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The Role o Home Economics P og ams on S uden Li e Skills:
The Li ed Expe iences o Teache s
Nu hana B. Feliciano
Abs ac . This s udy explo ed he ole o Home Economics p og ams in shaping he li e
skills o s uden s in he elemen a y and seconda y educa ion le els. Speci ically, i aimed
o examine he li ed expe iences o s uden s and eache s ega ding how Home Economics
con ibu es o he de elopmen o p ac ical compe encies such as inancial li e acy, nu i ion
and meal planning, household managemen , and basic li elihood skills. Using a quali a i e,
phenomenological app oach, he s udy employed in-dep h in e iews 5 pa icipan s and ocus
g oup discussions 5 pa icipan s o gain deepe insigh s in o he pa icipan s’ pe spec i es.
Thema ic analysis e ealed se e al key indings. S uden s pe cei ed Home Economics as highly
ele an o eal-li e applica ions, boos ing hei con idence, independence, and p oblem-sol ing
skills. Teache s, on he o he hand, iewed he subjec as a i al pla o m o alues o ma ion
and p epa ing lea ne s o u u e esponsibili ies. Despi e i s impac , he p og am aces
challenges such as insu icien ma e ials, limi ed ins uc ional ime, and ou da ed equipmen .
In esponse, educa o s employed s a egies such as con ex ualized eaching, hands-on lea ning,
and communi y pa ne ships. Th ee majo hemes eme ged om an educa ional pe spec i e:
he li e-en iching alue o p ac ical educa ion, he ans o ma i e in luence o skill-based
lea ning, and he ole o con ex ual ele ance in s uden engagemen .
KEY WORDS
1. Home Economics 2. li e skills 3. s uden de elopmen
Da e Recei ed: Augus 15, 2025 — Da e Re iewed: Sep embe 20, 2025 — Da e Published: Oc obe
10, 2025
1. In oduc ion
Home economics p og ams play a c ucial
ole in equipping s uden s wi h essen ial li e
skills ha p epa e hem o a ious pe sonal
and p o essional challenges. These p og ams
co e a wide spec um o p ac ical skills, includ-
ing nu i ion, inancial managemen , household
managemen , and child de elopmen , os e ing
holis ic de elopmen and sel -su iciency. By
in eg a ing hese subjec s in o he educa ional
cu iculum, home economics aims o enhance
s uden s’ abili ies o make in o med decisions,
manage esou ces e ec i ely, and na iga e e -
e yday li e wi h con idence. Howe e , he im-
plemen a ion and e ec i eness o hese p o-
g ams a y signi ican ly ac oss cul u al, socio-
economic, and geog aphic con ex s, highligh -
ing he need o a comp ehensi e examina ion
o hei impac on s uden li e skills om a qual-
i a i e pe spec i e. Globally, he e a e se e al
no able gaps in home economics educa ion. In
Wes e n coun ies like he Uni ed S a es, cul-
u al di e si y poses a challenge o designing
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inclusi e cu icula ha ca e o a ied cul u al
and socioeconomic backg ounds. S udies ha e
no ed ha a one-size- i s-all cu iculum o en
ails o mee he di e se needs o s uden s, es-
pecially hose om ma ginalized communi ies
(Ande son, 2020; Moo es, 2020). In Eu ope, e-
sou ce alloca ion dispa i ies ha e been obse ed
be ween de eloped and de eloping egions. Fo
example, while some coun ies in es hea ily in
mode n ools and acili ies o home economics,
o he s s uggle wi h ou da ed ma e ials and in-
su icien unding, which limi s s uden s’ hands-
on lea ning oppo uni ies (Johnson, 2020; Lick-
e , 2021). Meanwhile, in Asian coun ies like
Cambodia and Malaysia, socie al pe cep ions o
home economics as a lesse discipline diminish
i s ole in educa ion, o en leading o educed
emphasis in cu icula and ewe esou ces allo-
ca ed o hese p og ams (Legs e , 2020; Ambe ,
2021). Add essing hese global gaps equi es
adap ing cu icula o cul u al con ex s, equi able
esou ce dis ibu ion, and ele a ing he impo -
ance o home economics educa ion in na ional
and in e na ional educa ional agendas. Na ion-
ally, simila gaps a e e iden ac oss he Philip-
pine a chipelago. In Luzon, home economics
p og ams o en ely on ou da ed cu icula ha
ail o e lec mode n-day challenges such as
digi al inancial li e acy and sus ainable li ing
p ac ices, lea ing s uden s ill-equipped o o-
day’s socio-economic en i onmen (Amo osa,
2020; NEAP, 2020). In he Visayas, esou ce
alloca ion dispa i ies be ween u ban and u al
schools a e s a k, wi h u al a eas equen ly
lacking essen ial ma e ials, quali ied eache s,
and p ope acili ies, he eby comp omising he
quali y o educa ion (Anche a, 2020; Reyes,
2020). In Mindanao, socie al pe cep ions o
home economics as a less c i ical subjec com-
pa ed o co e academic disciplines ha e led o
i s unde alua ion, u he limi ing he e ec i e-
ness o hese p og ams in p epa ing s uden s o
eal-wo ld challenges (Ayus e, 2020; Toledo,
2020). These na ional gaps unde sco e he need
o a mo e mode nized, well-suppo ed, and cul-
u ally ele an app oach o home economics
educa ion ac oss he Philippines. Locally, in
he Di ision o Ma i Ci y, he challenges mi o
hose obse ed na ionally, albei wi h unique
nuances. Resou ce cons ain s in public schools
ha e led o limi ed access o essen ial eaching
ma e ials and p ac ical ools necessa y o de-
li e ing an e ec i e home economics p og am.
