Volume 10, Issue 10, October – 2025 International Journal of Innovative Science and Research Technology

ISSN No: -2456-2165 https://doi.org/10.38124/ijisrt/25oct1116

Identifying Best Practices and Current Strengths

of Community Extension Services in Ifugao State
University
Dr. Dino A. Reyes1; Purita P. Cabigat2; Dr. Flordaliza A. Ananayo3
1,2,3
Ifugao State University

Publication Date: 2025/11/04

Abstract: A crucial part of higher education institutions (HEIs) are Community Extension Services (CES), which operate
as a conduit for converting academic knowledge into useful, community-focused solutions. The purpose of this study,
"Identifying Best Practices and Current Strengths of Community Extension Services at Ifugao State University (IFSU),"
was to investigate the institutional advantages, successful strategies, and sustainability mechanisms that contribute to the
social relevance and impact of IFSU's CES programs. Dewey's (1938) Service-Learning Theory and DeBord's (2007)
Collaborative Partnership Framework served as the foundation for this study, which used a qualitative case study design to
investigate the dynamics of CES implementation on university campuses. Interviews, focus group discussions (FGDs), and
document analysis were used to collect data from CES coordinators, students, professors, and community stakeholders.

The results showed a number of interconnected themes that reflected IFSU's strengths and best practices in CES
implementation. These include making sure that extension programs directly support institutional and national development
agendas and that CES activities are strongly aligned with the university's vision, mission, and goals. Partnerships between
local government entities, non-governmental organizations, and industry stakeholders improve resource mobilization and
innovation, according to the study, which also recognized collaboration and partnerships as essential to program
sustainability. Furthermore, departments used their academic knowledge to meet particular community needs, which
strengthened the relevance and efficacy of discipline-based program implementation. While the volunteer culture promoted
a sense of shared commitment among staff, students, and community members, the incorporation of service-learning
methodologies further enhanced student participation and civic duty. Lastly, the continuity and long-term effects of
extension initiatives were guaranteed by the existence of sustainability structures, which included community ownership
and follow-up procedures.

According to the study's findings, community involvement, academic integration, cooperative relationships, and
institutional alignment all work together to make IFSU's Community Extension Services successful. Together, these
elements support CES's long-term viability and revolutionary potential as a platform for social empowerment and inclusive
development. In light of these conclusions, the study suggests that in order to improve community-university collaborations,
service-learning should be further institutionalized, stakeholder collaboration should be improved, discipline-based
extension programs should be developed, and sustainability models should be adopted. The findings offer a useful foundation
for other public schools and universities looking to enhance their CES procedures and make a more significant contribution
to national and local development.

Keywords: Community Extension Services, Best Practices, Higher Education Institutions, Ifugao State University, Service-Learning,
Collaboration, Sustainability.

How to Cite: Dr. Dino A. Reyes; Purita P. Cabigat; Dr. Flordaliza A. Ananayo (2025). Identifying Best Practices and Current
Strengths of Community Extension Services in Ifugao State University. International Journal of Innovative Science and
Research Technology,10(10), 2326-2332. https://doi.org/10.38124/ijisrt/25oct1116

I. INTRODUCTION that tackle social, economic, cultural, and environmental

challenges, CES acts as a link between academic institutions
In state universities and colleges (SUCs), which support and the general public. CES makes it possible for institutions
the tripartite duties of instruction, research, and extension, to make a direct contribution to sustainable development and
Community Extension Services (CES) have emerged as a key nation-building through community-focused programs like
component of higher education institutions (HEIs). By livelihood training, environmental conservation, literacy
converting theoretical knowledge into workable solutions campaigns, and technology transfer. Bringle and Hatcher

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ISSN No: -2456-2165 https://doi.org/10.38124/ijisrt/25oct1116

