The Development and Acceptability of Paulivox Website for Branding and Digital Presence
Abstract
Abstract
With the emergence of digital transformation in communications, efficient communication platforms play a significant role in understanding and engaging effectively with stakeholders, enhancing brands, and providing necessary updates. The current research work was conducted on designing and testing the Paulivox Website, which is a comprehensive communication platform aimed at enhancing brands and digital engagement for St. Paul University Surigao (SPUS). The research work employed a descriptive development design with both elements combined for mixed methods approaches. The work was conducted using the Integrated Development Life Cycle with a combination of both Agile approaches for developmental progress and Design Thinking strategies for innovative design. Preliminary data collection helped to identify problems prevalent in current platforms used by stakeholders, which acted as attributes for designing Paulivox. The final assessment used TAM2 to assess stakeholder perceptions. The assessment revealed high levels of acceptance, especially concerning usefulness, usability, and applicability for stakeholders on communication issues. Role-based support gradients revealed critical elements involving individual perceptions across stakeholder groups. The current work clearly outlines how customized communication platforms can enhance communication, improve overall organizational brands, and promote stakeholder engagement even after completion of formal education. Enhanced customization for developmental improvement and implementation by stakeholders ensured long-term sustainability.
Keywords: Communication Platform, Branding; Digital Presence; Stakeholder Engagement; Agile Development; Design Thinking, Information Technology
Teachers’ Readiness in Integrating AI into Classroom Instruction
Abstract
This study examined the readiness of teachers at STI College Muñoz-EDSA to integrate Artificial Intelligence (AI) into classroom instruction. The research focused on instructors’ perceptions, challenges, training needs, and institutional support requirements for AI adoption. A qualitative descriptive design was employed, as it enabled the researchers to capture teachers’ experiences and perspectives without imposing predetermined categories. Data were gathered from 15 faculty members representing three academic departments through structured open-ended questionnaires. Responses were analyzed thematically, following Braun and Clarke’s (2006) six-phase framework. Findings revealed that while teachers expressed optimism regarding AI’s potential to enhance teaching efficiency and learner engagement, they also raised concerns about overdependence, ethical dilemmas, data privacy, and accuracy of AI-generated content. Limited access to formal training, lack of institutional policies, and restricted availability of AI tools emerged as major barriers to integration. Teachers emphasized the need for structured professional development, including hands-on workshops, prompt engineering skills, and ethical guidelines. The study concludes that teacher readiness for AI integration is shaped not only by individual attitudes and digital literacy but also by institutional support, infrastructure, and policy frameworks. It recommends phased AI adoption, investments in capacity-building, and the formulation of ethical standards to ensure sustainable and responsible use of AI in higher education.
Keywords: Artificial Intelligence, Teacher Readiness, Educational Technology, Ethical Use of AI, AI Integration, Professional Development, Qualitative Study, Higher Education, Instructional Innovation, Faculty Perceptions
