PhD in Biology Education
University of the Philippines, Diliman
2020-2024
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Multidisciplinary
12
Scopus Publications
178
Scholar Citations
9
Scholar h-index
8
Scholar i10-index
Scopus Publications
Understanding the influence of biomimetic projects on transdisciplinary thinking in biology education Joelash R. Honra Innovations in Education and Teaching International, 2026 Biology education often lacks emphasis on transdisciplinary thinking, which is essential for solving real-world challenges. Traditional methods rarely integrate biology with fields like engineering and design, limiting preparation for transdisciplinary STEM careers. This study explores how biomimetic projects foster creativity, problem-solving and transdisciplinary learning. Using a mixed-methods approach, it combined academic performance analysis with qualitative insights from student reflections. Students designed innovative solutions by applying biological principles to real-world problems. Results showed significant cognitive and motivational benefits, with students reporting increased interest in STEM careers and a deeper understanding of scientific interconnectedness. Despite limitations like sample size and context, the findings highlight the potential of biomimicry projects in STEM education. Integrating biomimetic approaches can promote transdisciplinary learning, preparing students for 21st-century challenges. Recommendations include professional development, resource creation and collaborations among educators, policymakers and industries to enhance the impact of biomimetic education.
Convergent effects of design thinking and flipped classroom learning on the agentic engagement of college students Joelash R. Honra, John Lorence A. Villamin Innovations in Education and Teaching International, 2026 Student disengagement in higher education calls for pedagogical approaches that foster proactive, empowered learning. This study examined the efficacy of a Flipped-Classroom – Design-Thinking (FCDT) model in enhancing college students’ agentic engagement. Using a quasi-experimental pre-test–post-test control group design (N = 80), the six-week intervention combined asynchronous pre-class instruction with collaborative, problem-based learning structured via the five-stage Design Thinking heuristic, while the control group received traditional lecture-based instruction. Quantitative results from the Agentic Engagement Scale showed a significant increase in agentic behaviours in the experimental group, with a large effect size (Cohen’s d = 1.26). Thematic analysis of weekly reflection journals and a focus group discussion corroborated these findings, revealing greater student ownership, self-initiated contribution, and creative confidence. The results indicate that the FCDT model effectively transforms students from passive recipients to active co-creators of learning, offering a practical strategy to cultivate learner agency and creativity in contemporary higher education.
Enhancing biology students’ cognitive flexibility through problem-based learning moderated by transdisciplinary thinking Joelash R. Honra, Sheryl Lyn C. Monterola Journal of Educational Research, 2026 Cognitive flexibility, the ability to adapt thinking and integrate knowledge across disciplines, is increasingly critical in addressing complex, real-world problems. In education, problem-based learning (PBL) is widely recognized for fostering active engagement and deep learning; however, its specific effects on cognitive flexibility in biology education remain underexplored. This study examines the impact of PBL on cognitive flexibility, with a focus on transdisciplinary thinking as a moderating factor. To address this gap, a quasi-experimental design was employed with 92 senior high school students divided into PBL and non-PBL groups. Data were collected using the Cognitive Flexibility Inventory (CFI) and the Transdisciplinary Thinking Scale (TTS), followed by statistical analyses to compare outcomes. Results revealed that students in the PBL group exhibited significantly greater cognitive flexibility, amplified by transdisciplinary thinking. These findings highlight the importance of integrating PBL and transdisciplinary approaches into biology curricula to prepare students for interdisciplinary challenges.