(1996) assert that integrating extension and service-learning voluntarism; and alignment with national, international, and
programs strengthens academic engagement and fosters civic local development goals. The report also examines excellent
duty, guaranteeing that higher education stays socially CES programs from various departments and campuses that
sensitive and rooted in real-world situations. have improved livelihoods, boosted engagement, and
developed capacity in the community. The research intends
Along with teaching, research, and production, the to create a framework or set of recommendations that other
Commission on Higher Education (CHED) in the Philippines universities can use or modify to improve their own extension
requires that community extension be one of the four main programs by compiling these success stories.
responsibilities of SUCs. The Higher Education Act of 1994,
also known as Republic Act 7722, places a strong emphasis In conclusion, this study aims to give a thorough grasp
on the need for universities to expand their knowledge and of how CES operates efficiently in a state university setting.
resources in order to promote national development priorities The research aims to support policy development, program
and serve communities. Therefore, in addition to meeting the replication, and ongoing improvement in community-
urgent needs of the community, CES activities are planned to university relationships by showcasing the institutional
be in line with the university's vision, mission, and goals as strengths and best practices of IFSU's community extension
well as national and international requirements like the programs. The results should ultimately be a useful tool for
Sustainable Development Goals (SDGs) of the UN and the educators, administrators, legislators, and other interested
Philippine Development Plan. Universities are vital to the parties who want to improve community extension's
empowerment of marginalized groups, social inclusion, and applicability, sustainability, and transformational potential in
collaborations that support self-sufficiency and sustainable Philippine higher education.
development through CES (De Guzman, 2019; Cardenas et
al., 2020). II. REVIEW OF RELATED LITERATURE

Nevertheless, many universities struggle to maintain By providing a crucial link between society and higher
successful CES programs in spite of their significance. The education, Community Extension Services (CES) enable
impact and continuity of extension programs are frequently universities to share their knowledge and innovations with the
hampered by problems like unclear evaluation frameworks, communities they serve. Simpson (2015) asserts that
poor coordination, low faculty involvement, and inadequate successful CES programs combine theoretical understanding
funding. These difficulties emphasize how important it is to with real-world applications to foster learning and social
find and duplicate successful strategies that have shown change. Universities address urgent social, environmental,
quantifiable results. Participatory planning, interdisciplinary and economic issues while promoting reciprocal
collaboration, research-based techniques, and a volunteer development between communities and academic institutions
attitude are characteristics of strong CES implementation, through community-based interventions. Universities' social
according to a number of local and international responsibility is also demonstrated by CES programs, which
organizations (Magno & Pasion, 2021; Gonzales, 2022). make sure that education promotes sustainable and inclusive
Comprehending and recording these processes offers growth, particularly in rural areas where possibilities are still
important insights into what makes CES impactful and few.
sustainable.
Partnerships and collaboration are frequently
Community involvement is ingrained in Ifugao State mentioned as important markers of a successful CES
University's (IFSU) institutional mission. IFSU's extension deployment. Strong partnerships between local government
activities frequently incorporate indigenous knowledge units (LGUs), non-governmental organizations (NGOs),
systems, environmental stewardship, and socio-economic private institutions, and community stakeholders are essential
empowerment because the university is located in a for successful community engagement, according to Byrd et
mountainous and culturally diverse area. By addressing needs al. (2012). Shared resources, technical know-how, and long-
in education, agriculture, business, and cultural preservation, term program sustainability are made possible by these
the institution has developed a strong engagement with local collaborations. Numerous colleges in the Philippines have
communities through a variety of outreach and collaboration provided practical examples of this idea. For example, by
initiatives. As a result, analyzing the advantages and best partnering with LGUs and farmer cooperatives, Benguet
practices of IFSU's Community Extension Services advances State University (BSU) has formalized its extension programs,
both the institution and the larger conversation on successful facilitating the transfer of agricultural technologies and
community involvement strategies in higher education. enhancing livelihoods in Cordillera communities (Tadeo et
al., 2020).In keeping with its mission to produce graduates
The goal of this study is to determine and evaluate who are both culturally aware and globally competitive,
Ifugao State University's Community Extension Services' Ifugao State University (IFSU) has collaborated with regional
best practices and existing advantages. It specifically aims to heritage organizations and governmental organizations to
identify the essential characteristics that contribute to the support indigenous knowledge systems and cultural
significance and sustainability of IFSU's CES programs. preservation in Ifugao (IFSU Annual Report, 2023). These
These qualities include: discipline-based implementation; cooperative examples show how effective CES is improved
integration of research and service-learning; cooperation by robust stakeholder interaction, which keeps programs
among stakeholders; promotion of sustainability and current and sensitive to local circumstances.

