NAVIGATING CHANGE: TEACHERS’ INSIGHT ON BRINGING THE K TO 12 MATATAG CURRICULUM TO LIFE FOR SUSTAINABLE DEVELOPMENT

ZYRA JANE P. MAGBANUA, LPT

Abstract


This qualitative study explored how teachers implement the K to 12 MATATAG Curriculum and integrate Sustainable Development Goals (SDGs) into classroom instruction, learner engagement, and community involvement. Anchored on phenomenology, the study examined the lived experiences of teachers as they navigated the evolving demands of curriculum reform and sustainability education. Data were gathered through in-depth interviews and focus group discussions with teachers from diverse school contexts. Thematic analysis generated three overarching dimensions of teacher experience: instructional adaptability, challenges and enabling conditions in SDG integration, and pedagogical innovations that bring MATATAG to life. Findings revealed that teachers actively modify instructional strategies to align with the curriculum’s emphasis on foundational skills, contextualization, and competency-based learning. Learners responded positively to these shifts, demonstrating increased participation, motivation, and improved performance. Teachers likewise strengthened collaboration with parents and community stakeholders to ensure curriculum relevance. However, systemic barriers such as limited resources, curriculum overload, inadequate SDG training, and institutional constraints hindered the full integration of sustainability concepts. Enabling factors included professional development, digital tools, administrative support, and strong teacher values aligned with sustainability. Teachers brought MATATAG to life through inquiry-based activities, project-based learning, real-world applications, and reflective assessment practices that reinforced sustainability awareness and behavioral change. The study underscores that successful MATATAG implementation is shaped by the intersection of teacher agency, institutional support, contextual realities, and professional values. It highlights the need for sustained capacity building, equitable resource distribution, and strengthened leadership structures to fully realize SDG-oriented curriculum reform. Future research is recommended to examine variations in implementation across geographic, cultural, and socio-economic contexts, as well as longitudinal impacts on learner outcomes.

Keywords


MATATAG Curriculum, Sustainable Development Goals, teacher experiences, phenomenology, instructional adaptability, contextualized learning, curriculum implementation, Mlang, Cotabato.

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i3.295

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