Vol. 3 No. 4 (2026): International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)
This issue highlights a strong focus on inclusive and transformative education in the Philippines, featuring narrative reviews, phenomenological inquiries, systematic reviews, and meta-syntheses that examine productive failure in mathematics education, the lived experiences of Special Education (SPED) teachers and stakeholders, science integration in technical-vocational contexts, and innovative leadership practices among Filipino school administrators. The collection underscores the evolving landscape of inclusive and special education through comprehensive syntheses of teacher narratives, instructional adaptations, stakeholder challenges, and adaptive strategies, alongside critical discussions on national reforms for educational inclusion and institutional innovations in private schooling. Collectively, these studies offer evidence-based insights that advance inclusive pedagogy, strengthen leadership and policy development, and deepen understanding of the realities shaping equitable and quality education in the Philippine context.