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ISSN No: -2456-2165 https://doi.org/10.38124/ijisrt/25oct1116

The Research-Backed Program Design is another well- University is strengthening its CES programs in the meantime.
known best practice that bases CES activities on an This is especially true of initiatives that support heritage
evaluation of community needs and empirical data. conservation, sustainable tourism, and indigenous crafts.
According to Gonzales (2016), community extension needs These programs not only highlight IFSU's prowess in
to be grounded in scientific research to guarantee that community involvement but also its dedication to preserving
interventions are long-lasting and successful. Universities cultural identity and empowering local communities.
may identify urgent community challenges, create data-
driven initiatives, and assess results with this research-based  Theoretical Framework
method. Mariano Marcos State University (MMSU), for Two interconnected frameworks serve as the
instance, uses science-based solutions for renewable energy foundation for this investigation: the Collaborative
and sustainable agriculture initiatives that benefit rural Partnership Framework (DeBord, 2007) and the Service-
farmers as part of its extension programs that incorporate Learning Theory (Dewey, 1938). Dewey's Service-Learning
applied research (MMSU Research and Extension Bulletin, Theory places a strong emphasis on combining community
2021). Participatory action research is also used by the involvement with experience learning. It implies that when
University of the Philippines Los Baños (UPLB) in its CES students use their academic knowledge in practical contexts,
framework, enabling local communities to jointly develop meaningful learning takes place, encouraging introspection,
solutions that tackle their particular problems. Thus, research civic engagement, and personal development. This paradigm
serves as the cornerstone for impact and innovation, ensures that learning results transcend academic borders by
guaranteeing that CES programs are well-founded, offering the pedagogical underpinnings for CES to connect
quantifiable, and flexible enough to adjust to shifting classroom instruction with field-based service. Additionally,
circumstances. service-learning strengthens the mutually beneficial
interaction between communities and universities, in which
Another essential component of a successful CES both sides gain from empowerment and shared learning.
deployment is the service-learning approach. Service-
learning, which has its roots in Dewey's (1938) experiential This is supported by DeBord's (2007) Collaborative
learning theory, combines classroom instruction with Partnership Framework, which emphasizes the importance of
practical experience. According to Bowen (2005), this collaboration between government agencies, business
method fosters civic duty and empathy by tying theoretical enterprises, community organizations, and academic
instruction to community service, which improves student institutions in attaining fruitful and long-lasting CES results.
learning. Service-learning has becoming a more popular This approach places a strong emphasis on stakeholders'
extension approach at Philippine colleges. For example, to shared accountability, shared governance, and respect for one
increase student involvement in nation-building, the another. Universities are better able to integrate
University of Santo Tomas (UST) and Ateneo de Manila interdisciplinary expertise, mobilize resources, and sustain
University (ADMU) integrate service-learning initiatives into long-term program sustainability through cooperative
their education, health, and environmental courses. Students partnerships. This framework supports Ifugao State
at IFSU engage in literacy outreach, environmental University's collaborative extension approach, which
awareness campaigns, and livelihood workshops in combines academic innovation, local knowledge, and
neighboring barangays as part of service-learning that is governmental policies to provide culturally grounded and
included into courses offered by the College of Education and responsive community initiatives. By emphasizing the
College of Arts and Sciences. These initiatives are prime importance of experiential learning and collaborative
examples of how educational establishments may foster civic involvement as key components of successful, inclusive, and
engagement and promote the well-being of their communities. transformative extension work, these frameworks
collectively provide a solid theoretical foundation for
CES programs' strengths are frequently found in their comprehending the dynamics of CES.
conformity to institutional mandates and the mission-vision
of the university. According to Israel and Ilvento (2005),  Synthesis of the Review of Related Literature
outreach efforts at universities with established CES The literature study emphasizes how important
frameworks—backed by finance, administrative frameworks, Community Extension Services (CES) are to higher
and faculty training—are more successful. CHED education institutions' social duty. CES acts as a medium for
Memorandum Order No. 52, s., in the Philippines. 2016 converting scholarly knowledge into concrete community
highlights the need for SUCs to make sure that their extension benefits in both local and global contexts. Effective CES
initiatives take into account national development objectives, programs must incorporate participatory participation,
academic knowledge, and institutional agendas. For instance, research integration, and educational transformation,
the development of complete CES systems with an emphasis according to scholars like Bringle and Hatcher (1996) and
on agri-technology dissemination, climate resilience, and Simpson (2015). These viewpoints make it clear that the
rural enterprise development has been carried out by Central reciprocity principle—the idea that the institution learns from
Luzon State University (CLSU) and Visayas State University the community as much as it serves it—is the foundation
(VSU). These programs guarantee discipline-based execution upon which CES is built.
by utilizing student involvement and instructor competence.
By institutionalizing volunteerism, research-extension A review of numerous studies shows that successful
integration, and cultural responsiveness, Ifugao State CES programs share a number of characteristics. The most