Fu he mo e, he cu iculum emains adi ional,
ocusing on basic skills ha do no ully align
wi h he e ol ing needs o mode n households
and wo kplaces. These issues highligh he
impo ance o add essing localized challenges
o ensu e ha home economics p og ams con-
ibu e meaning ully o s uden s’ li e skills de-
elopmen in Ma i Ci y. In essence, his s udy
is no me ely an academic pu sui bu a hea -
el endea o o ensu e ha home economics
educa ion becomes a meaning ul ool o em-
powe men , b idging gaps, add essing inequali-
ies, and p epa ing s uden s o ace li e’s chal-
lenges wi h con idence, esilience, and pu pose.
Th ough his esea ch, I aspi e o con ibu e o
a u u e whe e e e y lea ne , ega dless o hei
backg ound, is equipped wi h he skills o build
a li e o sel -su iciency, digni y, and success.
1.1. Pu pose o he S udy—The pu pose o
his s udy is o explo e he di e en iews and
pe cep ions o Home economics eache s on he
implemen a ion and awa eness o he p og am
in s uden li e skills. Speci ically, his s udy
aims o answe he ollowing ques ions
1.2. Resea ch Ques ions—
(1) W
ha a e he li ed expe iences o Home Economics eache s in deli e ing he p og am o
enhance s uden li e skills?
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(2) H
ow do Home Economics eache s add ess he challenges hey encoun e in deli e ing
he p og am on s uden li e Skills?
(3) Wha insigh s can be d awn o enhance he deli e y o he Home Economics p og am?
1.3. Signi ican o he S udy—The s udy,
The Role o Home Economics P og ams on S u-
den Li e Skills, has se e al po en ial bene i s
o di e en s akeholde s:
Teache s
his s udy p o ides aluable insigh s in o he
e ec i eness o Home Economics p og ams in
equipping s uden s wi h essen ial li e skills. I
can help educa o s unde s and he speci ic a eas
whe e s uden s bene i he mos , allowing hem
o e ine hei eaching me hods and cu icu-
lum design o maximize s uden lea ning. The
indings may also highligh he impo ance o
expe ien ial and hands-on lea ning, encou aging
eache s o inco po a e mo e p ac ical ac i i ies
in o hei lessons.
S uden s
S and o gain di ec ly om he imp o e-
men s ha may esul om his s udy. By iden-
i ying he speci ic li e skills ha a e mos e -
ec i ely augh h ough Home Economics p o-
g ams, he s udy can lead o a mo e a ge ed and
ele an cu iculum. This ensu es ha s uden s
a e be e p epa ed o eal-wo ld challenges,
such as managing pe sonal inances, main ain-
ing a household, o making in o med consume
decisions.
School Adminis a o s
The s udy o e s e idence-based insigh s
ha can in o m cu iculum de elopmen , e-
sou ce alloca ion, and policy-making. Unde -
s anding he impac o Home Economics p o-
g ams on s uden li e skills can jus i y con inued
o inc eased in es men in hese p og ams.
S akeholde s
They can use he indings o suppo and
ad oca e o mo e obus li e skills p og ams in
schools, unde s anding hei di ec impac on
s uden de elopmen .
Fu u e Resea che s
The s udy se es as a aluable e e ence
o u u e esea ch on li e skills educa ion, pa -
icula ly in Home Economics p og ams. Re-
sea che s can build upon his s udy o explo e
o he a eas o li e skills de elopmen o expand
he scope o include o he egions o educa ional
le els. The s udy p o ides aluable insigh s
in o how Home Economics p og ams impac
he de elopmen o s uden s’ li e skills. The
indings can guide DepEd in e iewing and en-
hancing he exis ing cu iculum o ensu e ha
i add esses he essen ial li e skills needed by
s uden s in he new no mal. This s udy lays
a ounda ion o u u e esea ch in he ield o
Home Economics educa ion and li e skills de-
elopmen . I p o ides a quali a i e pe spec i e
ha u u e esea che s can build upon, ei he
by conduc ing simila s udies in di e en con-
ex s o by explo ing o he ela ed opics, such
as he long- e m impac o Home Economics
educa ion on adul li e ou comes.
1.4. Theo e ical Lens—This esea ch is
highly ancho ed Expe ien ial Lea ning Theo y
by Da id A. Kolb posi s ha lea ning is a p o-
cess whe e knowledge is c ea ed h ough he
ans o ma ion o expe ience. Acco ding o
Kolb, e ec i e lea ning occu s when s uden s
engage in a cycle o conc e e expe ience, e-
lec i e obse a ion, abs ac concep ualiza ion,
and ac i e expe imen a ion. Da id A. Kolb de-
sc ibed expe ien ial lea ning as “ he p ocess
whe eby knowledge is c ea ed h ough he ans-
o ma ion o expe ience. Knowledge esul s
om he combina ion o g asping and ans-
o ming he expe ience.” (Kolb, 1984). By
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Fig. 1. Theo e ical/Concep ual F amewo k
pa icipa ing in expe ien ial lea ning, s uden s
a e engaged in au hen ic lea ning expe iences
ha posi ion hem as ac i e pa icipan s in hei
lea ning. They de elop he abili y o b idge he
gap be ween heo y and p ac ice and in eg a e
lea ning beyond he class oom. Expe ien ial
lea ning can inc ease s uden engagemen , im-
p o e lea ning e ec i eness and enhance wo k
and li e skills. Expe ien ial lea ning can be
used o suppo s uden s in unde aking lea n-
ing in a a ie y o campus-based, p ojec -based,
wo k-in eg a ed, and communi y con ex s. I
is bene icial o iden i y expe iences ha s u-
den s will ha e an in e es in. These expe i-
ences should be s uc u ed o equi e he lea ne
o ake he ini ia i e, make decisions, and be
accoun able o esul s, including lea ning om
na u al consequences, mis akes, and successes.
