Alternative strategies and approaches in integrating 21st-century skills into the Matatag classrooms and their challenges

Abstract

The rapid evolution of the 21st century demands a shift in educational paradigms to equip learners with essential skills beyond traditional memorization. The Revised Matatag Curriculum in the Philippines addresses this need by emphasizing the holistic development of elementary students through 21st-century competencies such as critical thinking, problem-solving, communication, collaboration, and creativity. This study explores teachers’ perspectives at Eulalio F. Siazon Memorial Elementary School on integrating these skills within the curriculum and examines the challenges faced in implementation. Using a phenomenological qualitative design, the research involved 15 elementary teachers, employing structured interviews and thematic analysis to capture authentic experiences. Teachers reported employing strategies such as collaborative learning, technology integration, and project-based learning to foster these competencies. However, significant challenges were noted including limited resources (e.g., devices and internet access), time constraints in an already dense curriculum, insufficient professional development, and varied student readiness, especially for learners with diverse needs. The findings highlight the curriculum’s progressive, student-centered pedagogies aligned with global education trends, promoting foundational skills alongside socio-emotional growth and inclusivity. Yet, the success of the Matatag Curriculum depends greatly on robust administrative support, policy clarity, and comprehensive teacher training to overcome resource and implementation barriers. The study concludes that while the curriculum provides a solid framework for preparing learners for future demands, systemic interventions are necessary to optimize instructional practices and ensure equitable access to quality education.

 Keywords: Matatag Curriculum, 21st-century skills, elementary education, teacher perspectives, curriculum integration, collaborative learning, technology integration, project-based learning, educational challenges, inclusive education, Philippines.