Project RISE recently held a public lecture titled “Learning to Read: A Flemish Perspective for Filipino Educators—Comparing Classroom Realities and Connecting Educational Worlds” on October 3, 2025, at the IDS Auditorium. The event gathered over 140 participants, including Department of Education (DepEd) teachers, faculty members, and students from the College of Education, fostering a dynamic environment for professional dialogue and reflection on literacy instruction.

Dr. Shelanee Theresa Ruales, Project RISE Leader and local promoter, emphasized the transformative role of reading in education. She highlighted that learning to read goes beyond decoding words, positioning it as a critical foundation for lifelong learning, equity, and empowerment. According to her, teaching children to read enables them to think critically, pursue their goals, and actively participate in society. Dr. Joey Genevieve Martinez, DSc, Vice Chancellor for International Affairs, followed by sharing insights from his academic experience in Belgium. He pointed to the strong literacy culture in Flanders and encouraged educators to see it not as an unattainable ideal, but as a source of inspiration. He called on teachers to nurture learners who are not only proficient readers but also thoughtful, discerning, and imaginative individuals.

The centerpiece of the program was the lecture delivered by Ms. Hilde Vanbrabant of University College Leuven-Limburg (UCLL), Belgium. As a teacher trainer in primary education and researcher at the Art of Teaching expertise centre, she offered both theoretical perspectives and practical insights. She presented a framework describing reading as the interaction of three essential components: Reading = Technical Reading × Reading Comprehension × Reading Motivation

She stressed that effective literacy instruction must integrate all three elements. While technical skills are important, she noted that true reading development also requires comprehension and, importantly, motivation. Cultivating curiosity among learners, she explained, encourages them to read not merely because they are required to, but because they are eager to learn and explore. Drawing from her visits to partner schools in Iligan City, Ms. Vanbrabant shared her observations of Filipino classrooms, commending teachers for their creativity, dedication, and resilience despite challenges such as large class sizes, limited resources, and tight schedules. By comparing these experiences with Flemish contexts, she highlighted both common aspirations and structural differences, underscoring the need for flexible and learner-centered teaching approaches.

An open forum followed the lecture, allowing participants to reflect on their own classroom practices and discuss prevailing challenges in literacy instruction. The conversation revealed both systemic limitations and existing strengths within the local education system. In response, Ms. Vanbrabant encouraged educators to build on effective practices while continuously improving their methods. She emphasized that literacy development is shaped not only by instructional strategies but also by teachers’ attitudes—particularly their curiosity, openness, and commitment to growth. Overall, the event reinforced a shared understanding among speakers and participants: reading is not simply a technical ability, but a gateway to critical thinking, empathy, and lifelong learning. By bridging Flemish insights with Filipino classroom realities, the lecture created a meaningful exchange that was both globally informed and locally relevant.