In-home economics p og ams, s uden s o en
engage in ac i i ies ha allow hem o apply
heo e ical knowledge in p ac ical, eal-wo ld
con ex s, such as meal p epa a ion, inancial
planning, o childca e. This hands-on app oach
helps s uden s o de elop essen ial li e skills
h ough di ec expe ience, e lec ion on hose
expe iences, and he applica ion o wha hey
ha e lea ned o new si ua ions. The heo y can
be used o explo e how hese expe ien ial ac-
i i ies wi hin Home Economics p og ams con-
ibu e o he de elopmen o li e skills and how
s uden s in e nalize and apply hese skills be-
yond he class oom. Ano he heo y ha is
sui able o his s udy is, he Social Lea ning
Theo y by Albe Bandu a (1977), which em-
phasizes he impo ance o obse ing, modeling,
and imi a ing he beha io s, a i udes, and emo-
ional eac ions o o he s. The heo y posi s ha
socializa ion in ol es he shaping o beha io s
di ec ed owa d o he people, such ha social be-
ha io s a e explained by he p inciples o lea n-
ing. The heo y sugges s ha lea ning occu s be-
cause people obse e he consequences o o he
people’s beha io s. Bandu a’s heo y mo es be-
yond beha io al heo ies, which sugges ha all
beha io s a e lea ned h ough condi ioning, and
cogni i e heo ies, which conside psycholog-
ical in luences such as a en ion and memo y.
Acco ding o Bandu a, people obse e beha -
io ei he di ec ly h ough social in e ac ions
wi h o he s o indi ec ly by obse ing beha io s
h ough media. Ac ions ha a e ewa ded a e
mo e likely o be imi a ed, while hose ha a e
punished a e a oided
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2. Me hodology
This chap e p esen ed a desc ip ion o he esea ch design, philosophical assump ions, esea ch
pa icipan s and sampling, e hical conside a ions, esea ch ins umen , da a collec ion, and da a
analysis me hods. Th ee common quali a i e esea ch me hods we e conside ed: pa icipan
obse a ion, in-dep h in e iews, and ocus g oups. Each o hese me hods was speci ically
sui ed o ga he pa icula ypes o da a. Pa icipan obse a ion was used o collec da a on
beha io s occu ing na u ally in hei usual se ings. In-dep h in e iews (IDI) we e ideal o
ga he ing pe sonal his o ies, pe spec i es, and expe iences, especially when add essing sensi i e
opics. Focus g oups we e employed o ob ain insigh s on cul u al no ms wi hin a g oup and
o gene a e b oad o e iews o issues ele an o speci ic cul u al g oups o subg oups. Pa on
(2019) de ined phenomenology as an inqui y ocused on unde s anding ” he s uc u e and essence
o he expe ience o his phenomenon o hese people.” The esea ch aimed o align wi h his
de ini ion by explo ing he expe iences o school heads du ing he new no mal, as hey compa ed
he pas and p esen implemen a ions. Gio gi (2020) wa ned esea che s o an icipa e ha he
in es iga ion migh be mo e ex ensi e and complex han ini ially desc ibed. He ecommended
ha he collec ed in o ma ion be iewed as jus he ” ip o he icebe g.”
2.1. Philosophical Assump ions—This
s udy employed a phenomenological esea ch
design, which is explo a o y in na u e, as i
ocuses on ga he ing insigh s om he expe-
iences and pe spec i es o pa icipan s. This
app oach is pa icula ly sui able o explo ing
he subjec i e, luid, and pe sonal na u e o
he phenomena unde s udy. Phenomenology
begins wi h assump ions and uses an in e p e-
i e amewo k o add ess esea ch p oblems,
pa icula ly hose ela ed o human social issues.
The esea ch aims o unde s and he pe cep ions
o indi iduals o g oups, which a e hen an-
sc ibed in o a social p oblem. The philosophical
assump ions unde lying he esea ch a e clea ly
iden i ied o ensu e alidi y, including on ologi-
cal, epis emological, axiological, and he o ical
assump ions (C eswell, 2019).
On ological Assump ions
On ological assump ions pe ain o he na-
u e o eali y and how mul iple eali ies can be
explo ed and cons uc ed h ough human in e -
ac ions and meaning ul ac ions. In his s udy,
pa icipan s’ wo ds and expe iences we e ca e-
ully conside ed as ep esen a ions o hei eal-
i ies. The eali y is pe cei ed as independen o
he esea che and can be unde s ood h ough
he pa icipan s’ pe spec i es. The s udy elied
on he oices o he pa icipan s, using ex en-
si e quo es and hemes ha e lec ed hei expe-
iences, ensu ing ha he esponses we e coded
and analyzed wi h a en ion o bo h common-
ali ies and di e ences. This me hod was em-
ployed o main ain he eliabili y and au hen ic-
i y o he indings while minimizing pe sonal
bias h oughou he esea ch p ocess.
