While I have always loved to teach—and even as a journalist, often integrated research into my daily newsgathering—doing academic research never crossed my mind. Even more unimaginable was teaching research in the School of Graduate Studies or serving as a thesis or dissertation adviser. But one unexpected detour in my career led me to graduate school, where I reluctantly completed my thesis, followed by a dissertation.
Little did I know that those two studies would open the door to a world where research would become an integral part of my professional life. Fast forward to today: I have been teaching Research Methodologies to Public Administration and Business Administration students in the Graduate School, sitting as a panel member during thesis and dissertation defenses, and serving as a peer reviewer for journal publications. Unlike eight years ago, I now love every research-related activity I am involved in. And in my current role as International Relations Officer of STI West Negros University, one of my key responsibilities is creating opportunities for both students and educators to actively engage in research and innovation as part of our thrust on internationalization.
Just last month, I was part of a 16-member delegation, led by our university president Dr. Ryan Mark Molina, who participated in the 12th Huachiew Chalermprakiet University (HCU) International Academic Conference in Bang Phil District, Samut Prakan, Thailand. Our team presented a total of fourteen studies from various fields such as business, humanities, information and communication technology, education, criminal justice education, tourism, management, and public administration. Ten of the presentations were delivered by students—two of whom were from the Master in Public Administration Program—while four were presented by faculty members who also serve as university administrators. All of these studies were aligned with the United Nations Sustainable Development Goals (SDGs) and anchored on the conference theme, “Research to Serve Society,” a fitting reminder of how vital research is in paving the way for meaningful innovation and solutions that address real-world challenges.
A day before the research presentations, university leaders took the stage to share their higher education institutions’ initiatives and breakthroughs, highlighting projects and programs aligned with the SDGs. These exchanges not only showcased the diverse ways universities are contributing to sustainable development but also underscored the shared commitment to using research as a driver for societal change.
Meanwhile, I was privileged to be invited by the Department of the Interior and Local Government–Negros Island Region (DILG–NIR) as a panel reactor at the 2025 Regional Decentralization Conference (ReDeCon), which brought together local government units (LGUs), civil society organizations, the academe, and thought leaders to examine local realities and craft tailored policy solutions. The hybrid conference was led by DILG–NIR OIC Regional Director Lailyn Ortiz, CESO V, and OIC–Assistant Regional Director and Negros Occidental Provincial Director Teodora Sumagaysay. I shared the panel with fellow educators Vice Mayor Justin Gatuslao of Himamaylan City and Elias Patriarca of the University of St. La Salle–Bacolod.
Policy paper presenters came from West Visayas State University–Himamaylan City Campus, Carlos Hilado Memorial State University, Southland College, FAST Central College, Negros Oriental State University, Central Philippine State University, University of Negros Occidental–Recoletos, National University–Bacolod, Project CARES, Recon del Fuego Siquijor (a civil society organization from Siquijor), and DILG personnel.
According to RD Ortiz, from the more or less 20 proposed policy papers presented during the two legs of the ReDeCon, one will be selected and endorsed to the DLGRAP–PMO Central Office as input for future policy and program interventions.
“This continuing initiative underscores the DILG–NIR’s dedication to advancing responsive, evidence-based policymaking rooted in local realities and stakeholder collaboration,” Ortiz said.
In governance, research is the bedrock of evidence-based policymaking. Leaders who rely on solid data—rather than mere intuition or hearsay—are better positioned to craft policies that address real needs, avoid costly mistakes, anticipate social impacts, and maximize public benefit. Social research, such as community surveys and needs assessments, ensures that public programs are inclusive, equitable, and sustainable. In education, research is equally indispensable, driving innovation in teaching methods, curriculum design, and learning technologies, while enabling educators to respond to the evolving needs of students and society. From action research in classrooms that improves engagement to institutional research that guides accreditation and aligns programs with the UN SDGs, research keeps education relevant and future-ready.
The beauty of research is that it links governance and education in a continuous cycle of improvement: good governance funds and supports educational research, while strong educational systems produce informed citizens and competent leaders who enhance governance. Without research, decisions become reactive rather than proactive, wasteful rather than resourceful. But when research is embedded in the culture of leadership and learning, it becomes the seedbed of progress—shaping policies, sharpening minds, and ultimately building a society that is both well-governed and well-educated.*
