Narratives of teachers Using Edutainment Tools in Marginalized Areas

Maria Kristine Ellen L. Lagura¹*, & James L. Paglinawan²
¹Professional Education, Department, Central Mindanao University, Philippines
²Professional Education, Department, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81019

Abstract

This qualitative study explores the lived experiences of eight teachers from Cabayugan Elementary School using edutainment tools in marginalized areas. Employing a phenomenological approach, it investigates teachers’ motivations, challenges, perceived effectiveness, and recommendations regarding the integration of educational entertainment tools in instruction. Data were collected through semi-structured interviews, reflective journals, and classroom observations. Thematic analysis revealed four emergent themes: motivated engagement, infrastructure challenges, instructional effectiveness, and need for professional development. Findings show that teachers are driven by a desire to make learning enjoyable and engaging despite limited resources, unreliable internet, and lack of equipment. They creatively adapt tools to local contexts, fostering improved student motivation and retention. Teachers advocate for systematic training and investment in infrastructure to sustain edutainment use. The study underscores teachers’ resilience and innovative pedagogical practices in enhancing educational equity in under-resourced communities. Implications for policy include the importance of targeted capacity building, resource allocation, and support for grassroots innovation in digital education. The research adds valuable insight into how marginalized schools can capitalize on edutainment tools to bridge educational gaps and promote learner engagement.

Keywords: edutainment tools, marginalized areas, qualitative research, teacher narratives, educational technology, instructional innovation, rural education, phenomenology, thematic analysis.

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