Design Thinking-Driven Policy Imperatives for the Curricular Integration of PISA 2029’s MAIL Competency in Filipino In-Service Teacher Training

Sardo, Marge Joseph and Villanueva, Roxan and David, Christine Joy and Coronado, Pedro III and Obmerga, Marwin (2026) Design Thinking-Driven Policy Imperatives for the Curricular Integration of PISA 2029’s MAIL Competency in Filipino In-Service Teacher Training. GILE JOURNAL OF SKILLS DEVELOPMENT, 6 (1). pp. 32-48. ISSN 2732-3781

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Abstract

In the Philippine educational context, In-Service Teacher Training (INSET) remains central to teacher professional development and to sustaining educational reforms. As technological innovations—particularly artificial intelligence (AI)—reshape teaching and learning, teachers face increasing pressure to integrate AI and media tools in ways that are meaningful, ethical, and pedagogically sound. However, many existing INSET programmes continue to prioritise tool-based demonstrations rather than structured and reflective pedagogical practice, while challenges such as the digital divide, limited infrastructure, and unequal access to technology constrain responsible implementation. This descriptive-exploratory study examines how integrating Design Thinking (DT) and Media and Artificial Intelligence Literacy (MAIL) within INSET can strengthen teachers’ capacity to respond to these challenges while aligning professional development with international benchmarks such as the Programme for International Student Assessment (PISA) 2029 framework. The paper develops a conceptual framework illustrating how DT-informed INSET can operationalise MAIL competencies through practices such as ethical reflection, bias evaluation, iterative prototyping, peer feedback, and stakeholder validation. The analysis also considers feasibility factors including institutional readiness, technological resources, and sustainability requirements. By strengthening teachers’ capacity to integrate ethical AI use, media evaluation, and human-centred problem solving into classroom practice, the proposed DT–MAIL–informed INSET approach functions as a skills multiplier that supports learners’ development of critical thinking, ethical reasoning, digital literacy, adaptability, and other future-ready competencies.

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