Abstract

Despite the proliferation of higher education extension initiatives, limited empirical evidence exists on the sustained multidimensional impact of long-term community-based programs, particularly in rural Philippine contexts. This study assessed the impact of the three-year extension program of ISPSC Santiago Campus and described participants’ lived experiences using a concurrent mixed-methods design involving program recipients as respondents. Quantitative findings revealed a very high overall impact (M=4.63), with income stability and economic empowerment, skills enhancement, and program implementation and responsiveness obtaining the highest mean (M=4.67). Employment outcomes and program sustainability followed (M=4.66), while inclusivity, social reintegration, digital skills, and leadership development also registered very high ratings. The qualitative results generated six themes: resilient livelihood and economic stability; advancement of employability and technical competence; nurturing digital and technology-responsive skills; growth in self-confidence and social reintegration; accessible and inclusive community empowerment; and yielding sustainable community and personal development. Findings indicate that the program not only enhanced economic and technical capacities but also fostered social inclusion, personal transformation, and long-term community development among beneficiaries. It is concluded that sustained extension interventions are vital mechanisms for inclusive development and workforce readiness in higher education institutions. The study underscores the importance of integrating skills training, digital literacy, and community empowerment strategies to ensure sustainable socio-economic transformation among marginalized groups. It further recommends continuous monitoring, stakeholder collaboration, and scaling up of extension programs to maximize long-term impact and policy relevance in state universities and colleges. Future research may explore comparative impacts across regions and program types in the Philippines.

Full Article

DOI: 10.56901/BVRS7051

References

Angco, R. J. N. (2026). Bridging academia and communities through higher education extension programs in the Philippines: A meta-synthesis toward theory generation. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1764682

Aquino, R. T., & Ramos, E. P. (2022). Community extension programs and employability development among marginalized sectors in the Philippines. International Journal of Educational Development, 90, 102543. https://doi.org/10.1016/j.ijedudev.2022.102543

Asuncion, R. C., & Orbeta, A. C. (2021). Technical and vocational education and training (TVET) and labor market outcomes in the Philippines. Journal of Southeast Asian Economies, 38(3), 405–423. https://doi.org/10.1355/ae38-3d

Azarias, R. A. (2022a). English as medium of instruction: The case of technology-related classrooms. In Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021) (Vol. 630, pp. 301–312).

Azarias, R. A. (2022b). Milieu of English language use in industrial-technical classrooms: Implication for intervention and policy formulation. International Journal of Research Studies in Education, 11(12), 103–124. https://doi.org/10.5861/ijrse.2022.332

Azarias, R. A., Garcia, A. F., & Garlejo, V. G. (2022). Heirloom food preservation techniques and languages of the Indigenous Peoples of Cervantes, Ilocos Sur, Philippines. Journal of Humanities and Social Sciences Studies, 4(1), 262–269. https://doi.org/10.32996/jhsss.2022.4.1.26

Bautista, M. S., &Lepran, M. (2026). Work-based learning and employability confidence among technical-vocational trainees. CMRU Research Journal, 18(1), 55–72. https://doi.org/10.6084/m9.figshare.279569

Bebbington, A. (1999). Capitals and capabilities: A framework for analyzing peasant viability, rural livelihoods and poverty. World Development, 27(12), 2021–2044.

Bloom, J. D. (2021). Spiraling up: Using ripple effect mapping to evaluate how an extension volunteer program increases community development capacity. Community Development, 52(1), 22–41. https://doi.org/10.1080/15575330.2020.1830816

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE Publications.

Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238

Briones, G. S., Navarro, R. L., & Santos, M. J. (2021). Extension services and socioeconomic empowerment among rural communities in higher education institutions. Asia Pacific Journal of Multidisciplinary Research, 9(3), 45–54.

Brubacher, L. J., Lau, L. L., Bustos, M., et al. (2024). Exploring the use of multiple participatory tools to engage community health workers in program evaluation and implementation: A case study from the Philippines. Journal of Community Health Research, 45(4). https://doi.org/10.1177/2752535X241280353

Cabero-Almenara, J., & Valencia-Ortiz, R. (2021). Digital competence in higher education and community engagement initiatives. Education Sciences, 11(9), 522. https://doi.org/10.3390/educsci11090522

Corpuz, D. A., Time, M. J. C., &Afalla, B. T. (2022). Empowering the community through the extension services of a teacher education institution in the Philippines. Cogent Education, 9(1), 2149225. https://doi.org/10.1080/2331186X.2022.2149225

