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The aim of this study is to understand the effect of class configurations in an active learning classroom (ALC) on students' self-perception of experiences and learning outcomes, namely participation, performance, motivation and creativity.

A self-administered survey (N = 131) was conducted in seven classes from the varied disciplines of communication, interior design and architecture. During the first half of the semester, all selected courses were conducted in traditional classrooms, whereas those in the second half were conducted in an ALC. ALC was designed to be used with several furniture configurations which could be easily set up by members of the learning community themselves. The survey was conducted at the end of semester before final exams, when students have a clear idea of the experiences in both the traditional and the new (ALC) classrooms, having spent equal time in each of these learning environments.

The main finding of the study is that students were eager to have future classes in the ALC rather than in traditional settings since the students experienced better learning outcomes in the ALC. During the second half of the semester, students who were in classes conducted following active learning (AL) pedagogies, with its supportive spatial configurations, were more aware of the learning outcomes facilitated by the physical environment. Further, the authors found that the increase in the number of furniture configurations has a statistically significant positive impact on learning outcomes.

AL pedagogy is often studied as a way of teaching and rarely with its associated classroom environments. In most of the existing studies, the configuration of furniture has often been overlooked within an AL environment by a learning community. This study fills the gap in emphasising the spatial aspects of the ALC by focusing on the specific pedagogy being followed.

The aim of this study is to understand classroom settings desired by high school students and teachers in an active learning classroom. The research question is whether students and teachers will differ from each other when designing an active learning classroom.

In an effort to design a learning environment for an advanced placement programme, action research methodology was followed by conducting a participatory workshop in a real active learning classroom with future users. Working in isolation from one another, students and teachers designed their own classrooms by forming different learning centres. During the study, two groups, made up of ten high school students and seven teachers, respectively, were asked to arrange the furniture in an active learning classroom. The groups were free to form as many furniture arrangement configurations as they wished and were asked to write about their workshop experiences afterwards. Once they had completed both tasks, their plan layouts were examined.

All of the plan layouts were found to fall into one of three categories: a traditional layout, a small group layout or a single large group layout. The written texts were also analysed, which revealed different perspectives of each participating group. As students and teachers explore different learning opportunities, they appear to be driven by different kinds of experiences when they endeavour to organize their classrooms.

Never before has an active learning classroom been the site for a participatory furniture arrangement workshop that employs teachers and students.

This study aims to explore the relationship between utang na loob (debt of gratitude) and perceived academic pressure from parents, as well as the mental health status of college students.

This study uses a descriptive correlational design to investigate the relationship between three primary variables: utang na loob (debt of gratitude), perceived parental academic pressure and the mental health status (e.g. state and trait anxiety) of Filipino college students. The goal of the analysis is to explore how these factors are related, without implying direct causality.

Data were gathered among 557 college students using the Utang na Loob Scale, the Perceived Parental Academic Pressure Scale and the State-Trait Anxiety Inventory and analyzed with Spearman’s rho. The results indicated a significant correlation between utang na loob and perceived parental academic pressure (p = 0.006) and also a significant correlation between utang na loob and state and trait anxiety (p < 0.001). The findings of this study shed light on how contextual family systems relate to the overall well-being of students.

A key research implication of this study is that it highlights the need for a deeper understanding of how cultural values, such as utang na loob (debt of gratitude), interact with psychological and familial dynamics in shaping students’ mental health and academic experiences. The significant correlations found between utang na loob, perceived parental academic pressure and anxiety suggest that family-related factors, particularly the sense of indebtedness students feel toward their parents, may be related to their emotional well-being and academic performance. Future research could explore how these relationships unfold over time and whether interventions aimed at reducing perceived parental pressure could also alleviate anxiety and improve students’ overall mental health. In addition, this study suggests the importance of considering cultural values in psychological and educational interventions, as Filipino cultural frameworks, like utang na loob, may play a distinct role in shaping students’ experiences in ways that differ from Western-centric models of family dynamics and mental health. Further studies could also investigate how utang na loob might manifest differently across various family structures or regions within the Philippines and whether the sense of indebtedness is linked to different types of parental involvement, such as emotional support versus academic pressure. This could help tailor more culturally relevant approaches to supporting students’ well-being. One limitation of the study is that it relies on self-reported data from college students, which may introduce response biases such as social desirability or the tendency to underreport or overreport certain behaviors or emotions. Because the study uses scales like the Utang na Loob Scale, Perceived Parental Academic Pressure Scale and the State-Trait Anxiety Inventory, the accuracy of the results may be influenced by how participants interpret and respond to these questionnaires, potentially affecting the validity of the findings. In addition, the cross-sectional nature of the study limits the ability to establish causal relationships between the variables, meaning that while significant correlations were found, it is not clear whether utang na loob leads to heightened parental pressure or anxiety or whether these feelings contribute to the development of a sense of indebtedness. Future studies could benefit from longitudinal designs or experimental methods to better understand the directionality and causality of these relationships.

