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Towards a Conscientious Internationalized Curriculum in Sustaining Future Education and Research in the Philippines: A Case Study of the Communication Arts Curriculum at the Philippine Women’s University
Research Article  ·  Published: 21 April 2026
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PWU Journal of Research, Innovation, and Transformation
Volume 1, Issue 2, 2026: 73-91
Research Article Open Access

Towards a Conscientious Internationalized Curriculum in Sustaining Future Education and Research in the Philippines: A Case Study of the Communication Arts Curriculum at the Philippine Women’s University

by
Satwinder Rehal Satwinder Rehal 1 * ORCID
Jairus Christian G. Obrique Jairus Christian G. Obrique 1
1 Department of Communication Arts, Philippine Women’s University, Manila 1004, Philippines
* Corresponding Author: Satwinder Rehal, [email protected]
Volume 1, Issue 2
Volume 1, Issue 2 2026
Received: 02 November 2025 Accepted: 12 February 2026 Published: 21 April 2026 CrossMark
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DOI: 10.62762/JRIT.2025.875175
ARK: ark:/57805/jrit.2025.875175
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Article Information

Published in PWU Journal of Research, Innovation, and Transformation
Volume/Issue Volume 1, Issue 2, 2026
Pages 73-91

Abstract

Multilayered processes of globalization have loosened higher education’s nationalistic frameworks by embedding internationalization, a process deemed crucial for preparing students to become global citizens. The core thesis of the paper positions an internationalized curriculum as fostering a disposition toward critical thinking, agency, and empathy in a post-truth world. The argument leans toward developing a conscientious internationalization curriculum grounded in critical pedagogy. This can be achieved by intertwining the syllabus and pedagogy with the ideas of Paulo Freire and Sara Ahmed to cultivate a critical disposition in thinking, doing, and reflecting. The study explores this disposition through a qualitative analysis of student perceptions in the course "The Contemporary World" at the Philippine Women’s University, which, according to the Commission on Higher Education (CHED), aims to inculcate a sense of global citizenship and ethical responsibility among learners. The findings call for incorporating pedagogical strategies that empower both students and teachers to develop self-actualization and critical thinking skills through a conscientious internationalized curriculum, helping to challenge orthodoxy, pro-Western bias, and falsehoods in a post-truth era marked by social injustice and the manipulation of facts. The implications of the findings point toward enhancing epistemic vigilance through such a curriculum, equipping learners to become better-informed global citizens.

Graphical Abstract

Towards a Conscientious Internationalized Curriculum in Sustaining Future Education and Research in the Philippines: A Case Study of the Communication Arts Curriculum at the Philippine Women’s University

Keywords

conscientious internationalized curriculum critical pedagogy post-truth qualitative research Philippine Women’s University

Data Availability Statement

Data will be made available on request.

Funding

This work was supported without any funding.

Conflicts of Interest

The authors declare no conflicts of interest.

AI Use Statement

The authors declare that no generative AI was used in the preparation of this manuscript.

Ethical Approval and Consent to Participate

This study involved the collection of anonymous feedback from university students regarding their perceptions of course content and pedagogy for the purpose of curriculum improvement. According to institutional guidelines and national policies (e.g., Philippine Health Research Ethics Board guidelines on program evaluation), this project falls under the category of curriculum assessment and quality improvement involving minimal risk, and formal ethics committee review was therefore waived. All participants were informed of the purpose of the feedback collection, and completion of the questionnaires was voluntary and anonymous. All data were anonymized at the point of collection to protect participant identity.

