2026 IJRSE – Volume 15 Issue 20
Available Online: 28 August 2026
Author/s:
Cabotage, Mary Joy U.
Don Mariano Marcos Memorial State University, Philippines (maryjoycabotage15@gmail.com)
Abstract:
This literature review analyzes the quality of General Education (GE) instruction in higher education, with special attention to how its affects faculty development at State, Universities and Colleges. It summarizes academic research on curriculum alignment, active learning, collaborative professional development, teaching efficacy, faculty development, student evaluation, instructional assessment, and educational technology. The review examines how faculty competency, professional development, institutional support, and available resources influence effective GE instruction, with guidance from the Job Demands–Resources (JD-R) Model and Adult Learning Theory. According to the literature, learner-centered strategies, explicit learning objectives, aligned assessment procedures, insightful feedback, and inclusive learning environments are all necessary for effective teaching. Additionally, research demonstrates that well-crafted faculty development initiatives can enhance pedagogical expertise, instructional strategies, self-assurance, teamwork, and technology integration—especially when these initiatives are long-term, reflective, experiential, and institutionally supported. Relying on a single measure is not as comprehensive as using multiple approaches to instructional assessment, such as student feedback, peer evaluation, classroom observation, and self-assessment. However, there is little empirical data about general education instruction in Philippine state colleges and universities, particularly when it comes to the long-term impacts of student learning outcomes, workload, institutional support, faculty development, and instructional demands. As a result, the review finds important research and contextual gaps that support a methodical evaluation of GE instruction. Its conclusions serve as a foundation for creating a context-responsive faculty development program that supports curriculum implementation, strengthens teaching efficacy, addresses instructional needs, encourages professional development, and improves General Education learning experiences.
Keywords: general education instruction, higher education, faculty development, SUC, literature review
DOI: https://doi.org/10.5861/ijrse.2026.26396
Cite this article:
Cabotage, M. J. U. (2026). Literature review of general education instruction in SUC’s: Basis for faculty development. International Journal of Research Studies in Education, 15(20), 97-105. https://doi.org/10.5861/ijrse.2026.26396