Epis emological Assump ions
The epis emological assump ions o he
s udy a e g ounded in unde s anding how knowl-
edge is gained h ough empa hy and closeness
o pa icipan s’ li ed social eali ies. Knowl-
edge is de i ed om pa icipan s’ subjec i e
expe iences, emphasizing he impo ance o
spending ime in he ield wi h pa icipan s o
ully imme se in hei con ex . Acco ding o
Guba and Lincoln (2020), he esea che mus
minimize he dis ance be ween hemsel es and
he pa icipan s o unde s and hei expe iences
mo e deeply. In line wi h his, he s udy adop ed
a phenomenological app oach wi h hema ic
analysis o ga he insigh s in o how eache s im-
plemen ed he p og am based on DepEd guide-
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lines and IATF p o ocols. By os e ing close in-
e ac ion wi h pa icipan s, he esea che aimed
o unco e aluable in o ma ion abou hei ex-
pe iences and coping s a egies in adap ing o
he new no mal.
Axiological Assump ions
Axiological assump ions ocus on he ole
o alues in esea ch, acknowledging ha he
esea che ’s alues, in ui ion, and biases can in-
luence he in e p e a ion o da a. In quali a i e
esea ch, unde s anding hese alues is c ucial
o in e p e ing he indings accu a ely. This
s udy ecognizes ha he esea che ’s alues in-
o m hei unde s anding and in e p e a ion o
he da a, as well as he heo e ical amewo ks
ha guide he esea ch. The esea che was
commi ed o p ese ing he digni y and alue
o e e y piece o in o ma ion ga he ed om pa -
icipan s. The esea che ’s subjec i e in e p e-
a ion was in e wined wi h pa icipan s’ iews,
ensu ing ha he essence o hei expe iences
was au hen ically con eyed.
Rhe o ical Assump ions
Rhe o ical assump ions in quali a i e e-
sea ch ocus on how language is used o con ey
meaning e ec i ely. In phenomenological e-
sea ch, he aim is no o “seek he u h” in an
objec i e o omniscien manne bu o epo on
eali y as pe cei ed by he pa icipan s. The lan-
guage used in he s udy was in ended o e lec
he expe iences o he pa icipan s and o p o-
ide meaning o hose expe iences. Acco ding
o C eswell (2019), phenomenology desc ibes
he s uc u es o expe iences as hey appea in
pa icipan s’ consciousness, wi hou elying on
ex e nal heo ies o assump ions. This s udy
sough o p esen he pa icipan s’ pe spec i es
on he phenomenon, o e ing a subjec i e in e -
p e a ion o hei li ed expe iences.
2.2. Quali a i e Assump ions—The
me hodology e e s o a c ea i e and adap i e
app oach o unde s anding esea ch ques ions
and subjec ma e , while he me hod in ol es
he speci ic knowledge and p ocedu es used
in he esea ch p ocess (Ge odias, 2020). In
his s udy, he expe iences o Home Economics
eache s om Cabuaya In eg a ed School, Ma i
Sou h Dis ic , Ma i Ci y Di ision, will be ga h-
e ed h ough In-Dep h In e iews (IDI), and
hei coping s a egies will be ex ac ed om
he pa icipan s. The esea che ’s cu iosi y
abou he eache s’ expe iences will se e as he
ounda ion o quali a i e esea ch, a me hod
conside ed e ec i e o explo ing ”meanings
and mo i a ions unde lying cul u al symbols,
pe sonal expe iences, and phenomena” (Kalo
Die z, 2020, as ci ed in Ge odias, 2020). Phe-
nomenology was chosen o add ess his esea ch
need by b inging o h he s o ies o he eache s
and lea ne s in a manne ha , as Da id (2020)
desc ibed, p esen s he hemes, symbols, and
meanings o hei expe iences. Phenomenologi-
cal esea ch is buil on wo key p emises. The
i s p emise is ha expe ience is a aluable,
ich, and ewa ding sou ce o knowledge. Ac-
co ding o Becke (2019), as ci ed in Mo issey
Higgs (2019), expe ience is a co e sou ce o
knowledge ha shapes beha io . Human expe-
ience, he e o e, is conside ed a co ne s one
o unde s anding human phenomena, no an
un eliable o i ial sou ce. The second p emise
o phenomenological esea ch sugges s ha
e e yday expe iences a e a p oduc i e sou ce
o knowledge, allowing us o gain p o ound
insigh s in o he na u e o e en s by examining
how hey un old in ou daily li es (Mo issey
Higgs, 2020). As Hancock e al. (2020) poin ed
ou , quali a i e esea ch add esses ques ions
ela ed o socie al issues. I seeks o unde -
s and why people beha e he way hey do, wha
opinions and a i udes hey o m in speci ic
si ua ions, how socie y in luences hei ac ions,
and how socie al p ac ices and cul u es de elop.
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Th ough phenomenology, which ocuses on he
”wha ” and he ”how” (Mous akas, 2019), he
esea che aims o unco e he subjec i e expe-
iences and pe spec i es o he eache s. This
app oach is expec ed o e eal how he Home
Economics p og am was implemen ed p io
o he pandemic and how i is cu en ly being
execu ed in he new no mal, p o iding deepe
insigh s in o he eache s’ li ed expe iences
du ing his ansi ion.
2.3. Design and P ocedu e—This s udy
u ilized a quali a i e phenomenological e-
sea ch design, explo ing he li ed expe iences
o Home Economics eache s in Cabuaya In e-
g a ed School, Ma i Sou h Dis ic , Ma i Ci y
Di ision. The esea ch design was chosen o
gain a deep unde s anding o he eache s’ ex-
pe iences and how he Home Economics p o-
g am has been implemen ed du ing he new no -
mal in Philippine public educa ion. In-dep h
in e iews (IDI) we e conduc ed wi h 10 Home
Economics eache s, and hei coping s a e-
gies we e ex ac ed om he esponses. The
esea ch aimed o shed ligh on he s eng hs,
weaknesses, oppo uni ies, and h ea s he each-
e s aced du ing he ansi ion, employing he
Colaizzi me hod o da a analysis o hema ic
coding and in e p e a ion. The s udy ollowed
e hical guidelines o ensu e he p o ec ion o
pa icipan s’ igh s and well-being. Social alue
was cen al o his esea ch, as i aimed o en-
hance unde s anding o how Home Economics
p og ams con ibu e o os e ing li e skills in s u-
den s. In o med consen was ob ained om all
pa icipan s, ensu ing ha hey ully unde s ood
he s udy’s pu pose, hei ole, and hei igh
o wi hd aw a any ime wi hou consequence.
