Social, Technology, Economy, Environmental, and Political (STEEP) Landscapes in Philippine K to 12 Basic Education: Looking into the Lens and Perspective of Science Education

Abstract

The paradigm shift in education aligns with achieving the 21st-century teaching and learning goals and enables educational institutions to respond to the call of the challenge. Ensuring every key aspect and element of successful curriculum implementation lies in the significant impact on which the curriculum should serve its purpose. This paper presents a critical review focused on the highlights in which social, technology, economic, environmental, and political (STEEP) landscapes impact Philippine K to 12 Science Education. It follows issues and approaches concerning science education in the country vis-à-vis theoretical and philosophical perspectives. This paper provides scenarios highlighting the possible contributions of the different landscapes that could serve as areas to maintain good practices and potential areas for improvement to achieve the mission and vision of the Department of Education. There are challenges that the whole educational system has faced since enacting the Basic Education Curriculum (BEC) in the country. The Department of Education (DepEd) continuously gives strategic directions to lead the education institutions to achieve 21st-century skills teaching and learning outcomes along with the other countries in the Southeast Asian region and the rest of Asia. All educational institutions and educational advocates should continuously work together to enable the educational system in the country to achieve inclusive growth and global competitiveness considering various landscapes that shape the educational landscape in the country.