Educational Management beyond the Classroom and the Pursuit of Equity for Economically Marginalized Learners.

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Bibliographic Details
Title:	Educational Management beyond the Classroom and the Pursuit of Equity for Economically Marginalized Learners.
Authors:	Nabi, Ryan B.¹ jasonchavez615@gmail.com, Chavez, Jason V.², Paringit, Sammy C.³, Andrade, Maria Cristina P.⁴, Legarde, Michael Angelo A.⁵, Berry, Erwin B.⁶, Polestina, Mary Anne M.⁷, Garil, Benigno A.¹, Canlas, Joshua P.⁸
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p44-56. 13p.
Subject Terms:	Low-income students, Educational support, School administration, Educational equalization, Education policy, Academic motivation, *Universities & colleges, Stakeholder analysis
Abstract:	Despite ongoing efforts to promote equity in higher education institutions (HEIs), economically disadvantaged learners often face systemic barriers that extend beyond the traditional classroom. While much of the existing research focuses on pedagogical reforms within formal instruction, there remains a critical gap in understanding how stakeholders’ motivations and collaborative dynamics contribute to the creation of inclusive educational management practices and support systems outside the conventional learning space. This exploratory study addresses that gap by examining the motivations, experiences, and collaborative efforts of key stakeholders including academic personnel, students, parents, and community members in shaping responsive and accessible learning guidelines for economically challenged students in HEIs. Using purposive sampling, data will be collected from 25 participants through one-on-one semi-structured interviews. A reflexive thematic analysis approach will be employed to uncover emergent themes related to stakeholder engagement, shared responsibilities, and policy development. The study is expected to yield insights into the motivational drivers that prompt stakeholders to engage in educational support initiatives beyond classroom instruction. It also aims to identify effective collaborative practices and highlight systemic challenges faced during policy formation. The anticipated outcome is a set of practical recommendations for HEIs seeking to institutionalize stakeholder-informed, inclusive learning policies tailored to the needs of economically marginalized learners. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Despite ongoing efforts to promote equity in higher education institutions (HEIs), economically disadvantaged learners often face systemic barriers that extend beyond the traditional classroom. While much of the existing research focuses on pedagogical reforms within formal instruction, there remains a critical gap in understanding how stakeholders’ motivations and collaborative dynamics contribute to the creation of inclusive educational management practices and support systems outside the conventional learning space. This exploratory study addresses that gap by examining the motivations, experiences, and collaborative efforts of key stakeholders including academic personnel, students, parents, and community members in shaping responsive and accessible learning guidelines for economically challenged students in HEIs. Using purposive sampling, data will be collected from 25 participants through one-on-one semi-structured interviews. A reflexive thematic analysis approach will be employed to uncover emergent themes related to stakeholder engagement, shared responsibilities, and policy development. The study is expected to yield insights into the motivational drivers that prompt stakeholders to engage in educational support initiatives beyond classroom instruction. It also aims to identify effective collaborative practices and highlight systemic challenges faced during policy formation. The anticipated outcome is a set of practical recommendations for HEIs seeking to institutionalize stakeholder-informed, inclusive learning policies tailored to the needs of economically marginalized learners. [ABSTRACT FROM AUTHOR]
ISSN:	08273383