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

Dela Cruz, J. L., Estrañero, A. G., &Rante, J. A. (2023). The perceived impact of the LGU-funded extension programs in Ilocos Sur Polytechnic State College – Santiago Campus. International Journal of Multidisciplinary: Applied Business and Education Research, 4(7). https://doi.org/10.11594/ijmaber.04.07.39

Dela Cruz, J. P., & Mendoza, A. L. (2023). Sustainable extension practices and community livelihood enhancement in state universities and colleges. Journal of Community Development Research, 16(2), 88–101. https://doi.org/10.14456/jcdr.2023.8

Dooley, K. E., & Roberts, T. G. (2020). Agricultural education and extension curriculum innovation: The nexus of climate change, food security, and community resilience. Journal of Agricultural Education and Extension, 26(1), 1–3. https://doi.org/10.1080/1389224X.2019.1703507

Dushkova, D., &Ivlieva, O. (2024). Empowering communities to act for a change: A review of community empowerment programs towards sustainability and resilience. Sustainability, 16(19), 8700. https://doi.org/10.3390/su16198700

Eadie, P., Atienza, M. E., & Tan-Mullins, M. (2020). Livelihood and vulnerability in the wake of Typhoon Yolanda: Lessons of community and resilience. Natural Hazards, 103, 211–230. https://doi.org/10.1007/s11069-020-03984-z

Esteban, A. P., et al. (2024). Assessing the impact of community extension program in a Philippines state university: A comprehensive framework and analysis. Edelweiss Applied Science and Technology, 9(2). https://doi.org/10.55214/25768484.v9i2.4853

Fu, J., Omar, M., Kamaruzaman, F. M., & Kang, D. (2025). Work-integrated learning and students’ employability competences in Chinese TVET: The mediating role of digital literacy. International Journal of Learning, Teaching and Educational Research. https://doi.org/10.26803/ijlter.25.3.34

Galiwango, H., Miiro, R. F., Turyahabwe, N., &Egeru, A. (2022). Does the climate-smart village extension model enhance farmer empowerment? Outlook on Agriculture, 51(3), 281–292. https://doi.org/10.1177/00307270221113600

Garcia, M. B., Mangaba, A. B., &Laguador, J. M. (2021). Community empowerment through university extension programs in the Philippines. International Journal of Evaluation and Research in Education, 10(3), 1045–1052. https://doi.org/10.11591/ijere.v10i3.21345

Guetterman, T. C., Fetters, M. D., & Creswell, J. W. (2015). Integrating quantitative and qualitative results in health science mixed methods research through joint displays. Annals of Family Medicine, 13(6), 554–561. https://doi.org/10.1370/afm.1865

Herrera, F. T., &Cacayan, P. R. (2010). Impact assessment of community extension services of Saint Joseph Institute of Technology at Village Lumbocan, Butuan City. JPAIR Multidisciplinary Research, 4(1), 153–167. https://doi.org/10.7719/jpair.v4i1.106

Ivankova, N. V., & Wingo, N. P. (2018). Applying mixed methods in action research: Methodological potentials and advantages. American Behavioral Scientist, 62(7), 978–997. https://doi.org/10.1177/0002764218772673

Labao, A. B., Naval, P. C., Yap, D. L. T., & Yap, H. T. (2020). Using deep-belief networks to understand propensity for livelihood change in a rural coastal community to further conservation. Conservation Biology, 34(4), 1008–1016. https://doi.org/10.1111/cobi.13497

Labayo, C. P. (2022). Impact evaluation of teacher-training extension program in higher education: A qualitative assessment approach. The Normal Lights.

Llenares, I. I., &Deocaris, C. C. (2018). Measuring the impact of a community extension program in the Philippines. Malaysian Journal of Learning and Instruction, 15(1), 35–55. https://doi.org/10.32890/mjli2018.15.1.2

Mariano, M. L., & Tantoco, C. A. (2023). Assessment of employability skills of technical-vocational education and training (TVET) graduates: Basis for an enhancement program. International Journal of Educational Research and Innovation, 20, 115–128. https://doi.org/10.46661/ijeri.6789

McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. American Journal of Public Health, 78(1), 93–98.