The s udy also conside ed he ulne abili y o
pa icipan s, pa icula ly in ensu ing hei p i-
acy and con iden iali y. All da a, including
in e iews, we e anonymized, and pa icipan s
we e gi en assu ances ha hei iden i ies would
emain p o ec ed in any dissemina ion o he e-
sea ch indings. In addi ion o ensu ing p i acy,
he s udy ca e ully conside ed isks and bene-
i s. The an icipa ed isks we e minimal, mainly
e ol ing a ound he ime commi men and po-
en ial p o essional e lec ion by he eache s.
Howe e , he bene i s o pa icipa ion, includ-
ing he oppo uni y o con ibu e o a aluable
body o knowledge on Home Economics educa-
ion, we e seen as ou weighing hese conce ns.
The s udy aimed o p o ide insigh s ha could
imp o e Home Economics p og ams and in o m
u u e cu iculum de elopmen o be e suppo
eache s and s uden s in adap ing o he new
no mal. The esea che ensu ed anspa ency
h oughou he s udy by main aining open com-
munica ion wi h he pa icipan s. Regula up-
da es we e p o ided on he s udy’s p og ess,
and any ques ions o conce ns om he eache s
we e add essed p omp ly. This le el o ans-
pa ency os e ed us be ween he esea che
and he pa icipan s, ensu ing a collabo a i e
and espec ul esea ch en i onmen . Mo eo e ,
he indings o he s udy we e sha ed wi h he
eache s and ele an educa ional au ho i ies o
in luence policy and p ac ices in Home Eco-
nomics educa ion wi hin he Ma i Ci y Di ision.
Finally, he s udy highligh ed he need o on-
going suppo o Home Economics eache s
and p og ams, emphasizing he ole hese edu-
ca o s play in shaping s uden s’ li e skills. By
ocusing on eache s’ expe iences in na iga ing
he challenges o he new no mal, his esea ch
has he po en ial o in o m imp o emen s in
eache aining, cu iculum de elopmen , and
esou ce alloca ion. The indings a e expec ed
o con ibu e o s eng hening he impo ance o
Home Economics in he Philippine educa ional
sys em and ad oca e o mo e esou ces and
ecogni ion o hese essen ial p og ams.
2.4. Resea ch Pa icipan s—
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Fo pa icipan selec ion, pu posi e sam-
pling was employed in his s udy. Pu posi e
sampling is a non-p obabili y sampling me hod
in which he esea che used hei judgmen o
selec pa icipan s who we e mos ele an o
he esea ch opic. This app oach elied on he
esea che ’s abili y o iden i y indi iduals who
could p o ide in-dep h, ich, and ele an in o -
ma ion, ensu ing ha he sample was meaning-
ul and sui ed o he s udy. This me hod was
bene icial o sa ing ime and esou ces while
ensu ing he sample was app op ia e o answe -
ing he esea ch ques ions (Black, 2020). In his
s udy, he pa icipan s included bo h male and
emale public seconda y eache s who augh
Home Economics. Each pa icipan was as-
signed a code, such as IDI-FT1 o IDI-FT10,
o ensu e anonymi y and p o ec hei iden i-
ies. The ole o he esea che was o assess
he pa icipan s’ hough s and eelings by en-
cou aging hem o discuss pe sonal and po en-
ially sensi i e opics. Gi en ha some o he
expe iences we e ecen while o he s in ol ed
ecalling pas e en s, he esea che acknowl-
edged ha his could be challenging o he pa -
icipan s. None heless, he esea che ensu ed
ha he sa e y o pa icipan s and he con iden-
iali y o hei da a we e upheld h oughou he
s udy. Mechanisms o sa egua ding pa icipan
da a we e explici ly communica ed o he pa -
icipan s and app o ed by he ele an e hics e-
iew boa d be o e da a collec ion commenced.
As G eenbank (2020) emphasized, he hu-
man aspec o quali a i e esea ch was i al, and
he esea che had o be igilan abou po en-
ial biases and assump ions when engaging wi h
pa icipan s. The quali y o he s udy depended
on he esea che ’s abili y o handle hese issues
e ec i ely. I was essen ial ha he esea che
emained neu al, in e p e ing he esponses o
he pa icipan s h ough he lens o exis ing li -
e a u e and ela ed s udies, a he han h ough
pe sonal belie s o eelings. This app oach en-
su ed he esea ch main ained i s in eg i y and
a oided bias, ul ima ely leading o alid and
eliable indings.
2.5. Role o he Resea che —In his s udy,
I assumed mul iple oles o ensu e i s success.
Fi s , I sough pe mission o conduc he s udy,
s a ing wi h he Schools Di ision Supe in en-
den and hen ex ending he eques o he pa -
icipan s o he s udy. As he esea che , upon
ecei ing consen , I eco ded he ac ual in e -
iews o mee he needs o his ype o esea ch.
