Experiences of Humanities and Social Sciences (HUMSS) Teachers in the Integration of Peace Education in the Senior High School Curriculum

Abstract

Peace education is a transformative approach to learning that aims to instill values of nonviolence, empathy, social justice, and mutual respect among learners. It goes beyond the absence of conflict, fostering a mindset and environment where understanding, cooperation, and compassion thrive. This qualitative study, employing a case study design, investigates the experiences of Humanities and Social Sciences (HUMSS) teachers in integrating peace education in the Senior High School curriculum at Pagsanahan National High School, Division of Ilocos Norte. With five HUMSS teachers as participants, the research explores how they respond to the growing need for peace-oriented learning in a context marked by various peace and order challenges. Findings highlight common concerns in the senior high school setting, including bullying, peer conflicts, drug use, peer pressure, truancy, and lack of discipline. In addressing these issues, teachers employ diverse and human-centered strategies such as group discussions, storytelling, inclusive activities, and the use of multicultural materials to foster understanding and peaceful coexistence. However, they also face notable challenges, including a lack of clear policies and frameworks, limited time within an already overloaded curriculum, inconsistent institutional support, and student resistance influenced by external factors. Despite these obstacles, the teachers’ dedication to peace education remains strong, driven by their belief in its potential to shape socially responsible, empathetic, and peace-oriented Filipino youth. The study calls for strengthened support systems, clearer guidelines, and sustained capacity-building efforts to enhance the meaningful integration of peace education in Philippine classrooms.