Forecasting cognitive flexibility through academic resilience in design thinking-enhanced biology lessons Joelash R. Honra, Sheryl Lyn C. Monterola Journal of Education and Learning, 2025 This study investigates the predictive relationship between academic resilience and cognitive flexibility among students in biology lessons enhanced by design thinking. Using an embedded quasi-experimental design, we compared the effects of design thinking-enhanced lessons with conventional engage, explore, explain, elaborate, evaluate (5E)-based instruction on students' cognitive flexibility and academic resilience. The sample consisted of 97 students divided into experimental and control groups. Pre-test scores were analyzed using descriptive statistics and Levene's tests, confirming initial comparability. The normality of data was verified with the Shapiro-Wilk test. Regression analysis revealed that academic resilience significantly predicts cognitive flexibility, with resilience accounting for approximately 33.7% of the variance in cognitive flexibility. These findings underscore the importance of fostering academic resilience to enhance cognitive flexibility, mainly through innovative teaching methods like design thinking. The implications of this study suggest that integrating design thinking into biology education can effectively develop cognitive and emotional skills, better preparing students for complex problem-solving and adaptive learning. The study contributes to the literature by providing empirical evidence on the role of academic resilience in predicting cognitive flexibility. It offers practical recommendations for educators to incorporate resilience-building activities into their curricula. Further research is recommended to explore additional predictors of cognitive flexibility and their educational implications.
Thinking without limits: developing and validating a transdisciplinary thinking scale for Filipino students Joelash R. Honra, Sheryl Lyn C. Monterola Journal of Education and Learning, 2025 Transdisciplinary thinking is crucial for addressing global challenges, yet standardized assessment tools for high school students are lacking. This study addresses this gap by developing and validating a transdisciplinary thinking scale (TTS) tailored for this demographic. Following established methodologies, the TTS was crafted through expert interviews, resulting in a 20-item scale. A pilot test with 402 senior high school students showed strong internal consistency (Cronbach’s Alpha=0.920) and a multidimensional structure: integrative thinking, inquiry skills, and collaborative problem-solving. The TTS supports existing models of transdisciplinary cognition, emphasizing it is multifaceted nature. This scale offers educators a reliable tool to assess and foster transdisciplinary thinking skills. Integrating TTS-informed pedagogies can better prepare students for the complexities of the 21st century, promoting integrative and collaborative problem-solving. Validating the TTS marks a significant advance in educational research, promoting integrative thinking essential for addressing contemporary challenges
Predicting integrated biology-technical-vocational skills through self-regulation in career-oriented pedagogy Joelash R. Honra, Sheryl Lyn C. Monterola, Rosanelia T. Yangco Journal of Education and Learning, 2025 This study addresses the critical issue of enhancing students’ integrated biology-technical-vocational skills, essential for career readiness, by investigating the predictive role of self-regulation within a career-oriented pedagogical framework. Self-regulation, encompassing decision-making, goal orientation, impulse control, and self-direction, is recognized as vital for both academic achievement and career preparedness. Despite its importance, there is a gap in the literature regarding its influence on the development of integrated skills. To bridge this gap, the study employs a quasi-experimental design, utilizing analysis of variance (ANOVA) and simple linear regression on data from a representative sample. The findings reveal that self-regulation significantly predicts the acquisition of these integrated skills. The study concludes that enhancing self-regulation through targeted educational interventions is crucial for fostering students’ career-oriented skills. These insights contribute to educational psychology by highlighting the importance of self-regulation in skill development, offering practical implications for improving academic and vocational outcomes. Future research should further explore these relationships and their practical applications in educational settings.
BioResilience: harnessing design thinking to strengthen academic resilience in biology learning Joelash R. Honra, Sheryl Lyn C. Monterola Pedagogies, 2025 This study explores the effects of Design Thinking-Oriented Biology Instruction (DTOBI) on academic resilience among high school students, contrasting it with conventional teaching methods. A total of 97 students participated, divided into two groups: one receiving DTOBI and the other following the traditional instruction of biology. Using an embedded quasi-experimental design, the researchers used the Filipino Learners’ Academic Resilience Scale (FLARS) to measure resilience before and after a six-week intervention. Statistical analysis, including independent samples t-tests, demonstrated that DTOBI significantly improved resilience, with a medium effect size highlighting its practical significance. Qualitative insights from focus group discussions revealed that the hands-on, collaborative, and real-world problem-solving activities in DTOBI fostered greater resilience. Students described how DTOBI encouraged creative problem-solving and perseverance, contrasting with the more passive learning experiences of conventional methods. These results suggest that incorporating design thinking into biology education can enhance the resilience and overall academic performance of students. The study stresses the value of innovative pedagogical strategies in developing crucial non-cognitive skills and improving educational outcomes.
