Efficaciora Aditus: The Lived Experiences of Social Studies Teachers in Teaching Emerging Issues

In the Philippine K–12 curriculum context, Social Studies teachers are increasingly tasked
with addressing emerging issues such as gender identity, socio-political conflicts, and
environmental crises to develop students' critical thinking and civic engagement. Despite
integrating Kontemporaryong Isyu into the Grade 10 curriculum, many teachers face significant
challenges due to outdated and limited resources, lack of student interest, and the sensitive nature
of these topics. This study explored the lived experiences of Social Studies teachers in teaching
emerging issues in selected public high schools in Santa Rosa, Laguna, focusing on their challenges
and effective approaches. In-depth semi-structured interviews were conducted with ten Grade 10
Social Studies teachers using a qualitative research design grounded in transcendental
phenomenology. Thematic analysis, guided by Colaizzi’s framework, revealed challenges such as
student discomfort and disengagement, instructional difficulties, and external factors affecting
learning. However, participants highlighted effective approaches, including active and interactive
methods, encouraged critical thinking, practiced ethical and inclusive teaching, managed
discussions effectively, and continuously adapted through professional growth. Anchored on the
Social Representations Theory and Freire’s Critical Pedagogy, the study underscored the need for
capacity-building programs to equip teachers with the skills to navigate complex classroom
conversations. Findings contribute to educational policy and teacher training, advocating for
learner-centered approaches that make classroom discussions of emerging issues inclusive, critical,
and transformative. Ultimately, the research emphasizes Social Studies educators' vital role in
fostering informed, empathetic, and socially responsible citizens.