03742nam a22004217a 4500 OSt 20260521174639.0 a 260519b |||||||| |||| 00| 0 eng d Foundation University eng Foundation University Foundation University GS (MAED-Eng-Th) LG 221 D35 G73 A5 E38 2026 G66 Gomez, Mary Grace P. author. 15022 Classroom voices : teachers and educational memes / by Mary Grace P. Gomez. Dumaguete City, Negros Oriental : Foundation University, 2026. 2026. thesis x, 181 leaves : ill.(some color.,) ; 28 cm. leaves rdacontent text txt rdamedia unmediated n GS (MAED-Eng-Th) volume nc rdacarrier GS (MAED-Eng-Th) A study on the use and significance of educational memes among teachers and within classroom culture. Graduate thesis (Master of Arts In Education Major in English) -- Foundation University, 2026. Includes bibliographical references and appendices. Abstract This study examined the lived experiences of teachers integrating educational memes into their instructional practices. Employing a descriptive phenomenology research design the researcher conducted semi-structured interviews with seven (7) secondary teachers from the Division of Siquijor, selected through purposive sampling Data were analyyzed using Colaizzi's seven-step method to extract core meanings from the participants' narratives. Eight emergent themes developed: (1) From Scroll to School, (2) Meme-ingful Pedagogy, (3) Memes in Motion, (4) Emotional Imprints, (5) Laughter Meets Accountability, (6) Context Makes It Click, (7) Metamorphosis of the Mind, and (8) The Viral Ceiling. Findings indicated that meme integration meaningfully bridges digital culture and classroom learning by enhancing student engagement retention, and 21st-century skills; however, effective use requires deliberate instructional planning, ethical screening, cultural sensitivity, and activation of prior knowledge to ensure memes serve as scaffolds rather than distractions. The study recommended capacity-building initiatives for teachers on responsible digital content use and strategic alignment of memes with learning competencies, while future research should employ experimental and comparative designs to examine learning outcomes across subjects and grade levels. By capturing teachers lived experiences, this study contributed to a deeper understanding of digtal content integration and informed innovative instructional practices that utilized memes to enhance learning in contemporary classrooms. Keywords: Educational Memes, Lived Experience. Meme Integration, Phenomenology, Teachers Experiences Teachers Use of Internet memes in education. 16372 Educational technology Social aspects. 16373 Social media and education. 16374 Communication in teaching. 16375 Digital media in education. 16376 Thesis Writing 2 (Pre/Final Oral Defense) : English, Master of Arts In Education Major in ; MA 101. Educational Memes, 16377 Lived Experience. 8396 Meme Integration, 16378 Phenomenology, 14670 Teachers Experiences 16379 Classroom voices : teachers and educational memes https://drive.google.com/file/d/1ThvCHm3VdW-68oQaDeyu4VnGT1qkRegQ/view?usp=sharing lcc TH LG 221 D35 G73 A5 E38 2026 G66 GS (MAED-Eng-Th) 0 6056 6056 0 0 lcc 0 4 NFIC FOUNDATION FOUNDATION MAIN-THE,DISS 2026-05-19 Donated 0 GS (MAED-Eng-Th) LG 221 D35 G73 A5 E38 2026 G66 0232026007018 2026-05-19 16:34:46 2026-05-19 TH MAED-Eng-Th-2026018