Enhancing High School Biology Education Students’ Transdisciplinary Thinking Through Design Thinking Joelash R. Honra Journal of Experimental Education, 2025 In an era of accelerating global complexity, traditional compartmentalized science instruction often fails to foster the transdisciplinary agility required for modern challenges. This quasi-experimental study (N=141) evaluated the efficacy of a design thinking-infused biology curriculum against problem-based learning and traditional didactic models in senior high school. Data triangulated from a validated Transdisciplinary Thinking Scale and focus group discussions revealed that the design-centric cohort achieved statistically significant gains in knowledge integration, collaborative synthesis, and divergent critical thinking. The findings suggest that the iterative, human-centered nature of design thinking effectively bridges academic silos, transforming biological concepts into actionable solutions. Consequently, this research provides a rigorous pedagogical framework for equipping 21st-century learners with the integrated competencies necessary to navigate and resolve multifaceted socio-environmental crises.
Effects of biology design thinking, moderated by resilience, in enhancing cognitive flexibility Joelash R. Honra, Sheryl Lyn C. Monterola Journal of Educational Research, 2025 Enhancing students’ cognitive flexibility is crucial for success in dynamic academic settings, yet traditional methods often fail to develop this skill. This study addresses the gap by investigating the effects of design thinking in biology lessons on high school students’ cognitive flexibility, while examining the moderating role of academic resilience. Using a quasi-experimental design, 97 students were divided into experimental and control groups, with the former receiving biology instruction enhanced with design thinking. Cognitive flexibility was measured through pre- and post-tests, and academic resilience was assessed for its moderating influence. The findings revealed that students exposed to design thinking-guided biology instruction showed significantly greater cognitive flexibility compared to the control group. Additionally, academic resilience amplified this effect, enhancing the benefits of design thinking in biology teaching. These results suggest that integrating design thinking into biology education, coupled with fostering academic resilience, can effectively boost students’ cognitive flexibility.
Fortifying learners’ self-regulation in biology through career-oriented teaching Joelash R. Honra, Sheryl Lyn C. Monterola, Rosanelia T. Yangco International Journal of Evaluation and Research in Education, 2024 <span>Incorporating career-oriented teaching (COT) in technical-vocational education addresses challenges in graduates’ job readiness by emphasizing practical skills aligned with career interests. This study investigates the impact of COT on students’ self-regulation in biology, which is crucial for academic and career success. Quantitative analysis reveals that COT significantly enhances self-regulation skills, including decision-making, goal orientation, impulse control, and self-direction, compared to conventional science teaching (CST). Qualitative responses underscore the positive influence of COT on decision-making and goal orientation, with students setting positive goals and exhibiting improved impulse control. Moreover, COT fosters self-direction, promoting autonomy and responsibility for learning. These findings emphasize the importance of innovative teaching approaches like COT in developing students’ self-regulation abilities and preparing them for the demands of the modern workforce. Integrating concrete, problem-based tasks in COT and teacher training can further enhance its effectiveness in developing specialized skills and self-regulation. This research contributes valuable insights into instructional practices’ role in shaping students’ self-regulation and highlights the need to explore further innovative teaching strategies to support students’ holistic development.</span>
