Researchers from the UP National Institute for Science and Mathematics Education Development (UP NISMED) have recently published their work in international journals and presented their research at national and international conferences.
Publications
In the first half of 2026, Dr. Allan M. Canonigo published two research articles in internationally indexed journals. The first, titled Rethinking Teacher-Student Dynamics in an AI-Enhanced Mathematics Classroom, appeared in SN Social Sciences (Vol. 6, 2026), a Springer Nature journal. Using positioning theory as a framework, the study reveals significant perception gaps between teachers and students in mathematics classrooms integrating AI tools such as GeoGebra and ChatGPT, particularly in areas of instructional authority, student autonomy, and feedback effectiveness. The findings affirm that AI should enhance, not replace, meaningful teacher-student interaction.
His second publication, co-authored with Ms. Eva Aurora Callueng of the University of the East Manila, is titled Decoding Power Dynamics in Asynchronous Online Learning: Preservice Teachers' Perspectives and Navigational Strategies, published in Learning, Culture and Social Interaction (Vol. 56, 2026) by Elsevier. Involving 280 preservice teachers, the mixed-methods study examines how power operates within asynchronous online learning environments. It highlights how preservice teachers navigate authority, participation, and influence within asynchronous online discussions. The findings underscore the importance of intentionally designed learning environments that promote inclusivity, reflective dialogue, meaningful engagement, and equitable participation while helping learners become more aware of power dynamics in virtual spaces.
Paper Presentations
Dr. Canonigo presented the paper Who Controls the Mathematics? Algorithmic Authority and Student Agency in Digital Classrooms at the International Conference on Artificial Intelligence (ICAI 2026), held on 19-20 February 2026 at De La Salle University-Dasmariñas. The conference centered on the theme “Educating Ethically with Intelligence and Integrity: AI-Driven Futures in Teaching, Learning, and Research.”
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| (Left) Dr. Allan M. Canonigo shares his research at the International Conference on Artificial Intelligence (ICAI 2026). (Right) Dr. Dennis L. Danipog after presenting his paper at the 2026 National Association for Research in Science Teaching (NARST) Annual International Conference. |
Also presented was the paper Teacher Leadership Beyond Hand-Me-Down Policies: A Case Study of Teacher-Led Innovation in Assessment Practices, authored by Dr. Canonigo and presented by Mr. Aldrin O. Nazareno at the 2026 National Conference of the Society for Strategic Education Studies (S4SES), hosted by Ateneo de Manila University on 25 February 2026. The paper examines how teachers challenged a district-mandated uniform assessment policy by leveraging Professional Learning Communities and evidence-informed advocacy to develop a more responsive, mastery-based assessment system, demonstrating how teacher leadership can meaningfully shape educational policy and practice.
Further extending the reach of UP NISMED research, Dr. Dennis L. Danipog presented the paper Constructing Science Identities: Insights from Filipino Educators at the 2026 National Association for Research in Science Teaching (NARST) Annual International Conference on 22 April 2026 in Seattle, Washington, USA. The paper was co-authored with Ms. Princes Raymunda G. Gatan, Ms. Loise Angelica G. Oruga, and Associate Professor Katherine Wade-Jaimes of the University of Nevada, Las Vegas. The study examines the development of science identities among Filipino science teachers, exploring the factors that support or hinder this development. It argues that science identity is an important lens for understanding how teachers define their roles, make classroom decisions, and engage in science teaching.
The study found that Filipino science teachers share a strong sense of confidence and a deep connection to their students and communities, which sustain their science teaching identities. The findings further revealed that teachers' views of themselves, whether as science teachers focused on pedagogy and student engagement or as scientists grounded in content and experimentation, significantly shape their identity development. The type of school also emerged as an important factor, with science high school teachers exhibiting more pronounced and well-defined science identities than those in regular school settings.
Together, these contributions reflect UP NISMED's sustained commitment to generating research that is globally engaged and locally relevant, advancing the quality of science and mathematics education in the Philippines and beyond.
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