Predictive Role of Pedagogical Beliefs and Disciplinary Expertise in Institutional Decisions to Integrate the Binomial Theorem in Higher Education Curricula

The integration of foundational mathematical concepts into higher education curricula is increasingly shaped by institutional leadership perspectives rather than purely disciplinary considerations. This study examines the predictive role of pedagogical beliefs and disciplinary expertise in institutional decisions to integrate the Binomial Theorem within higher education curricula in the Philippines. Anchored in constructivist pedagogy and disciplinary cognition theory, the research investigates how administrators and subject-matter experts evaluate the curricular relevance, pedagogical value, and strategic utility of the Binomial Theorem across mathematics, accounting, and business science programs. Using a quantitative explanatory research design, data were collected from college and university deans, vice presidents, senior academic executives, mathematicians, accountants, and business scientists through a validated survey instrument. Multiple regression and structural equation modeling were employed to determine the extent to which pedagogical beliefs and disciplinary expertise predict institutional decisions on curriculum integration. Reliability and validity analyses confirmed strong internal consistency, construct validity, and model fitness. Findings reveal that pedagogical beliefs significantly predict curricular integration decisions, particularly beliefs aligned with problem-based learning, applied reasoning, and interdisciplinary transfer. Disciplinary expertise also emerged as a significant predictor, although its influence varied by professional role, with mathematicians emphasizing theoretical coherence and business-oriented respondents prioritizing applied decision-making relevance. The interaction between pedagogical orientation and disciplinary background further demonstrated a synergistic effect on institutional decision outcomes. This study contributes to the body of knowledge by extending curriculum decision-making theory beyond faculty-level implementation to executive and policy-level cognition. It offers empirical evidence to inform strategic curriculum governance, interdisciplinary mathematics integration, and evidence-based academic leadership in developing higher education systems.