In this research, the alignment of the Bachelor of Elementary Education (BEEd) curriculum with the Department of Education's MATATAG Curriculum was evaluated to gauge the preparedness of pre-service teacher education programs to answer the changing needs of basic education. In light of national reforms redrawing the map of basic and 21st-century competencies, higher education curricula need to be aligned with the standards of modern pedagogy. The research assessed the BEEd program's congruence with MATATAG's pedagogical requirements, instructional approaches, priority assessment, stakeholder involvement, and professional growth frameworks. An explanatory sequential mixed-methods approach was utilized. Quantitative data of 31 faculty, administrators, and curriculum officers were gathered using a structured survey, and qualitative information was obtained through key informant interviews and focus group discussions. Quantitative analysis employed descriptive statistics and Spearman's rho, whereas qualitative data interpretation utilized thematic analysis. Results indicated moderate to strong alignment of curriculum: learning objectives (M = 4.30, SD = 0.798), learning outcomes (M = 4.30, SD = 0.798), assessment standards (M = 4.44, SD = 0.847), and competencies (M = 4.30, SD = 0.798), all rated as "Strongly Agree." Critical gaps were also found in assessment practices and the inclusion of 21st-century competencies. Qualitative results identified mismatches between courses and classroom conditions, minimal exposure to differentiated instruction, technology integration, and inclusive pedagogy. Lacking was any significant stakeholder engagement in curriculum review, further limiting alignment. The research emphasizes the imperative for curriculum changes that maximize school-university alliances, enrich practicum training, and enshrine stakeholder collaboration to better prepare future teachers for the dynamic context of Philippine basic education.
Curriculum alignment; MATATAG Curriculum; pre-service teacher education; mixed-methods research
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