Convergent effects of design thinking and flipped classroom learning on the agentic engagement of college students JR Honra, JLA Villamin Innovations in Education and Teaching International, 1-16 , 2026 2026 Citations: 2
Enhancing High School Biology Education Students' Transdisciplinary Thinking Through Design Thinking (Dec, 10.1080/00220973.2025. 2606241, 2025) JR Honra JOURNAL OF EXPERIMENTAL EDUCATION , 2026 2026
Enhancing biology students’ cognitive flexibility through problem-based learning moderated by transdisciplinary thinking JR Honra, SLC Monterola The Journal of Educational Research 119 (1), 129-139 , 2026 2026 Citations: 20
Culturally Responsive Digital Pedagogy: Integrating Ethnomycology to Foster Scientific Literacy and Conservation Awareness in High School Students F Wibawanti, I Saripah, A Kurniawan, C Atikah, J Honra, RO Khastini Jurnal IPA & Pembelajaran IPA 9 (4), 1291-1307 , 2025 2025
Enhancing High School Biology Education Students’ Transdisciplinary Thinking Through Design Thinking JR Honra The Journal of Experimental Education, 1-17 , 2025 2025 Citations: 10
Educating for Sustainable Cities through Design Thinking J Honra UNIVERSITAS-The Official Journal of University of Makati , 2025 2025
BioResilience: harnessing design thinking to strengthen academic resilience in biology learning JR Honra, SLC Monterola Pedagogies: An International Journal 20 (4), 546-563 , 2025 2025 Citations: 9
Thinking without limits: developing and validating a transdisciplinary thinking scale for Filipino students JR Honra, SLC Monterola Journal of Education and Learning (EduLearn) 19 (3), 1715-1720 , 2025 2025 Citations: 8
Predicting integrated biology-technical-vocational skills through self-regulation in career-oriented pedagogy JR Honra, SLC Monterola, RT Yangco Journal of Education and Learning (EduLearn) 19 (3), 1361-1367 , 2025 2025 Citations: 3
Forecasting cognitive flexibility through academic resilience in design thinking-enhanced biology lessons JR Honra, SLC Monterola Journal of Education and Learning (EduLearn) 19 (3), 1368-1374 , 2025 2025 Citations: 4
Understanding the influence of biomimetic projects on transdisciplinary thinking in biology education JR Honra Innovations in Education and Teaching International, 1-15 , 2025 2025 Citations: 22
Effects of biology design thinking, moderated by resilience, in enhancing cognitive flexibility JR Honra, SLC Monterola The Journal of Educational Research, 1-10 , 2025 2025 Citations: 18
Fostering cognitive flexibility of students through design thinking in biology education JR Honra, SLC Monterola Cogent Education 11 (1), 2415301 , 2024 2024 Citations: 22
Career-focused teaching and its effects on students’ biology-technical-vocational-fused skills JR Honra, SLC Monterola, RT Yangco International Journal of Evaluation and Research in Education (IJERE) 13 (5 … , 2024 2024 Citations: 12
Improving Learning through DOL: The Importance of Instructional Design and Student Engagement S Panda Journal of Learning for Development 11 (1), i-vi , 2024 2024 Citations: 2
Fortifying learners’ self-regulation in biology through career-oriented teaching JR Honra, SLC Monterola, RT Yangco Int J Eval & Res Educ ISSN 2252 (8822), 4331 , 2024 2024 Citations: 13
BUILDING ON SUCCESS: REVISITING THE TELE-ARAL PROGRAM THROUGH THE LENS OF APPRECIATIVE INQUIRY JR Honra PUPIL: International Journal of Teaching, Education and Learning 7 (2), 147-170 , 2023 2023 Citations: 6
Examining Teachers' Technological, Pedagogical, and Content Knowledge (TPACK) in Remote Teaching and Learning Modality JR Honra International Journal of Multidisciplinary: Applied Business and Education … , 2022 2022 Citations: 7
Teachers’ Perceived Challenges and Coping Strategies in Pandemic-Influenced Teaching: Basis for a School-Based Teacher Support Mechanism JR Honra International Journal of Education, Learning and Development 10 (10), 57-73 , 2022 2022 Citations: 7
Development and validation of Filipino learners’ academic resilience scale JR Honra American Journal of Education and Technology 1 (2), 107-113 , 2022 2022 Citations: 13
MOST CITED SCHOLAR PUBLICATIONS
