2025 IJRSE – Volume 14 Issue 14
Available Online: 7 August 2025
Author/s:
Samia, Cristina
Holy Angel University, Philippines (csamia@hau.edu.ph; ioanacristine@gmail.com)
Abstract:
CHEDRO III Memorandum No. 159, series of 2023, which requires curriculum revision for Bachelor of Elementary and Secondary Education programs in response to pandemic-induced learning loss, is the subject of this policy analysis. The study looks at how the memorandum presents curriculum reform as a technical intervention as well as a moral necessity using documentary research and critical discourse analysis. Significant implementation challenges are revealed by the analysis, such as a lack of mechanisms for participation, a misalignment between national directives and institutional contexts, and limited structural support for Teacher Education Institutions (TEIs). Five main issues are identified by thematic analysis: (1) curriculum reform as a technical and ethical necessity; (2) the policy’s emphasis on compliance and urgency; (3) the lack of implementation support systems; (4) institutional differences in how they respond to reform; and (5) conflicts between participatory governance and centralized control. The study highlights the significance of incorporating inclusive, digital, and adaptive pedagogies into teacher preparation programs, drawing on national and international education frameworks. The study makes practical suggestions to improve the relevance and viability of policy by referencing recent research and international policy viewpoints. Recasting reform narratives, enhancing interagency cooperation, incorporating 21st-century skills, encouraging stakeholder involvement, and putting in place fair monitoring systems are a few of these. According to the study’s findings, a collaborative, context-sensitive approach based on equity, resilience, and professional trust is necessary for sustainable curriculum reform, which goes beyond compliance. This analysis highlights the pressing need for inclusive and responsive policy implementation in higher education and adds to the larger conversation on teacher education reform in the Philippines.
Keywords: teacher education reform, curriculum policy, learning loss, policy implementation, participatory governance
DOI: https://doi.org/10.5861/ijrse.2025.25236
Cite this article:
Samia, C. (2025). Bridging learning loss and curriculum innovation: A critical analysis of CHEDRO III Memo No. 159, s. 2023. International Journal of Research Studies in Education, 14(14), 133-145. https://doi.org/10.5861/ijrse.2025.25236