The main goal o he in e iew was o gain a
deepe unde s anding o he eache s’ expe i-
ences wi h he new no mal way o eaching and
lea ning. Addi ionally, he in e iews sough
o ga he insigh s on how he Depa men o
Educa ion could imp o e i s p og ams. Once
he necessa y da a was ga he ed, I ansc ibed
and analyzed he in o ma ion. Howe e , G een-
bank (2019) emphasized he impo ance o hu-
man ins umen s in esea ch, poin ing ou ha
he quali y o he s udy could be a ec ed by
biases and assump ions when wo king wi h pa -
icipan s. This aspec o he esea ch equi ed
ca e ul a en ion o ensu e alid esul s. To ad-
d ess any alidi y issues, pa icula ly wi h he
esea ch me hod, I sough assis ance om ex-
pe s. The in e iew guide and ques ions we e
e iewed and alida ed by expe panels o en-
su e hei app op ia eness. Addi ionally, he
sampling p ocess o selec ing pa icipan s was
guided by expe ecommenda ions o enhance
he igo o he s udy. O e all, I played a ious
oles o ensu e he s udy’s success, om ob ain-
ing pe missions o conduc ing in e iews and
analyzing da a. The esea ch aimed o p o ide a
deepe unde s anding o how eache s na iga ed
he new no mal in educa ion and o e ed ecom-
menda ions o imp o ing he Depa men o
Educa ion’s p og ams.
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2.6. Da a Collec ion—Acco ding o
C eswell (2019), an impo an s ep in he p o-
cess was o ind people o places o s udy and
o gain access o and es ablish appo wi h
pa icipan s so ha hey would p o ide good
da a. A closely in e ela ed s ep in he p ocess
in ol ed de e mining a s a egy o he pu pose-
ul sampling o indi iduals o si es. Once he
inqui e selec ed he si es o people, decisions
needed o be made abou he mos app op i-
a e da a collec ion app oaches. To collec his
in o ma ion, he esea che de eloped p o o-
cols. Addi ionally, he esea che needed o
an icipa e issues o da a collec ion, called “ ield
issues,” which could p esen p oblems, such as
ha ing inadequa e da a, needing o p ema u ely
lea e he ield o si e, o con ibu ing o los
in o ma ion. Finally, he quali a i e esea che
had o decide how o s o e da a so ha i could
be easily ound and p o ec ed om damage o
loss. In his s udy, he e we e se en s eps in he
p ocess o da a collec ion. Fi s , he si e o indi-
idual: he pa icipan s we e he s akeholde s o
Cabuaya In eg a ed School, Ma i Sou h Dis ic ,
Ma i Ci y Di ision. Second, access and appo :
a le e om he Dean o he G adua e School
was gi en o he g adua e s uden o eques
pe mission om he Schools Di ision Supe -
in enden o conduc he s udy. The esea che
sen he Supe in enden a le e explaining he
s udy’s objec i es and he pa icipan s’ iden i i-
ca ion, wi h an a ached copy o Chap e s 1 and
2 and he esea ch ins umen . The s udy would
only s a a e ecei ing he Supe in enden ’s
app o al. The hi d s ep was he pu pose ul
sampling s a egy: all pa icipan s had expe i-
enced he phenomenon being s udied. Ten (10)
in o man s we e selec ed o he s udy. The
selec ed wo king s uden s we e conside ed he
g oup o indi iduals who could bes in o m he
esea che abou he esea ch p oblem. They
we e also conside ed indi iduals who had expe-
ienced he phenomenon and could acili a e he
collec ion o da a. The ou h s ep in ol ed he
o ms o da a: he p ocess o collec ing in o -
ma ion p ima ily in ol ed In-Dep h In e iews
(IDI) wi h he en (10) in o man s. The i h s ep
was he eco ding p ocedu es: a p o ocol was
used in he obse a ion and in e iewing p oce-
du es. A p edesigned o m was used o eco d
in o ma ion collec ed du ing an obse a ion o
in e iew. The esea che ansc ibed he in e -
iewees’ esponses by ecalling hei answe s
om he sound eco de . Since he pa icipan s
used hei e nacula language, he esea che
ansla ed i in o English. Da a coding and he-
ma izing ollowed. Ca ego izing and coding
he da a came a e he ansc ip ion p ocess.
Themes we e ex ac ed, and pa icipan s’ da a
we e con as ed and compa ed. The esea che
hen conduc ed a second ound o in e iews
(FGD) o con i m da a equi ing mo e jus i i-
ca ion and pa icipan eedback. The newly
acqui ed ma e ial was ca e ully analyzed and
added o he exis ing body o knowledge. Then,
o iden i y pa e ns and ends, he da a we e
con as ed and compa ed be ween indi iduals.
The six h s ep in ol ed ield issues: limi ed
da a collec ion was engaged in his s udy. The
inal s ep, he se en h, was he s o ing o da a:
Da idson (1996) sugges ed he use o a da abase
o back up in o ma ion collec ed and o no e
changes o all ypes o esea ch s udies.
2.7. Da a Analysis—In analyzing he qual-
i a i e da a o his s udy, I used hema ic analy-
sis and iangula ion. Thema ic analysis, as de-
sc ibed by B aun and Cla ke (2006), is a me hod
o iden i ying, analyzing, and epo ing pa e ns
wi hin da a. I is widely used in quali a i e e-
sea ch and was employed o iden i y hemes and
pa e ns eme ging om he ansc ibed in-dep h
in e iews. Speci ically, he analysis ocused on
unde s anding he li ed expe iences o Home
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ing en i onmen ha enhances bo h sa e y and
p oduc i i y. Teache s emphasized he impo -
ance o p e-ac i i y b ie ings and isual aids
such as s ep-by-s ep ins uc ions on he boa d.
