Description
Curriculum development plays a crucial role in shaping students’ understanding and engagement with astronomy. With the upcoming transition to the MATATAG Curriculum, it is essential to revisit and critically evaluate the astronomy competencies outlined in the current Philippine K-12 system. This paper presents the challenges and concerns encountered in implementing astronomy education within the formal curriculum, particularly in the context of a highly academic-focused environment and intense societal expectations. Through comparative analysis, key gaps are identified between the K-12 and MATATAG frameworks, including the limited integration of experiential and inquiry-based learning opportunities.
Beyond national boundaries, strengthening astronomy education competencies is vital for advancing scientific literacy across the Southeast Asian region. As member states aspire to greater cooperation in science and technology, a robust and inspiring astronomy education framework becomes essential to nurture future researchers, innovators, and educators. The study also highlights how club activities, student research projects, and project-based learning can provide alternative avenues for students to explore their passion for astronomy beyond rigid curriculum structures. Emphasizing a more holistic approach, the paper advocates for an education model that balances academic standards with the cultivation of individual curiosity, ultimately preparing students not only for examinations but also for lifelong learning and scientific exploration essential to regional growth.
