Challenges, Gaps and Effects in the Implementation of Integrated Learning Experiences
DOI:
https://doi.org/10.5281/zenodo.21673841Keywords:
integrated learning, Key Stage 1, elementary education, DepEd Region V, teaching strategies, curriculum implementation, learning recovery, 21st-century skills, contextualized instructionAbstract
Guided by Regional Memorandum No. 01162, s. 2024, Key Stage 1 teachers are mandated to deliver contextualized and localized instruction that supports learning recovery and prepares learners for curriculum transitions. While the Integrated Learning Experience (ILE) was introduced to address academic gaps through a holistic approach, its success largely depends on effective classroom implementation. This study investigated the gap between policy expectations and actual teaching practices by examining the experiences of early grade teachers. It aimed to provide evidence-based insights on how teachers balance curriculum requirements with the developmental needs of young learners. Using a qualitative phenomenological research design, the study explored the lived experiences of Key Stage 1 teachers implementing ILE in District 9 of the DepEd Masbate City Division. The research focused on three areas: the perceived effects of ILE on learners, the challenges encountered during implementation, and the support mechanisms available to teachers. Data were collected through structured interviews with teachers from Batuhan East Elementary School, Timoteo T. Buncaras Elementary School, and Julian V. Antonio Elementary School. Participants were selected based on their teaching experience, regular teaching assignments, and prior participation in ILE-related training. The findings revealed that teachers regard ILE as an effective instructional approach that enhances academic achievement, knowledge retention, and learner engagement. By integrating learning experiences, the approach encourages active participation and develops essential 21st-century skills, including critical thinking, creativity, and collaboration. However, teachers also reported challenges such as revising traditional lesson plans, limited access to specialized instructional resources, and addressing varying levels of learner readiness. Although formal support is provided through training and technical assistance, the study found that successful implementation often depends on teachers’ professional commitment and collaborative relationships. Based on these findings, the study recommends that the Department of Education institutionalize ILE as a primary instructional strategy, provide enhanced lesson exemplars, distribute localized learning materials, and establish structured opportunities for teacher collaboration and mentorship to strengthen program effectiveness and teacher well-being.
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