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| Curriculum Integration of Peace Education in Araling Panlipunan Lessons and School Activities
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Maria Luz J. Golosino and Arlyn M. Floreta, Ph.D.
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Abstract:
Curriculum integration of peace education is a highly recognized strategy to inculcate peace in both classroom-based and school-wide activities yet studies on the actual implementation of the said integration is not given much attention in the literature. This paper assesses the curriculum integration of peace education in the Grade 10 Araling Panlipunan in the seven (7) private junior high schools in the Division of Agusan del Norte, Philippines. The study employed a mixed-method approach considering the 347 students, 18 teachers, and 7 school heads as respondents and some of whom were invited to a Focus Group Discussions (FGD). Results showed that students perceived low extent of curriculum integration of Peace Education in terms of Peace Concepts and Values, and classroom activities, which indicate the need for curriculum integration. On the other note, teachers and school heads rated "moderate extent" to the same indicators. The variation on the perceptions among students, teachers, and school heads further dictates for an evident gap in the transfer of knowledge about peace education in classroom lessons and activities. Findings of the study provide significant inputs in the development of intervention measures to strengthen the implementation of peace education integration in both classroom lessons and school activities.
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