Volume 3 Issue 1 | 2026 | View PDF
Paper Id:IJMSM-V3I1P115
doi: 10.71141/30485037/V3I1P115

Innovative Teaching Practices in Advancing Sustainable Development Goals in Basic Education

Nikka Marie K. Huerte, Jessica M Manzano, April Jane Fajardo, Nolan M. Montemayor, Diana Donan, Jan Marie A. Yongco, Ninna Ysabella N. Umbay, Brent Alfred F. Yongco, Redjie D. Arcadio

Citation:
Nikka Marie K. Huerte, Jessica M Manzano, April Jane Fajardo, Nolan M. Montemayor, Diana Donan, Jan Marie A. Yongco, Ninna Ysabella N. Umbay, Brent Alfred F. Yongco, Redjie D. Arcadio, "Innovative Teaching Practices in Advancing Sustainable Development Goals in Basic Education" International Journal of Multidisciplinary on Science and Management, Vol. 3, No. 1, pp. 136-148, 2026.

Abstract:
The increasing complexity of global challenges has necessitated innovative approaches in basic education that align with Sustainable Development Goals (SDGs). The teacher is a key figure in ensuring that student-based, technology-based, and sustainability-based teaching methods are combined to achieve the academic engagement of the learners, their values and sustainability consciousness development. The proposed study has aimed at exploring the new teaching methods used by basic education educators in the Philippines and how they relate to SDGs, how they have affected learners, the obstacles they face and measures to reinforce SDG-based learning. The study employed a descriptive-quantitative research design. A purposive sampling technique was used to select 200 respondents, including teachers, learners, non-teaching personnel, and parents, from selected schools. Data were collected using a researcher-made questionnaire consisting of four parts: teacher profile, innovative teaching practices, SDG alignment, and perceived effects and challenges. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used to analyze the data. The independent samples t-tests were used in comparison of perceptions in teachers and non-teaching respondents. Results showed that the main innovative practices used by teachers were student-centered learning, technology-integrated, and sustainability-oriented activities in terms of context, and the selection was high in SDG 4 (Quality Education), SDG 5 (Gender Equality), and SDG 13 (Climate Action). The teachers indicated that their perception of innovative practices, SDG alignment and enabling factors varied significantly as compared to that of non-teachers. Some of the perceived effects were better academic engagement, values formation and sustainability awareness among learners. The barriers that were found were a lack of resources, a lack of training, and institutional barriers and the facilitators were enabling leadership, professional growth, and professional networks. The study points out the vital importance of teachers as agents of change in advancing SDGs through innovative teaching. The suggested action plan offers a useful and relevant guide to improve teaching methods focused on the SDGs, boost student success, and promote sustainable and inclusive education in basic education environments.

Keywords: Innovative Teaching Practices, Sustainable Development Goals (SDGs), Basic Education, Student-Centered Learning, Technology Integration, Sustainability Awareness.

References:
1. M. Barth, J. Godemann, M. Rieckmann, and U. Stoltenberg, “Developing Key Competencies for Sustainable Development in Higher Education,” International Journal of Sustainability in Higher Education, vol. 17, no. 5, pp. 567–584, 2016.
2. M. Bamberger, J. Vaessen, and E. Raimondo, Impact Evaluation for Policymakers: How to Conduct Practical, Useful, and Credible Impact Evaluations, The World Bank, 2016.
3. J.D. Bransford, A.L. Brown, and R.R. Cocking, How People Learn: Brain, Mind, Experience, and School, 2nd ed., National Academies Press, 2016.
4. P.A. Ertmer and A.T. Ottenbreit-Leftwich, “Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect,” Journal of Research on Technology in Education, vol. 48, no. 3, pp. 256–284, 2016.
5. J.A. Fredricks, M. Filsecker, and M.A. Lawson, “Student Engagement, Context, and Adjustment: Addressing Definitional, Measurement, and Methodological Issues,” Learning and Instruction, vol. 43, pp. 1–8, 2016.
6. T. Lickona, Educating for Character: How Our Schools Can Teach Respect and Responsibility, 25th anniversary ed., Bantam Books, 2018. Google Scholar
7. OECD, The Future of Education and Skills: Education 2030, OECD Publishing, 2018.
8. E.A. Skinner and J.R. Pitzer, “Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience,” Advances in Motivation Science, vol. 5, pp. 171–218, 2018.
9. D. Tilbury, Education for Sustainable Development: An Expert Review of Processes and Learning, UNESCO, 2018.
10. UNESCO, Education for Sustainable Development Goals: Learning Objectives, UNESCO Publishing, 2017.
11. UNESCO, ICT in Education: Policy and Practices, UNESCO Publishing, 2018.
12. United Nations (UN), Transforming Our World: The 2030 Agenda for Sustainable Development, United Nations, 2015.