ql-align-justify">In the Philippine educational context, social learning supported by ubiquitous learning devices is evident in the widespread use of smartphones and social media platforms among Senior High School students. Learners commonly utilize tools such as Messenger, Facebook Groups, and Google Classroom to collaborate on academic tasks beyond the classroom. For example, in group research projects, students communicate through chat groups where they share resources, discuss ideas, and provide real-time feedback. This continuous interaction allows learning to extend beyond school hours and physical spaces, making it more flexible and accessible (UNESCO, 2020).

This practice reflects key principles of social learning, particularly the idea that knowledge is constructed through interaction and collaboration. Anchored in Bandura’s Social Learning Theory and Vygotsky’s Social Constructivism, students learn from one another through observation, modeling, and dialogue rather than relying solely on the teacher (Bandura, 1977; Vygotsky, 1978). Ubiquitous devices like smartphones play a critical role in enabling this process, especially in the Philippine setting where access to computers may be limited. These tools promote learner autonomy and participation, while teachers shift toward facilitative roles that support and scaffold student learning (Traxler, 2018).

However, the implementation of this approach also presents challenges, including unequal access to reliable internet connectivity, potential distractions from social media, and gaps in digital literacy. Despite these limitations, social learning through ubiquitous devices represents a significant pedagogical shift toward more learner-centered and collaborative education. When effectively guided, it enhances engagement, deepens understanding, and promotes meaningful learning experiences aligned with 21st-century educational demands (Redecker, 2017; Selwyn, 2016). References

Bandura, A. (1977). Social Learning Theory. Prentice Hall.

Redecker, C. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). European Commission.

Selwyn, N. (2016). Education and Technology: Key Issues and Debates (2nd ed.). Bloomsbury.

Traxler, J. (2018). Learning with Mobiles in Developing Countries: Technology, Language, and Literacy. International Journal of Mobile and Blended Learning, 10(2), 1–15.

UNESCO. (2020). Distance Learning Strategies in Response to COVID-19 School Closures. UNESCO.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Social Learning in Senior High School in the Philippines