Status of Implementation of the ACCER Student Learning Framework Through Google Classroom at Parañaque City College

The integration of digital technologies in higher education has created opportunities for institutions to organize instruction, learning resources, communication, assessment, and feedback through digital platforms such as Google Classroom. At Parañaque City College (PCC), the ACCER Student Learning Framework provides the pedagogical direction for digital learning through its five dimensions: Accessible, Comprehensive, Continuous, Experiential, and Reflective. The study employed a quantitative descriptive survey design to assess the implementation of the ACCER Student Learning Framework through Google Classroom among PCC faculty members. Total enumeration sampling was used, with 51 faculty respondents participating in the study. Data were gathered using the researcher-developed PCC ACCER Google Classroom Policy Implementation Survey (AGCPIS) administered through Google Forms. Frequency, percentage, mean, and standard deviation were used for quantitative data, while thematic analysis was applied to open-ended responses concerning challenges and recommended institutional support. The respondents represented the different academic schools of PCC, with 49.02% reporting less than one year of Google Classroom experience and 56.86% reporting no PCC-sponsored LMS/ACCER training. The overall implementation of ACCER through Google Classroom was Fully Implemented (M = 4.445, SD = 0.554), with Accessible obtaining the highest mean (M = 4.663) and Comprehensive the lowest (M = 4.318), while all five dimensions remained within the Fully Implemented range. The overall challenges encountered were rated Moderately Serious (M = 2.984, SD = 1.277), with internet connectivity, device availability, and technical issues obtaining the highest challenge rating (M = 3.373), followed by student participation and responsiveness (M = 3.333). Qualitative findings likewise identified connectivity and device limitations as the most frequently reported challenge (40.43%), while faculty training, orientation, tutorials, and continuous coaching emerged as the most frequently recommended support (37.78%). The findings indicate that the ACCER Student Learning Framework was fully implemented through Google Classroom at PCC, demonstrating generally consistent faculty practices across accessibility, comprehensiveness, continuity, experiential learning, and reflection. However, persistent concerns involving connectivity, device access, student participation, faculty workload, and technical support indicate the need for sustained institutional support. The findings provide an evidence-based baseline for strengthening faculty development, technical assistance, student digital readiness, and institutional monitoring of ACCER implementation. The results may also guide PCC in refining Google Classroom policies, support mechanisms, and interventions to sustain and further improve digital learning practices.