Teaching Environmental Values in Multi-Grade Classrooms: A Qualitative Study of Teacher Experiences and Strategies in the Philippine Edukasyon sa Pagpapakatao (ESP) Curriculum

Abstract

A multigrade classroom is an educational setting where students from two or more different grade levels are taught by the same teacher in the same learning environment. In the Philippines, the K–12 curriculum includes Edukasyon sa Pagpapakatao (EsP), a subject that focuses on character development, ethical decision-making, and values education. This study investigates the experiences of primary teachers in teaching environmental literacy in multi-grade classes under the Edukasyon sa Pagpapakatao (EsP) curriculum in Davao del Sur. This is a qualitative phenomenological study. The study involved 8–12 participants who were selected through purposive sampling and interview guide questions as part of the process. The data was interpreted using Colaizzi's Data Analysis Approach. The results showed that teachers face challenges in addressing students' diverse developmental stages, learning needs, and social and emotional maturity levels. One of the key difficulties identified in the study is the challenge of aligning instruction with multiple learning objectives while simultaneously integrating character development with environmental literacy. Implemented effective strategies supported by the use of visual aids and experiential learning, which helped students better grasp abstract environmental concepts. In addition, the creation of inclusive learning environments played a crucial role in sustaining student engagement and enhancing their understanding of environmental issues. There is a necessity to create holistic and supportive learning environments. Drawing from these findings, the study recommends that educators adopt adaptable teaching strategies and engage in careful instructional planning to successfully foster environmental literacy and cultivate responsible, ecologically conscious learners.