This p epa a ion is no me ely logis ical bu ped-
agogical i ensu es s uden s in e nalize expec-
a ions, educes con usion, and helps main ain
class oom o de . As Pa icipan 1 no ed, ou-
ines suppo be e o ganiza ion, pa icula ly in
si ua ions in ol ing po en ially haza dous ools
like kni es o s o es. This p oac i e ein o ce-
men o sa e y p o ocols e lec s a delibe a e
app oach o minimizing isks while maximizing
lea ning oppo uni ies. The signi icance o es-
ablishing s uc u ed ou ines and ules in skill-
based subjec s like Home Economics is well-
suppo ed in educa ional li e a u e. Acco d-
ing o Ma zano and Ma zano (2023), e ec i e
class oom managemen begins wi h he clea
communica ion o expec a ions and p ocedu es.
These ounda ional elemen s help s uden s un-
de s and beha io al and p ocedu al bounda ies,
pa icula ly du ing hands-on ac i i ies whe e
discipline and coope a ion a e i al. Home Eco-
nomics in ol es nume ous p ac ical asks ha
equi e sa e y awa eness and sha ed esponsibil-
i ies. Resea ch by Killen (2020) emphasizes he
need o ou ine in de eloping p ocedu al lu-
ency and os e ing esponsibili y in s uden s. In
p ac ical se ings, ou ines minimize unce ain y,
s eamline ask execu ion, and suppo a sa e
lea ning en i onmen , especially when dealing
wi h equipmen o ma e ials ha pose isk i
misused. Addi ionally, Ha ie (2019) poin s ou
ha cla i y in ins uc ion, especially when com-
bined wi h modeling and epe i ion, leads o
s onge s uden engagemen and achie emen .
In he con ex o HE, his means ha when
s uden s know wha o expec and a e guided
h ough s uc u ed asks epea edly, hey no
only comply be e wi h class oom no ms bu
also in e nalize skills mo e e ec i ely. Mo e-
o e , building ou ines encou ages lea ne in-
dependence and nu u es sel -discipline. Ban-
du a’s (1997) heo y o sel -e icacy also con-
nec s he e—p edic able ou ines and epea ed
p ac ice inc ease a s uden ’s belie in hei abil-
i y o succeed, which in u n p omo es mo e con-
iden and esponsible pa icipa ion. In sum, he
consis en applica ion o clea ou ines and ules
enhances he deli e y o Home Economics by
os e ing a suppo i e, sa e, and o de ly class-
oom. This pedagogical app oach no only ad-
d esses beha io al challenges bu also cul i a es
he li e skills and discipline s uden s need be-
yond he school se ing.
3.2.2. Building Posi i e Rela ionships and
Rewa d Sys ems—This heme highligh s how
eache s use appo -building and posi i e e-
in o cemen o manage s uden beha io . In-
s ead o elying solely on puni i e measu es,
hey in es ime in unde s anding s uden s’ pe -
sonali ies, in e es s, and emo ional igge s. By
c ea ing a class oom clima e based on mu ual
espec and open communica ion, eache s en-
cou age mo e coope a i e and espec ul be-
ha io . In addi ion, eache s o en use ewa d
sys ems, such as p aise, ce i ica es, o p i i-
leges, o acknowledge good beha io and ask
comple ion. This no only mo i a es s uden s
o s ay on ask bu also ein o ces a sense o
accomplishmen and belonging. Teache s e-
po ha s uden s who eel seen and alued a e
mo e likely o pa icipa e meaning ully and ol-
low ins uc ions du ing HE ac i i ies. The e-
sponses om pa icipan s unde sco e a sha ed
unde s anding among Home Economics (HE)
eache s ha clea ou ines and s uc u ed ules
a e undamen al in deli e ing e ec i e p ac i-
cal lessons. These ou ines se e as a guide
o s uden s, especially in ac i i ies ha in ol e
physical ools, eamwo k, and sa e y conside a-
ions. Se e al eache s emphasized ha wi hou
consis en ou ines, s uden s become con used
o diso ganized. Pa icipan 1 highligh ed ha
de ailed, s ep-by-s ep guidance is no jus help-
ul bu necessa y o p e en class oom chaos o
inju ies du ing ac i i ies like cooking o sewing.
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This conce n is echoed by Pa icipan 2, who
men ioned ha ou ines o ien s uden s and help
hem in e nalize sa e y p o ocols and expec a-
ions, demons a ing how p epa a ion di ec ly
impac s class discipline and e iciency. Col-
lec i ely, hese na a i es demons a e ha he
success o HE lessons pa icula ly he hands-on,
skill-building ones, depends hea ily on in en-
ional class oom s uc u e. The ou ine isn’ jus
abou o de ; i builds a sa e, p edic able en i-
onmen whe e s uden s can h i e, ocus, and
abso b li e skills wi hou con usion o dis up-
ion. Teache s ac no jus as acili a o s bu
as a chi ec s o lea ning ou ines ha p omo e
discipline, accoun abili y, and e iciency. Es ab-
lishing ou ines and ules in p ac ical subjec s
like Home Economics is no me ely a class oom
managemen ool—i is a pedagogical s a egy
g ounded in esea ch. Acco ding o Ma zano
and Ma zano (2023), e ec i e class oom man-
agemen hinges on well-es ablished p ocedu es
ha educe ambigui y and inc ease s uden en-
gagemen . When ou ines a e clea ly de ined,
s uden s know wha is expec ed o hem, which
os e s a lea ning en i onmen whe e hey can
ocus on de eloping skills a he han na iga -
ing unce ain y. Fu he mo e, Emme and E -
e son (2024) emphasize ha s uc u e is pa ic-
ula ly i al in p ac ical subjec s, whe e sa e y
and coo dina ion a e c i ical. In Home Eco-
nomics, whe e s uden s wo k wi h po en ially
haza dous ools and ma e ials, clea expec a-
ions minimize isks and ein o ce accoun abil-
i y. The ole o ou ines is no jus p e en i e;
i p omo es p oac i e lea ning by ins illing dis-
cipline and esponsibili y among lea ne s. Ban-
du a’s (1997) heo y o sel -e icacy also sup-
po s his pe spec i e, a guing ha p edic able
s uc u es and clea ins uc ions help s uden s
eel mo e compe en and con iden in comple -
ing asks. When lea ne s epea edly engage
in s uc u ed ou ines, hey build mas e y and
a sense o owne ship o e hei lea ning, key
ou comes in Home Economics educa ion. Fi-
nally, Na h (2023) adds ha ule cla i y and
class oom ou ines enhance collabo a i e lea n-
ing in g oup se ings by c ea ing sha ed no ms.
