The research examines the efficacy of multimedia technology in augmenting technology-enhanced learning and instruction to address educational disparities. The incorporation of multimedia components into educational settings has grown more widespread due to the fast progress of technology. Nevertheless, the degree to which multimedia technology aids in resolving educational inequalities has not been thoroughly investigated. The research used a mixed-methods approach, including both quantitative surveys and qualitative interviews, to investigate the experiences and attitudes of educators and learners on the incorporation of multimedia technology in educational settings. The research aims to ascertain the advantages and constraints of multimedia technology in promoting efficient learning environments, specifically in varied educational contexts. The research seeks to analyze the effects of multimedia technology on student engagement, comprehension, and information retention. The goal is to get a better understanding of how to maximize the use of multimedia technology in order to reduce educational inequities and improve learning outcomes. The results will provide valuable insights for educators, policymakers, and curriculum writers on successful methods to use multimedia technology in educational activities.

Amidst the clear-cut changes constantly happening in the educational landscape, Higher Education Institutions (HEIs) are continuously pursuing graduates that meet global standards. The rise of remote jobs from previous years opened a gateway of opportunities for Filipino graduates to ensure employment from various multinational employers. To maintain this, HEIs in the Philippines must be able to offer quality education and programs that meet exceptional standards. This study aims to address the inability of tertiary institutions to track the competencies that the students have gained by integrating the outcome-based education (OBE) framework through an online platform. This paper also enumerates the benefits of having an OBE Management system such as achieving a holistic view of evaluating students' competencies, the system integrates educational data from various sources such as grading system, Learning Management System (LMS), and surveys. The system development research process is conducted in this study. One of the objectives of this study is the integration of drill-down analysis into the OBE Management system. This allows users to create reports easily and faster, furthermore, it aids the country in achieving Sustainable Development Goal (SGD) 4 for Quality Education. The premise of the study also contributes to the impact of system development on attaining quality education for HEIs.

The use of Technology-Enabled Learning (TEL) has become increasingly popular in higher education as a teaching and learning methodology. TEL has been acknowledged for its various benefits, including increased flexibility and convenience for both educators and students. However, integrating TEL into the classroom setting also presents unique challenges. Despite the importance of understanding these challenges, limited research has been conducted from the perspectives of various stakeholders. Using a mixed-methods approach, this study addresses the need for a more comprehensive understanding of the challenges associated with the use of TEL in higher education. The findings show that these challenges include self-regulatory, technological literacy and competency, student isolation, technological sufficiency, technological complexity, learning resource, and learning environment. The results of this study provide a foundation for developing a technology management framework that considers the needs and perspectives of students. The challenges and potential solutions presented in this research can be used as a practical guide for managing the use of technology in the classroom effectively. By considering the challenges of TEL and incorporating practical solutions, educators can optimize the use of technology in their teaching practices and improve student learning outcomes. Overall, this research contributes to the literature by providing a comprehensive understanding of the challenges associated with TEL in higher education and practical solutions for managing the use of technology in the classroom. The findings can be used by educators and institutions to enhance their understanding of TEL and to develop effective strategies for implementing and managing technology in the classroom.

The technology-enabled learning and teaching ecosystem (TELTE) enhances accessibility, personalization, engagement, collaboration, and continuous learning, while also providing valuable data for assessment and improvement. TELTE is essential in education as it empowers learners, expands access to knowledge, fosters engagement and collaboration, and prepares individuals for the demands of a digital world. However, most frameworks focused on the needs of learners, leaving other stakeholders, such as teachers, underrepresented. Therefore, the study focused on developing a technology management framework for TELTE (TMF-TELTE), addressing both students and teachers. The framework development was anchored to the challenges concerning resource allocation, delivery methods, support systems, management support, technology infrastructure, and policy development. A mixed-methods approach using an explanatory sequential design was adopted. The experts, students, and teachers from various HEIs who participated evaluated the framework in terms of usefulness and convenience. The results show that the students, teachers, and experts all agreed that the developed framework was acceptable. TMF-TELTE was therefore recommended to be included in either the revision of their curriculum and other academic materials or the development of new technology- based learning and teaching ecosystems.

Providing support is one thing, generating an automatic ticket category based purely on the textual data provided is another. This study is working towards encouraging the educational landscape to start integrating AI in further enhancing the way students learn and the way teachers are giving their lessons. The focus of this study is to use the subset of AI that concentrates on making machines understand how humans talk which is known as NLP. By using several Python libraries, 3 text classification algorithms – namely SVM, Naïve Bayes, and logistic regression were used to train the previously collected dataset and choose the model that will be integrated to the web-based helpdesk system called HelpTech. With the help of the model, the system instantly categorizes the issue submitted by the end users resulting to an easier way to use the educational tools available which assist the stakeholders in developing their digital literacy.