Author

Linabille D. Feble*
Capiz State University – Main Campus, Roxas City, Capiz, Philippines

Abstract

This qualitative case study investigated teachers’ implementation, strategies, and challenges in carrying out the Revised K to 12 (MATATAG) Curriculum in the Division of Roxas City during School Year 2024–2025. It also identified considerations necessary for the curriculum’s sustainability. Data were gathered through in-depth interviews and a focus group discussion involving 14 teacher-participants and seven school heads from selected public elementary schools. Thematic analysis following Braun and Clarke’s (2006) framework was employed to analyze the data. Findings revealed that teachers implemented the curriculum through five approaches: ensuring curriculum alignment with learning standards, fostering professional collaboration and shared responsibility, embracing innovative and learner-centered instructional strategies, strengthening teacher capacity through continuous training and preparation, and contextualizing curriculum implementation across subject areas. Teachers employed twelve instructional strategies, including collaborative learning, differentiated instruction, learning by doing, storytelling and role-playing, technology integration, values education, contextualization and localization, scaffolding, activity-based strategies, project-based learning, resourcefulness, and teacher collaboration. Nine challenges were identified: curriculum transition and adjustment, resource limitations, teacher workload and preparation, limited parental involvement, learner diversity, assessment and grading constraints, insufficient training and professional development, time constraints, and administrative burden. To sustain effective implementation, teachers emphasized six key considerations: teacher commitment and professionalism, instructional improvement, collaboration and support systems, provision of resources, capacity building and training, and policy and systemic support. The study concludes that sustaining the MATATAG Curriculum requires a multi-dimensional support framework that addresses both classroom-level realities and systemic institutional needs.

Keywords: MATATAG Curriculum, curriculum implementation, instructional strategies, curriculum challenges, curriculum sustainability

*Corresponding author/ Email: linabille.feble001@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502972

Recommended citation:
Feble, L. D. (2026). Revised K to 12 (MATATAG) curriculum: Implementation, strategies, challenges, and sustainability. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1187-1212. http://doi.org/10.69651/PIJHSS0502972

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