Abstract
This qualitative study explored the experiences of selected 3Is teachers in the BARMM during the pilot testing of this curriculum for SY 2024–2025. Building on this, the research sought to capture the nuances of their perspectives within the specific educational context.
In the BARMM, the contextualized 3Is (Inquiries, Investigations, and Immersion) curriculum aims to root education in the region’s history and politics. While this initiative promises to empower students, teachers who lead its pilot testing are crucial to its success. Through semi-structured interviews, the study explored the challenges teachers faced, their coping strategies, and their recommendations. Key challenges included limited historical exposure, ensuring cultural sensitivity and inclusivity, a lack of relevant resources, teaching sensitive topics, and student retention. Teachers coped by seeking mentorship, collaborating with peers, self-directed learning, and holding tutorials.
The findings emphasize the vital need for comprehensive teacher support through professional development, resource provision, and collaborative opportunities to ensure successful curriculum implementation. These insights build on the challenges and coping strategies explored, contributing to a broader understanding of the 3Is' teachers’ roles in implementing the contextualized curriculum.
Keywords: 3Is Teachers, Pilot Testing, Contextualized curriculum
https://doi.org/10.65494/pinagpalapublishing.98
