perception, awareness, acceptance and understanding of NEUST-SIC community towards its vision, mission, goals and objectives. International Journal of Advanced Engineering, Management and Science, 6(7), 335-346.
20. Drake, S. M., & Reid, J. L. (2020, July). 21st century competencies in light of the history of integrated curriculum. In Frontiers in Education (Vol. 5, p. 122). Frontiers Media SA.
21. Dela Cruz, E. B. D., Razon, J., Dayao, J. D., Garcia, K. R. C., Manuel, M. A. M., Tiria, G. C., & Tangcuangco, A. L. (2022). Awareness and acceptability of the university’s vision, mission, goals, and objectives in bachelor of science in electrical engineering program. ASEAN Journal of Science and Engineering Education, 2(3), 253-264.
22. Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), n1.
23. Dolipas, B. B., Buasen, J. A., Lubrica, M. A. B., Ocampo, P. S., Pakipac, K. B., Sajise, M. T., & Valentin, P. M. (2022). Assessment of the university vision, goals, mission and program objectives: a management protocol for quality assurance. Athens journal of business & economics, 8(2), 139-158.
24. Espiritu, M. A. (2023). Internationalization (IZN) of Bachelor of Elementary Education (BEED) in Region 3: Basis for an Enhanced IZN Plan. Psychology and Education: A Multidisciplinary Journal, 15(4), 336-365.
25. Grimmer, M., & Miles, M. P. (2017). With the best of intentions: a large sample test of the intention‐behaviour gap in pro‐environmental consumer behaviour. International Journal of Consumer Studies, 41(1), 2-10.
26. Guiquing, F. L. (2021). Advertency and Suitability of the CSU Vision-Mission and College of Allied Health Sciences Goals and Objectives. Turkish Online Journal of Qualitative Inquiry, 12(10).
27. Henderson, D., Sewell, K. A., & Wei, H. (2020). The impacts of faculty caring on nursing students’ intent to graduate: A systematic literature review. International journal of nursing sciences, 7(1), 105-111.