Understanding the influence of biomimetic projects on transdisciplinary thinking in biology education JR Honra Innovations in Education and Teaching International, 1-15 , 2025 2025 Citations: 22
Fostering cognitive flexibility of students through design thinking in biology education JR Honra, SLC Monterola Cogent Education 11 (1), 2415301 , 2024 2024 Citations: 22
Enhancing biology students’ cognitive flexibility through problem-based learning moderated by transdisciplinary thinking JR Honra, SLC Monterola The Journal of Educational Research 119 (1), 129-139 , 2026 2026 Citations: 20
Effects of biology design thinking, moderated by resilience, in enhancing cognitive flexibility JR Honra, SLC Monterola The Journal of Educational Research, 1-10 , 2025 2025 Citations: 18
Fortifying learners’ self-regulation in biology through career-oriented teaching JR Honra, SLC Monterola, RT Yangco Int J Eval & Res Educ ISSN 2252 (8822), 4331 , 2024 2024 Citations: 13
Development and validation of Filipino learners’ academic resilience scale JR Honra American Journal of Education and Technology 1 (2), 107-113 , 2022 2022 Citations: 13
Career-focused teaching and its effects on students’ biology-technical-vocational-fused skills JR Honra, SLC Monterola, RT Yangco International Journal of Evaluation and Research in Education (IJERE) 13 (5 … , 2024 2024 Citations: 12
Enhancing High School Biology Education Students’ Transdisciplinary Thinking Through Design Thinking JR Honra The Journal of Experimental Education, 1-17 , 2025 2025 Citations: 10
BioResilience: harnessing design thinking to strengthen academic resilience in biology learning JR Honra, SLC Monterola Pedagogies: An International Journal 20 (4), 546-563 , 2025 2025 Citations: 9
Thinking without limits: developing and validating a transdisciplinary thinking scale for Filipino students JR Honra, SLC Monterola Journal of Education and Learning (EduLearn) 19 (3), 1715-1720 , 2025 2025 Citations: 8
Examining Teachers' Technological, Pedagogical, and Content Knowledge (TPACK) in Remote Teaching and Learning Modality JR Honra International Journal of Multidisciplinary: Applied Business and Education … , 2022 2022 Citations: 7
Teachers’ Perceived Challenges and Coping Strategies in Pandemic-Influenced Teaching: Basis for a School-Based Teacher Support Mechanism JR Honra International Journal of Education, Learning and Development 10 (10), 57-73 , 2022 2022 Citations: 7
BUILDING ON SUCCESS: REVISITING THE TELE-ARAL PROGRAM THROUGH THE LENS OF APPRECIATIVE INQUIRY JR Honra PUPIL: International Journal of Teaching, Education and Learning 7 (2), 147-170 , 2023 2023 Citations: 6
Forecasting cognitive flexibility through academic resilience in design thinking-enhanced biology lessons JR Honra, SLC Monterola Journal of Education and Learning (EduLearn) 19 (3), 1368-1374 , 2025 2025 Citations: 4
Predicting integrated biology-technical-vocational skills through self-regulation in career-oriented pedagogy JR Honra, SLC Monterola, RT Yangco Journal of Education and Learning (EduLearn) 19 (3), 1361-1367 , 2025 2025 Citations: 3
Convergent effects of design thinking and flipped classroom learning on the agentic engagement of college students JR Honra, JLA Villamin Innovations in Education and Teaching International, 1-16 , 2026 2026 Citations: 2
Improving Learning through DOL: The Importance of Instructional Design and Student Engagement S Panda Journal of Learning for Development 11 (1), i-vi , 2024 2024 Citations: 2
Enhancing High School Biology Education Students' Transdisciplinary Thinking Through Design Thinking (Dec, 10.1080/00220973.2025. 2606241, 2025) JR Honra JOURNAL OF EXPERIMENTAL EDUCATION , 2026 2026
Culturally Responsive Digital Pedagogy: Integrating Ethnomycology to Foster Scientific Literacy and Conservation Awareness in High School Students F Wibawanti, I Saripah, A Kurniawan, C Atikah, J Honra, RO Khastini Jurnal IPA & Pembelajaran IPA 9 (4), 1291-1307 , 2025 2025
Educating for Sustainable Cities through Design Thinking J Honra UNIVERSITAS-The Official Journal of University of Makati , 2025 2025