Micabalo, K. G. (2022). Assessment for a sustainable livelihood driver: The economic, social and environmental viewpoint of a community extension program. Asian Review of Social Sciences, 11(2), 1–8. https://doi.org/10.51983/arss-2022.11.2.3240

Muslim, R., &Ariyanto, E. D. (2023). Digital literacy as a catalyst for future workforce: Enhancing vocational graduates’ employability in the digital economy. Literate: International Journal of Social Science and Humanities, 3(1), 1–15. https://doi.org/10.52005/literate.v3i1.29

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://doi.org/10.1177/1609406917733847

Nugraha, A., Hidayat, T., & Suryani, N. (2020). Enhancing employability skills through competency-based training in vocational education. International Journal of Instruction, 13(4), 1–16. https://doi.org/10.29333/iji.2020.1341a

Oliva, A. A. (2024). Therapeutic community treatment modality program implemented in Camarines Sur Polytechnic Colleges: A mechanism for social reintegration. Research and Analysis Journal, 7(11), 26–32. https://doi.org/10.18535/raj.v7i11.481

Omblero, H. Q. (2020). Summative evaluation of community extension project: A phenomenological inquiry. Journal of Advanced Research in Social Sciences and Humanities, 5(3), 103–107. https://doi.org/10.26500/JARSSH-05-2020-0304

Ontal, J. D., & Rabang, J. O. (2026). Impact of student involvement in community extension programs: A Philippine higher education study. Asian Journal of Education and Social Studies, 52(3), 444–452. https://doi.org/10.9734/ajess/2026/v52i32920

Raton-Hibanada, R., Castulo, N. J., de Vera, J. L., et al. (2025). Examining gender equality, diversity, and inclusion: A case study of community extension programs in a Philippine university. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1583997

Saggurti, N., Atmavilas, Y., Porwal, A., & Irani, L. (2020). Evaluation of a community-based intervention for health and economic empowerment of marginalized women in India. BMC Public Health, 20, 1766. https://doi.org/10.1186/s12889-020-09884-y

Salazar, T. B. (2020). An impact study of the community extension programs in a state college in the Philippines. International Journal of Educational Sciences, 29(1–3), 16–23. https://doi.org/10.31901/24566322.2020/29.1-3.1129

San Diego, S. F. C. (2025). From incarceration to integration: A phenomenological inquiry of aftercare programs. EPRA International Journal of Multidisciplinary Research. https://doi.org/10.36713/epra24565

Santos, A. R., Galano, J. A., Claudio, E. G., & Obligado, J. R. T. (2025). Project Liwanag Kita: Assessing its impact on community empowerment and economic development. International Journal of Public Policy and Administration Research, 12(1), 1–15. https://doi.org/10.18488/74.v12i1.4152

Sarenas, R. G., Serabia, C. M., Camitoc, A. C., & Cagara, J. N. (2024). Lived experiences of former persons deprived of liberty on welfare and development program. https://doi.org/10.5281/zenodo.12497533

Sayson, S. M. J. (2024). Assessing the impact, alignment with Sustainable Development Goals, challenges, and sustainability of community extension projects in Philippine State Universities and Colleges (SUCs): A scoping review. Journal of Harbin Engineering University, 45(10), 51–59. https://doi.org/10.22144/ctujoisd.2024.290

Singh, N., Bhardwaj, N., Kashyap, S. K., & Chauhan, A. (2020). Vocational trainings for economic and psychological empowerment of farm women: A study of Nainital District. Indian Journal of Extension Education, 56(3), 27–31. https://doi.org/10.48165/IJEE.2020.56306

Terano, H. J. R., &Tomenio, F. H. (2025). Assessment of the perceived impact of extension activities and services: A basis for extension sustainability for the civil engineering program in a state college in the Philippines. Journal of Information Systems Engineering and Management, 10(40s). https://doi.org/10.52783/jisem.v10i40s.7266

Tsai, L. C., Seballos-Llena, I. F., & Datta, R. (2017). Participatory assessment of a matched savings program for human trafficking survivors in the Philippines. Forum Qualitative Sozialforschung, 18(2). https://doi.org/10.17169/fqs-18.2.2748

UNESCO. (2022). Transforming education through community engagement and lifelong learning. UNESCO Official Website.

van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2014). The digital divide shifts to differences in usage. Journal of Communication, 64(3), 507–526.

van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017

Voith, L. A., & Blakey, J. M. (2016). Restoring and empowering traumatized girls in a Philippines-based independent living program. International Journal of Mental Health and Addiction, 11(3), 257–268. https://doi.org/10.1007/s40653-016-0116-x

Wallerstein, N. (2006). What is the evidence on effectiveness of empowerment to improve health? World Health Organization Regional Office for Europe (Health Evidence Network Report).

Zhong, Z., &Juwaheer, S. (2024). Digital competence development in TVET with a competency-based whole-institution approach. Vocational Training Education Journal. https://doi.org/10.54844/vte.2024.0591