Abstract
The study aimed to explore and describe the lived experiences and strategies of the board program instructors, particularly those instructors under the Institute of Teacher Education, Criminology Program, and Agriculture Program with regards to the implementation of differentiated instruction and learner empowerment in the students’ learning process. This study employed the mixed method design, utilizing parallel convergent approach. The participants of the study were the instructors under the KCAST Board Programs. There were 75 instructors who were randomly selected for quantitative data and 14 for the qualitative: which were purposively selected. In the quantitative phase, the results revealed that the instructors who has been implementing differentiated instruction and learner empowerment was very high. Also, both variables have positive moderate correlation. In qualitative phase, it was revealed that their lived experiences and strategies were impacted by the different factors; recognition and accommodation of students, diversity to enhance teaching pedagogy, equity and inclusion in education, effective time management in education, collaborative learning for inclusive engagement, and harmonizing academic standards and students’ diverse needs. Additionally, the instructors’ insights with regards to the implementation of differentiated instruction and learner empowerment were fostering academic success through personalized learning and differentiated instruction, cultivation of optimal learning environment for student success, effective teaching practices for student engagement, collaborative professional growth for effective teaching, and lifelong learning and professional growth in education. In addition, the quantitative data mostly corroborated with the qualitative data.
