Inclusive Adventist Education: An Ecological Systems Perspective on Governance and Administration

Author(s)	Ms. Dalven Mae Avila Timosan, Mr. Benedict Equipelag Malaguit, Prof. Dr. Gladys Sahagun Escarlos
Country	Philippines
Abstract	This paper translates the ecological systems theory into an actionable leadership framework for fostering inclusive Adventist education. Focusing on the context of Adventist Elementary Schools in the Central Mindanao Mission, it argues that effective governance is the linchpin connecting theological mission with equitable practice. The analysis moves through the nested systems of a learner’s environment—from the classroom (microsystem) to school-home-church partnerships (mesosystem), and up to institutional policies and faith-based culture (macrosystem)—to identify strategic leverage points for administrators. The findings underscore that inclusion is not achieved through isolated programs but through intentional, faith-driven collaboration across all levels of the educational ecosystem. Consequently, the paper provides concrete recommendations for building leadership capacity, strengthening stakeholder collaboration, and embedding principles of redemptive education into administrative policy and daily practice, offering a practical roadmap for school leaders dedicated to making inclusivity a lived reality.
Keywords	Inclusive Adventist Education, Ecological System, Governance, Administration
Field	Sociology > Education
Published In	Volume 7, Issue 5, September-October 2025
Published On	2025-10-31
DOI	https://doi.org/10.36948/ijfmr.2025.v07i05.59291

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