Teaching Technology and Livelihood Education in Geographically Isolated and Disadvantaged and Conflict-Affected Areas (GIDCA) Schools in the Philippines: A Narrative Inquiry

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Teachers in GIDCA schools struggle to align curriculum domains, facing significant limitations in resources and support.
Findings indicate that educators lack clarity on effective alignment of learning outcomes and assessment methods.
Utilizing cooperative inquiry, data were gathered from 12 respondents via semi-structured interviews and analyzed accordingly.
The study highlights the urgent need for improved resources and ongoing professional development for TLE teachers.

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Narrative inquiry reveals TLE teachers face challenges in aligning curriculum outcomes in GIDCA schools, suggesting need for support.

Maricris M. Loso (2025) studied this question.

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