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APA Style
Rehal, S., & Obrique, J. C. G. (2026). Towards a Conscientious Internationalized Curriculum in Sustaining Future Education and Research in the Philippines: A Case Study of the Communication Arts Curriculum at the Philippine Women’s University. PWU Journal of Research, Innovation, and Transformation, 1(2), 73–91. https://doi.org/10.62762/JRIT.2025.875175
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TY  - JOUR
AU  - Rehal, Satwinder
AU  - Obrique, Jairus Christian G.
PY  - 2026
DA  - 2026/04/21
TI  - Towards a Conscientious Internationalized Curriculum in Sustaining Future Education and Research in the Philippines: A Case Study of the Communication Arts Curriculum at the Philippine Women’s University
JO  - PWU Journal of Research, Innovation, and Transformation
T2  - PWU Journal of Research, Innovation, and Transformation
JF  - PWU Journal of Research, Innovation, and Transformation
VL  - 1
IS  - 2
SP  - 73
EP  - 91
DO  - 10.62762/JRIT.2025.875175
UR  - https://www.icck.org/article/abs/JRIT.2025.875175
KW  - conscientious internationalized curriculum
KW  - critical pedagogy
KW  - post-truth
KW  - qualitative research
KW  - Philippine Women’s University
AB  - Multilayered processes of globalization have loosened higher education’s nationalistic frameworks by embedding internationalization, a process deemed crucial for preparing students to become global citizens. The core thesis of the paper positions an internationalized curriculum as fostering a disposition toward critical thinking, agency, and empathy in a post-truth world. The argument leans toward developing a conscientious internationalization curriculum grounded in critical pedagogy. This can be achieved by intertwining the syllabus and pedagogy with the ideas of Paulo Freire and Sara Ahmed to cultivate a critical disposition in thinking, doing, and reflecting. The study explores this disposition through a qualitative analysis of student perceptions in the course "The Contemporary World" at the Philippine Women’s University, which, according to the Commission on Higher Education (CHED), aims to inculcate a sense of global citizenship and ethical responsibility among learners. The findings call for incorporating pedagogical strategies that empower both students and teachers to develop self-actualization and critical thinking skills through a conscientious internationalized curriculum, helping to challenge orthodoxy, pro-Western bias, and falsehoods in a post-truth era marked by social injustice and the manipulation of facts. The implications of the findings point toward enhancing epistemic vigilance through such a curriculum, equipping learners to become better-informed global citizens.
SN  - 3071-4001
PB  - Institute of Central Computation and Knowledge
LA  - English
ER  -
BibTeX Format
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@article{Rehal2026Towards,
  author = {Satwinder Rehal and Jairus Christian G. Obrique},
  title = {Towards a Conscientious Internationalized Curriculum in Sustaining Future Education and Research in the Philippines: A Case Study of the Communication Arts Curriculum at the Philippine Women’s University},
  journal = {PWU Journal of Research, Innovation, and Transformation},
  year = {2026},
  volume = {1},
  number = {2},
  pages = {73-91},
  doi = {10.62762/JRIT.2025.875175},
  url = {https://www.icck.org/article/abs/JRIT.2025.875175},
  abstract = {Multilayered processes of globalization have loosened higher education’s nationalistic frameworks by embedding internationalization, a process deemed crucial for preparing students to become global citizens. The core thesis of the paper positions an internationalized curriculum as fostering a disposition toward critical thinking, agency, and empathy in a post-truth world. The argument leans toward developing a conscientious internationalization curriculum grounded in critical pedagogy. This can be achieved by intertwining the syllabus and pedagogy with the ideas of Paulo Freire and Sara Ahmed to cultivate a critical disposition in thinking, doing, and reflecting. The study explores this disposition through a qualitative analysis of student perceptions in the course "The Contemporary World" at the Philippine Women’s University, which, according to the Commission on Higher Education (CHED), aims to inculcate a sense of global citizenship and ethical responsibility among learners. The findings call for incorporating pedagogical strategies that empower both students and teachers to develop self-actualization and critical thinking skills through a conscientious internationalized curriculum, helping to challenge orthodoxy, pro-Western bias, and falsehoods in a post-truth era marked by social injustice and the manipulation of facts. The implications of the findings point toward enhancing epistemic vigilance through such a curriculum, equipping learners to become better-informed global citizens.},
  keywords = {conscientious internationalized curriculum, critical pedagogy, post-truth, qualitative research, Philippine Women’s University},
  issn = {3071-4001},
  publisher = {Institute of Central Computation and Knowledge}
}

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