A practical implication of this study is that it can inform the development of student support programs in educational settings, particularly in Filipino or culturally similar communities. Given the significant relationship between utang na loob, perceived parental academic pressure and anxiety, educators and counselors can use this information to create more holistic support systems for students. For instance, schools and universities could implement workshops or counseling services that focus on managing familial expectations and reducing the negative effects of academic pressure. These programs could also help students navigate cultural values like utang na loob in healthy ways, encouraging them to express gratitude and indebtedness without allowing it to contribute to undue stress or anxiety. Moreover, teachers and academic advisors can be trained to recognize signs of heightened pressure or anxiety linked to family dynamics, enabling them to offer more empathetic and culturally sensitive support to students. By fostering open communication between students, their families and educators, institutions can work toward creating a more supportive environment that addresses both academic success and mental health. Ultimately, this study highlights the importance of considering cultural and familial contexts when developing strategies for improving student well-being, offering a more personalized approach to mental health that acknowledges the complex role of family in Filipino students’ lives.

A social implication of this study is that it underscores the importance of recognizing and addressing the cultural and familial pressures that may explain the mental health and well-being of students, particularly within Filipino and similar communities. The findings suggest that the cultural value of utang na loob – a deep sense of gratitude and indebtedness – may have both positive and negative social implications. On the one hand, it fosters strong family bonds and a sense of mutual responsibility; on the other hand, it may be related to heightened anxiety and high perceived parental academic pressure among college students. This relationship calls for broader societal conversations about balancing respect for cultural values with the mental and emotional health of individuals. Socially, there may be a need to challenge and redefine expectations surrounding utang na loob, particularly in the context of modern education and career pressures. Advocating for healthier family dynamics, where gratitude is expressed without the burden of excessive indebtedness, could lead to more emotionally resilient students and families. In addition, this study highlights the potential for broader social interventions, such as public awareness campaigns or community programs, that promote mental health while respecting cultural traditions. Such initiatives could encourage open dialogues about the pressures that Filipino students face, particularly in balancing academic achievement with family expectations. In this way, the study encourages a shift toward a more inclusive and supportive society where cultural values are respected but not at the expense of individual well-being.

The originality and value of this study lie in its integration of Filipino cultural concepts, such as utang na loob, with psychological and educational frameworks to better understand the well-being of students. While many studies focus on Western-centric models of familial pressure and academic stress, this research provides a unique lens by exploring how deeply rooted cultural values influence students’ emotional experiences, particularly in the context of Filipino families. The study’s value is twofold: cultural relevance: by incorporating utang na loob, a culturally specific concept, the research acknowledges the nuanced ways in which gratitude and indebtedness shape students’ psychological states and academic experiences. This helps expand the scope of mental health and educational research to include cultural factors that are often overlooked in mainstream psychological theories, which tend to prioritize individualistic or general models of behavior.

The study offers actionable insights into how educators, counselors and policymakers can design interventions that respect cultural values while addressing the negative effects of academic pressure and anxiety. Its value extends beyond academic research by directly contributing to the improvement of student support systems in culturally specific contexts. By emphasizing the importance of family dynamics and cultural understanding in student well-being, it calls for more holistic, context-sensitive approaches to mental health and academic success. Overall, the study’s originality lies in its bridging of cultural psychology with educational and mental health practices, making it a valuable contribution to both the academic field and practical applications in educational and counseling settings.