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ISSN No: -2456-2165 https://doi.org/10.38124/ijisrt/25oct1116

important of them are service-learning integration, research- influence by recording the lived experiences and narratives of
based program design, and cooperation and partnerships. persons involved in CES activity. To assure validity and
Research-based frameworks (Gonzales, 2016; Israel & triangulate findings, the primary methods of data collection
Ilvento, 2005) guarantee that interventions are responsive to are document analysis, focus group discussions (FGDs), and
real community needs rather than presumptions, while studies interviews.
by Byrd et al. (2012) and DeBord (2007) confirm that multi-
sectoral collaboration improves program sustainability and The study's research setting included several campuses
reach. By involving professors and students in meaningful, in the university system renowned for its varied and active
reflective service that enhances academic and civic learning, CES involvement. Because these campuses encompass both
the incorporation of service-learning theory (Dewey, 1938; urban and rural locations, the researcher can document a
Bowen, 2005) has been demonstrated to enhance CES's variety of extension work techniques, difficulties, and
educational function. innovations. A more comprehensive view of how CES
initiatives are tailored to the needs of local communities were
By placing CES within the framework of the national possible due to the diversity of geographical and
development strategy and the Commission on Higher socioeconomic situations. Because each campus carries out
Education's (CHED) responsibilities, Philippine studies initiatives that represent distinct thematic priorities—like
contribute to this conversation. The localized implementation livelihood training, education, cultural preservation, and
of these global concepts is exemplified by the extension agricultural sustainability—they are perfect places to find
activities of organizations like Mariano Marcos State best practices that can be replicated.
University, Ifugao State University, Central Luzon State
University, and Benguet State University. These SUCs have A wide range of stakeholders who are actively
demonstrated best practices in livelihood improvement, participating in CES activities were among the study's
environmental sustainability, indigenous knowledge participants. These included students who volunteer or intern
preservation, and agricultural technology transfer—all of in community outreach programs; faculty members who act
which are based on solid collaborations and community as extension facilitators or subject-matter experts; CES
involvement. Even so, a lot of institutions still deal with program directors and coordinators who manage project
persistent issues with program continuity, stakeholder planning and execution; and community stakeholders,
involvement, monitoring systems, and financial allocation. including CES beneficiaries, local government
representatives, and non-governmental organizations. Their
The necessity for a more methodical identification and combined knowledge was crucial for comprehending
recording of CES's institutional strengths and best practices institutional and community viewpoints regarding the
is highlighted by this gap. Few studies have explicitly benefits and effects of CES programs.
examined the internal mechanisms, alignment with the
university's vision and mission, and sustainability strategies Participants were chosen using a purposive sampling
within the setting of state universities, especially those in the strategy. This approach is appropriate for qualitative research
Cordillera region, despite the fact that prior research has since it focuses on people who are well-versed in the topic
provided a general description of successful extension being studied. To guarantee thoughtful and well-informed
programs. By analyzing the current strengths and best answers, respondents were selected based on their active
practices of Ifugao State University's Community Extension participation in CES events for a minimum of three years.
Services, the current study aims to close this gap. By doing Interviews were conducted with about 50 participants, who
this, the study hopes to theoretically and practically add to the represented different university campuses and departments.
expanding corpus of research on university-community The sample size were adequate to achieve data saturation and
engagement and offer other SUCs that want to improve the fully represent the range of CES experiences in various
efficacy, relevance, and long-term effects of their extension circumstances.
programs a replicable model.
Three primary methods were employed for gathering
III. METHODOLOGY data: document analysis, focus group discussions (FGDs),
and semi-structured interviews. CES coordinators, instructors,
The best practices and present advantages of and community partners participated in semi-structured
Community Extension Services (CES) programs at Ifugao interviews to obtain in-depth information about management
State University are investigated in this study using a techniques, best practices, and the programs' perceived
qualitative case study design. Because it enables a thorough strengths. Open-ended questions were used in the interview
understanding of the social interactions, institutional guide to let participants talk freely about their experiences.
procedures, and human experiences that influence CES Focus groups with students and community stakeholders
implementation, a qualitative approach is suitable for this were arranged in the meantime to investigate their shared
study. By capturing the viewpoints of various stakeholders viewpoints on the advantages, difficulties, and efficacy of
engaged in planning, execution, and assessment, the case CES. Participants were encouraged to interact during the
study method, in particular, allowed the researcher to FGDs, which yielded more varied and rich perspectives.
examine CES initiatives within their actual environment. This Finally, pertinent materials including CES program reports,
technique offered a thorough understanding of how extension annual evaluations, policy documents, and case studies were
programs function, achieve success, and maintain their analyzed. These textual sources provided institutional and

