Navigating Civic Education: Qualitative Insights from Social Studies Teachers Using the Teachers’ Knowledge FrameworkORK

Abstract

Social Studies serves as the primary vehicle for civic education in the Philippines, yet a disconnect exists between curriculum implementation and teacher preparation. Misalignment between faculty specializations and the multidisciplinary requirements of the field poses a significant risk to the quality of instruction. This study determines the perspectives of Social Studies teachers at a local college toward navigating civic education. It explores how educators conceptualize democracy, define citizenship education, and identify values essential for a democratic society. Utilizing a qualitative descriptive case study design, data were gathered from four full-time faculty members at Mabalacat City College. The research employed semi-structured interviews and open-ended surveys grounded in the Civic Education Teachers’ Knowledge Framework. Transcribed data underwent thematic analysis to identify recurring labels related to democracy, values, and pedagogical strategies. Findings indicate that teachers conceptualize democracy as both a structural government system and a moral ideology. Participants identified civic education as a lifelong process for preparing active community members, emphasizing values like Pakikisama and Pagiging Makatao. While experiential learning is recognized as vital, a gap exists regarding the discussion of controversial issues in the classroom. The study underscores that while teachers possess robust conceptual knowledge, pedagogical execution is heavily influenced by professional specialization and institutional context. Institutions must prioritize faculty development to ensure civic instruction moves beyond rote theory toward meaningful engagement.