K-12 Program

No More Strands? Here's What It Really Means for Senior High Students

The Department of Education (DepEd) is reimagining Senior High School. In response to years of criticism over the K-12 curriculum being bloated, rigid, and mismatched with student needs, DepEd has released a draft of its new curriculum that proposes sweeping changes: no more strands, fewer core subjects, and flexible learning pathways that allow students to design their own academic journey. At first glance, this “decluttered” model seems like a breakthrough for personalized and purpose-driven education.

However, this streamlined approach raises new questions. Will reducing subjects lead to deeper learning, or will it create new blind spots in foundational knowledge? Can teachers and schools adjust quickly to support a more student-centered system? And most importantly—will these reforms finally bridge the college-to-career gap that has long plagued Filipino graduates? Without deeper investigation, there’s a risk that this major shift could simply recycle the same issues under a new name.

Who Can Use These Topics

This research is ideal for students and professionals pursuing the following courses or strands:

College Programs:

• BS in Secondary or Elementary Education

• BS in Development Communication (for curriculum and policy advocacy)

• BS in Public Administration (Education Governance)

• BS in Psychology (Educational or Developmental track)

• BA in Political Science (Education Policy focus)

• BS in Social Work (working with out-of-school youth or education access programs)

Senior High School Strands:

• Humanities and Social Sciences (HUMSS)

• General Academic Strand (GAS)

Why This Topic Needs Research

While the intent behind K-12 reforms is progressive, the real-world impacts remain underexamined—especially from a long-term, systemic lens.

• Lack of data on employability alignment: Novela et al. (2025) found that while many students believe the K-12 program prepares them for college, there’s little evidence that Senior High School training leads to concrete job opportunities. Research is needed to evaluate whether curriculum content matches real-world labor needs.

• Regional inequities in implementation: Malbas et al. (2023) noted that benefits of the K-12 program vary depending on infrastructure quality and teacher readiness. Future studies must assess how these disparities affect graduate outcomes in remote or under-resourced areas.

• Unexplored role of teacher leadership: Miramon et al. (2024) emphasized that school reform often overlooks the potential of teacher-led leadership. Investigating how teacher collaboration can drive curriculum change is essential for decentralized and sustainable improvement.

• No clear foundation for emerging subjects like AI: Wang & Lester (2023) and Lee & Kwon (2024) warned that while AI is becoming essential, there’s no structured framework for integrating AI education into K-12. Research is urgently needed to build progressive, culturally responsive models that promote digital literacy at every level.

• Inadequate teacher training and curriculum evaluation: Abragan et al. (2022) pointed out that many teachers still feel unprepared for delivering K-12 content effectively. Research must explore the actual effectiveness of training programs, especially in the context of the proposed flexible curriculum model.

• Short-term vs. long-term learning measurement gaps: Li et al. (2024) argued that most studies focus on short-term learning gains, especially in AI and interdisciplinary subjects. Future work must measure whether these gains persist and translate into meaningful, career-ready skills.

Feasibility & Challenges by Target Group

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References

Abragan, F., Abarcas, V., Aquıno, I. M., & Bagongon, R. E. (2022). Research review on K-12 curriculum implementation in the Philippines: A generic perspective. European Journal of Educational and Social Sciences, 7(1), 1-8.

Lee, S. J., & Kwon, K. (2024). A systematic review of AI education in K-12 classrooms from 2018 to 2023: Topics, strategies, and learning outcomes. Computers and Education: Artificial Intelligence, 6, 100211.

Li, L., Yu, F., & Zhang, E. (2024). A systematic review of learning task design for K-12 AI education: Trends, challenges, and opportunities. Computers and Education: Artificial Intelligence, 6, 100217.

Malbas, M., Kilag, O. K., Diano Jr, F., Tiongzon, B., Catacutan, A., & Abendan, C. F. (2023). In Retrospect and Prospect: An Analysis of the Philippine Educational System and the Impact of K-12 Implementation. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 283-294.

Miramon, S., Kilag, O. K., Groenewald, E., & Barayuga, L. (2024). Teacher leadership in the Philippines: Evaluating its impact on K-12 education reform. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 162-167.

Novela, C. C., Custodio, J. F., Moreno, R. M. G., Bambalan, A. M., Llarenas, S. M. Q., Sibayan, B. M., ... & Patacsil, F. F. (2025). Filipino students’ perceptions on the implementation of K-to-12 program: Qualitative text analysis. Multidisciplinary Reviews, 8(6), 2025172-2025172.

Wang, N., & Lester, J. (2023). K-12 Education in the Age of AI: A Call to Action for K-12 AI Literacy. International journal of artificial intelligence in education, 33(2), 228-232.

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