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ISSN No: -2456-2165 https://doi.org/10.38124/ijisrt/25oct1116

historical background for the study and act as secondary data dedication to regional and national development objectives
to support and enhance interview findings. rather than just outreach initiatives.

Obtaining approval from the university administration Collaboration and collaborations emerged as a key
and the CES offices on a few chosen campuses was the first component of CES success, which is another important
step in the data collection process. Following clearance, the discovery. Respondents explained how CES initiatives'
researchers got in touch with the selected participants to sustainability and reach are improved through collaborations
arrange FGDs and interviews at times that work for both with industry stakeholders, non-governmental organizations
parties. In order to allow for extensive interaction and (NGOs), and local government units (LGUs). These
observation, data collection took place across a number of partnerships frequently offer technical, logistical, and
weeks. With the participants' permission, all interviews and financial assistance that improves program execution and
conversations were audio recorded, and they were thereafter permits more thorough service delivery. In addition to
transcribed for analysis. In order to gather data pertinent to fostering opportunities for shared learning and innovation,
the study's goals, the researchers also examined CES-related collaborative efforts between the institution and outside
reports, policy manuals, and paperwork. Triangulation partners guarantee that CES programs continue to be
between various sources improved the conclusions' responsive to changing community needs.
dependability and believability.
The significance of discipline-based CES programs is
The study used both content analysis and thematic emphasized in a third theme. According to the study,
analysis for data analysis. Qualitative information from extension programs rooted in academic departments' specific
interviews and focus group discussions were examined using knowledge—such as those in agriculture, engineering,
thematic analysis. The researcher coded replies, looked for education, and health sciences—tend to be more targeted,
trends, and grouped them into emergent themes pertaining to pertinent, and effective. For example, education departments
institutional strengths and best practices in CES drive literacy and skill development programs, while
implementation, using Braun and Clarke's (2006) six-phase agriculture departments frequently lead programs pertaining
model. This approach made it possible to interpret the to food security and sustainable farming. In addition to
meanings and experiences of participants. In the meantime, optimizing professor and student competence, this alignment
CES reports and associated papers were subjected to content of extension work with academic subjects raises the caliber
analysis in order to pinpoint recurring tactics, ideas, and and legitimacy of community initiatives.
results that define effective programs. The study combined
insights from many data sources to create a thorough The results also highlight how service-learning
narrative on what makes CES practices durable and effective strategies are increasingly being included into CES
by integrating several analytical methodologies. implementation. According to respondents, programs that
integrate service-learning concepts typically result in higher
All things considered, this methodological approach levels of student involvement and enable students to apply
guaranteed a methodical, reliable, and contextually aware their theoretical knowledge in authentic community contexts.
examination of community extension services at the chosen Both communities and students gain from this pedagogical
university. The study's objective of identifying the concrete approach; communities obtain valuable services that tackle
