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Keywords

higher education, Philippines, Pedagogy, power dynamics, case study, Fulbright, crop science, agricultural education

Abstract

This qualitative case study explored the complex student experiences and instructional dynamics in a third year Crop Physiology course at a public university in the Philippines. Data were collected through informal conversational questioning, video recordings, field notes, and document analysis from students enrolled in the course (N = 35) and the instructor, who was an international faculty member. Data were analyzed using a two-phase approach with reflexive thematic analysis and narrative analysis. This resulted in ten emergent themes that covered a broad range of student and classroom dynamics. These themes were: 1) Attitude of Gratitude, 2) Communication Blunders, 3) Filipino Time, 4) A Holiday Per Week Ruins the Routine, 5) Information Regurgitation Versus Critical Thinking, 6) Instructional Needs of Students, 7) Respectfully Disrespectful, 8) Selfless Responsibility and Power Dynamics, 9) Will and Desire to Learn, and 10) The Wrong AI (Academic Integrity).

Conclusions emphasized the need for developing strong student rapport to overcome perceived power dynamics. Recommendations included further research on classroom power dynamics, addressing a lack of emphasis on critical thinking, developing intercultural pedagogy for faculty members, and a refinement of academic integrity policies. Further, the findings of this study provided insight for informing and developing global agricultural education programs and research, while also stressing adaptability, relationship-building, and cultural competence for those in agricultural education settings.

Rights Statements

Creative Commons Attribution-Noncommercial 4.0

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