Navigating Dependency and Sustainability in Senior High School Education: A Reflective Learning–Based Inquiry
Document Type
Paper presentation
School Name
De La Salle University Laguna
School Code
N/A
Abstract / Executive Summary
Senior High School (SHS) education in the Philippines occupies a pivotal space where global educational discourses, national policy reforms, and institutional missions intersect. Within private higher education institutions, SHS is positioned not only as preparation for tertiary study but also as a formative arena for advancing sustainability and social responsibility. In practice, however, this role is often shaped by structural dependencies on externally developed curricula, imported educational technologies, and global benchmarking frameworks. This study examines how such dependencies influence sustainability initiatives in SHS education and explores the potential of Reflective Learning as a response to these constraints. Grounded in Dependency Theory and sustainability-oriented educational scholarship, the study adopts Reflective Learning as both an analytical lens and an inquiry process. Drawing on sustained reflective engagement within the educator-researcher’s professional practice, the research examines institutional experiences related to curriculum design, faculty development, technology adoption, and student formation. The analysis suggests that uncritical alignment with global standards and sustainability metrics may unintentionally reinforce institutional dependency, weaken local relevance, and narrow the ethical dimensions of educational practice. In response, the study proposes a Dependency–Sustainability Framework that reframes sustainability as a counter-dependency orientation grounded in local knowledge production, community engagement, and reflective institutional practice. It argues that sustainability in SHS education should be understood not primarily as technical compliance, but as an ethical and pedagogical commitment to justice, equity, and institutional autonomy. By foregrounding reflective practice, the study contributes to discussions on SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) within Philippine education contexts.
Keywords:
dependency theory, sustainability in education, reflective learning, senior high school education, Philippine education
Navigating Dependency and Sustainability in Senior High School Education: A Reflective Learning–Based Inquiry
Senior High School (SHS) education in the Philippines occupies a pivotal space where global educational discourses, national policy reforms, and institutional missions intersect. Within private higher education institutions, SHS is positioned not only as preparation for tertiary study but also as a formative arena for advancing sustainability and social responsibility. In practice, however, this role is often shaped by structural dependencies on externally developed curricula, imported educational technologies, and global benchmarking frameworks. This study examines how such dependencies influence sustainability initiatives in SHS education and explores the potential of Reflective Learning as a response to these constraints. Grounded in Dependency Theory and sustainability-oriented educational scholarship, the study adopts Reflective Learning as both an analytical lens and an inquiry process. Drawing on sustained reflective engagement within the educator-researcher’s professional practice, the research examines institutional experiences related to curriculum design, faculty development, technology adoption, and student formation. The analysis suggests that uncritical alignment with global standards and sustainability metrics may unintentionally reinforce institutional dependency, weaken local relevance, and narrow the ethical dimensions of educational practice. In response, the study proposes a Dependency–Sustainability Framework that reframes sustainability as a counter-dependency orientation grounded in local knowledge production, community engagement, and reflective institutional practice. It argues that sustainability in SHS education should be understood not primarily as technical compliance, but as an ethical and pedagogical commitment to justice, equity, and institutional autonomy. By foregrounding reflective practice, the study contributes to discussions on SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) within Philippine education contexts.
