Two Voices from the Philippines

The PedPod season finale brings us home to the Philippines through a two-episode special featuring two educators whose work, values, and lived experiences offer powerful insights into what pedagogical innovation can look like when it is deeply human, relational, and context-rooted.

Finale Part 2: Pedagogical Innovation as Being Human

with Teacher Maricar Gustilo-de Ocampo

In this episode, we are joined by Teacher Maricar Gustilo-de Ocampo—early childhood education specialist, teacher educator, mentor, and lifelong practitioner from the Philippines—whose reflections invite us to slow down and return to the heart of education: being human.

Drawing from decades of experience in classrooms, universities, and communities, Teacher Maricar challenges the idea that pedagogical innovation must be fast, technical, or overwhelming. Instead, she speaks of innovation as something deeply relational—rooted in playful mindsets, everyday encounters, and the long work of nurturing kindness, empathy, and joy. For her, children do not need everything to come easy; they need space to struggle, to try again, and to grow through relationships with others and with themselves.

Grounded in Filipino culture, where family, community, and the barangay play a vital role in children’s lives, this conversation reminds us that innovation often means reclaiming what we already know—but may have forgotten: that education is about connection, care, and allowing children to bloom in their own time.

Two Voices from the Philippines

The PedPod season finale brings us home to the Philippines through a two-episode special featuring two educators whose work, values, and lived experiences offer powerful insights into what pedagogical innovation can look like when it is deeply human, relational, and context-rooted.

Finale Part 1: Innovation, Protection, and Care in a Digital World

with Teacher Lester Lim

In this episode, Teacher Lester Lim, Assistant Professor at the University of the Philippines Diliman, offers a thoughtful exploration of pedagogical innovation through the lens of child protection, social-emotional learning, and participation in an increasingly digital world.

As the Philippines navigates its reality as one of the most digitally connected societies, Teacher Lester reflects on how education must respond to children’s online lives—not by simply restricting participation, but by equipping children, families, and educators with the skills to navigate these spaces safely and meaningfully. He shares how participatory and co-design approaches—working with children, parents, and teachers—are central to innovation in his research and practice.

From laboratory schools to community extension work, this episode highlights innovation as a collective, ethical, and collaborative process—rooted in the Filipino value of aruga, a deep and enduring care for children. Teacher Lester’s reflections invite us to see innovation not as an abstract goal, but as a responsibility shaped by concern, context, and care.

Building Shared Understanding in Early Childhood Across Cultures

In this episode, Bradford Wiles—Associate Professor and Extension Specialist at Kansas State University—joins us live from Bergen, Norway, where he’s been a guest researcher at HVL. With a background spanning Silicon Valley, academia, and community-based public health, Bradford’s work bridges early childhood development, outdoor play, and systems that support vulnerable families.

Bradford offers a vivid comparison between the Norwegian and U.S. early childhood landscapes—from Norway’s accessible, play-rich, and child-rights-centered approach to the U.S.’s high costs, scarcity, and structural barriers. His lens as an extension specialist adds a unique dimension: translating research into practical solutions for communities, and bringing community challenges back to inform research.

For Bradford, pedagogical innovation is rooted in “finding novel ways to help people make sense of things… and building shared understanding in ways that are high risk, high reward.” Drawing on Vygotsky, he frames innovation as a blend of theory and content into action—pathways that empower children, embrace risk-taking, and adapt to multiple ways of knowing.

He highlights Norway’s outdoor pedagogy, where rain-soaked exploration and self-navigation are integral to learning, and reflects on the values, leadership, and intentionality that make such innovations thrive. From the critical role of organizational support to mind-mindedness—seeing children as developing minds with agency—Bradford unpacks the enablers and barriers to meaningful change. He also shares candid observations on cultural inclusivity, readiness for change, and why Norwegians should never take their country’s collective approach to care and education for granted.

A conversation rich in perspective, Bradford’s reflections remind us that innovation flourishes where research, community, and trust in children meet.