and intangible elements that contribute to the success and urgent problems, and students acquire real-world, life-
sustainability of CES initiatives was supported by the changing learning experiences. Students' civic awareness and
integration of several qualitative methodologies, including sense of social duty are strengthened by the service-learning
document analysis, FGDs, and interviews. framework, which closes the gap between classroom
instruction and real-world situations.
IV. RESULTS AND DISCUSSION
The study also found that community involvement and
The study's findings, which were obtained through voluntarism are important advantages of CES initiatives.
thematic and content analysis of focus groups, interviews, Faculty, students, and community partners who actively
and document reviews, show a number of related themes that participate in volunteer-based activities cultivate a feeling of
emphasize the current strengths and best practices of collective responsibility, compassion, and ownership.
Community Extension Services (CES) at Ifugao State According to the respondents, this volunteerism is a hallmark
University and similar state universities. The remarkable of successful CES programs because it fosters camaraderie,
connection of CES programs with the university's vision, improves teamwork, and guarantees continuity even when the
purpose, and goals is among the most notable themes that project is over. Volunteers' feelings of satisfaction and pride
surfaced. Successful CES initiatives, according to serve to strengthen the university's service-oriented culture.
respondents, are those that unmistakably embody the
organization's mission to support inclusive development and Finally, a key element in guaranteeing the long-term
societal transformation. These initiatives aim to further the viability of CES projects is sustainability models. Projects
university's primary missions of teaching, research, and with regular monitoring, organized follow-up procedures,
service while also empowering underserved areas. The and strong community ownership typically have a bigger and
intentional alignment guarantees that extension initiatives are longer-lasting impact, according to respondents. When
strategic endeavors that represent the university's long-term communities are given the autonomy to carry out the projects

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on their own with sporadic university involvement, development initiatives, while agriculture programs might
sustainability is attained. The most successful programs have concentrate on sustainable farming technology.
sustainability elements incorporated in, like livelihood
development, skills training, and ongoing capacity-building, Finally, to guarantee the long-term impact of CES
which guarantee that communities can maintain gains even programs, colleges should set up a thorough sustainability
after official project conclusion, according to documentation structure. This entails regular monitoring and assessment,
analysis. follow-ups after the project, and capacity-building exercises
that enable community members to continue projects on their
Overall, the findings support the notion that strategic own. Additionally, by including sustainability concepts into
alignment with institutional goals, cooperative collaborations, CES planning and execution, programs are kept flexible
discipline-based focus, service-learning integration, active enough to adjust to shifting community circumstances. State
involvement, and sustainability frameworks are key colleges like Ifugao State University can further solidify their
components of successful CES programs at state universities. position as social progress agents by implementing these
Effective community extension work is built on these suggestions, combining research, service, and knowledge for
interrelated components, which show how educational the good of their local communities and the advancement of
institutions may significantly support social change and national development.
community empowerment.
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