Global Lessons from a Local Reform: An Opinion on Teacher-Centric Implementation of National Curricula

Mazhar Sa’adi H. Sana; Katrina S. Salih; Al-Rashiff Hamjilani Mastul

doi:10.56741/IISTR.bei.002009

Authors

Mazhar Sa’adi H. Sana Mindanao State University
Katrina S. Salih Mindanao State University Tawi-Tawi College of Oceanography
Al-Rashiff Hamjilani Mastul
Al-Rashiff.mastul@deped.gov.ph
Mindanao State University-Tawi-Tawi College of Technology and Oceanography https://orcid.org/0009-0006-8161-1672

DOI:

https://doi.org/10.56741/IISTR.bei.002009

Keywords:

21st Century Skills, Curriculum Reform, Educational Policy, Implementation Challenges, MATATAG Curriculum, Philippines, Teacher Perception

Abstract

In an era of global educational reform, the success of national curriculum overhauls hinges on frontline teacher perception and capacity. This opinion article examines the Philippine MATATAG Curriculum implementation through a qualitative case study of elementary teachers, framing it as a microcosm of universal challenges in educational change. Utilizing a descriptive-qualitative design with semi-structured interviews, the study explores teacher perceptions, identified challenges, and emergent opportunities. The conceptual framework centralizes teacher perception as the lens through which implementation dynamics, challenges, and opportunities are filtered and understood. Findings reveal a significant pedagogical shift towards learner-centeredness and foundational skills, warmly received yet hampered by systemic barriers including ambiguous objectives, insufficient resources, and inadequate training. However, teachers concurrently identify potent opportunities for creative pedagogy, localization, and workload efficiency. The discussion argues that curriculum reforms globally must pivot from a top-down policy dissemination model to a teacher-empowering, support-oriented ecosystem. Successful implementation is less about curricular content perfection and more about structured, respectful engagement with the professional wisdom and practical realities of teachers. This article concludes that investing in robust, continuous support systems and honoring teacher agency are non-negotiable prerequisites for translating ambitious curricular blueprints into enhanced learning competencies worldwide.

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Author Biographies

Mazhar Sa’adi H. Sana, Mindanao State University

is from Bongao, Tawi-Tawi, born on June 8, 2003. He is currently a student at Mindanao State University-Tawi-Tawi College of Technology and Oceanography, Philippines, where he has earned honors on the Chancellor’s and Dean’s lists. His skills include editing, and he has attended seminars such as a Career Development Program and Basic Life Support training. (email: mazharsana@gmail.com).

Katrina S. Salih, Mindanao State University Tawi-Tawi College of Oceanography

is from Bongao, Tawi-Tawi, born on June 8, 2003. He is currently a student at Mindanao State University-Tawi-Tawi College of Technology and Oceanography, Philippines, where he has earned honors on the Chancellor’s and Dean’s lists. His skills include editing, and he has attended seminars such as a Career Development Program and Basic Life Support training. (email: mazharsana@gmail.com).

Al-Rashiff Hamjilani Mastul , Mindanao State University-Tawi-Tawi College of Technology and Oceanography

is affiliated with Mindanao State University-Tawi-Tawi College of Technology and Oceanography, Philippines. His Doctoral degree is from the College of Education, Western Mindanao State University, Philippines. His undergraduate and master's degrees are from MSU Tawi-Tawi College of Technology and Oceanography. He has disciplines in Teacher Education, Educational Technology, and Teaching Methods, focusing on Pre-Service Teachers. (email: alrashiffmastul@msutawi-tawi.edu.ph).

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