Personalized Positive Behaviors on the Sustainable Development Goal on Quality Education toward Education Without Exclusion among Multidisciplinary Instructors

Abstract

This study explored the personalized positive behaviors of multidisciplinary instructors toward the promotion of Sustainable Development Goal 4 (SDG 4) on Quality Education and education without exclusion. The study employed an exploratory qualitative research design involving 17 multidisciplinary college instructors from selected higher education institutions in the Philippines. Data were gathered through semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings revealed that instructors associate quality education with inclusive and learner-centered teaching, professional adaptability and instructional innovation, ethical responsibility and professional integrity, and reflective teaching practices for continuous improvement. Participants emphasized that empathy, flexibility, professionalism, and continuous self-improvement are essential in promoting meaningful and equitable learning experiences for diverse learners. The study concludes that personalized positive behaviors among instructors contribute significantly to the achievement of quality education and inclusive educational practices in higher education settings.