Towards Holistic Learning: Examining the Integration of Araling Panlipunan in the Makabayan Curriculum

Abstract:

This systematic review examines the integration of Araling Panlipunan within the Makabayan curriculum in the Philippines, focusing on key challenges, implementation strategies, and empirical evidence. Findings reveal significant ambiguity in the framework of the Makabayan learning area, coupled with a lack of clear integration guidelines for Araling Panlipunan, leading to confusion among educators and hindering effective integration. Moreover, the fragmentation of the Social Studies discipline within Makabayan, with its separate teaching time and grading system, limits holistic integration efforts. Discrepancies in implementation strategies across educational levels underscore the need for standardized approaches to ensure coherence and consistency. Furthermore, the review highlights a dearth of empirical evidence on the effectiveness of integration efforts, emphasizing the necessity for further research to evaluate their impact on student learning outcomes and citizenship development. Addressing these challenges and gaps requires collaborative efforts from policymakers, educators, and researchers to develop clear guidelines, promote coherence in implementation, and conduct rigorous empirical studies. Ultimately, enhancing the integration of Araling Panlipunan within the Makabayan curriculum holds promise for fostering national identity and holistic student development in the Philippines.

Keywords: Araling Panlipunan, Makabayan curriculum, integration, curriculum reform, Philippines