This is especially ele an in HE asks like meal
planning o budge ing, whe e collabo a ion is
essen ial. Teache s who build hese ou ines
help s uden s in e nalize no jus academic con-
en bu social and p ac ical beha io s ha mi -
o eal-li e si ua ions. In essence, he li e a-
u e a i ms wha eache s in his s udy ha e
desc ibed: ha ou ines and ules a e essen ial
sca olds o bo h sa e y and success ul skill
acquisi ion in Home Economics. When consis-
en ly implemen ed, hey lay he ounda ion o
meaning ul, esponsible, and engaged lea ning.
Figu e 4. Home Economics eache s add ess he
challenges hey encoun e in deli e ing he p o-
g am by es ablishing clea ou ines and ules o
s uden s, which help c ea e a s uc u ed and p e-
dic able lea ning en i onmen . This app oach
minimizes dis up ions and ensu es ha s uden s
unde s and expec a ions, allowing o smoo he
lesson execu ion. Addi ionally, eache s ocus
on building posi i e ela ionships wi h s uden s,
os e ing a suppo i e class oom a mosphe e
ha encou ages engagemen and mu ual espec .
By implemen ing ewa d sys ems, hey u he
mo i a e s uden s o pa icipa e ac i ely and ad-
he e o guidelines, ein o cing posi i e beha -
io and enhancing he o e all e ec i eness o
he p og am. These s a egies collec i ely help
eache s o e come challenges and c ea e a con-
duci e lea ning expe ience.
3.3. Re lec ions in Enhancing he Deli e y
o he Home Economics P og am —This sec-
ion p esen s he insigh s ha eme ged om he
li ed expe iences and e lec ions o Home Eco-
nomics eache s in deli e ing he p og am. A -
e na iga ing bo h he s eng hs and challenges
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Fig. 4. How Home Economics Teache s Add ess he Challenges hey Encoun e in
Deli e ing he P og ams
o implemen a ion, eache s p o ided aluable
ealiza ions ha shed ligh on he b oade signi -
icance o Home Economics in shaping s uden
li e skills. These insigh s go beyond he echni-
cal aspec s o ins uc ion hey e eal how Home
Economics os e s li e p epa edness, encou -
ages inno a ion in eaching, and highligh s he
impo ance o ins i u ional and communi y col-
labo a ion. The ollowing hemes encapsula e
hese e lec ions and aim o in o m u u e edu-
ca ional p ac ices and policy di ec ions ela ed
o he Home Economics cu iculum.
3.3.1. Fos e ing Real-Wo ld Compe en-
cies—This heme e lec s he ealiza ion among
educa o s ha Home Economics p o ides s u-
den s wi h a p ac ical oolki o e e yday li e.
F om budge ing and ood p epa a ion o sel -
ca e and household managemen , he subjec o -
e s eal-wo ld compe encies o en o e looked
in pu ely academic cu icula. Teache s see HE
no jus as a subjec , bu as a li e-p epa a ion
p og am ha de elops adap i e, independen ,
and esponsible indi iduals. In a school se -
ing whe e many s uden s come om di e se
and some imes economically challenged back-
g ounds, Home Economics se es as a b idge o
eal-li e su i al and p oduc i i y. Teache s em-
phasized ha he skills augh in HE a e no only
essen ial bu also immedia ely applicable in he
s uden s’ homes and communi ies. The subjec
nu u es independence, especially among lea n-
e s who may e en ually need o suppo hem-
sel es o con ibu e o hei amilies. This eal-
iza ion has deepened he eache s’ app ecia ion
o hei ole, no jus as ins uc o s o skills, bu
as men o s o li e eadiness. The esponses om
he pa icipan s collec i ely highligh he mul i-
ace ed ole o Home Economics (HE) in equip-
ping s uden s wi h p ac ical skills ha ex end a
beyond he class oom and in o hei e e yday
li es. This heme unde sco es he iew o Home
Economics no me ely as a subjec , bu as a i al
p og am ha p epa es s uden s o eal-wo ld
challenges. Fo ins ance, Pa icipan 1 sha es
he joy o wi nessing s uden s apply wha hey
lea n—budge ing and cooking—in hei pe -
sonal li es, e lec ing how HE impac s s uden s’
inancial li e acy and household managemen .
The s uden s’ commen s abou using hese skills
a home show he angible bene i s o HE, sug-
ges ing ha he knowledge gained isn’ con ined
o academic achie emen bu ansla es in o e -
e yday u ili y. These esponses, when aken
oge he , sugges ha Home Economics se es
as a holis ic educa ional expe ience. I doesn’
only each s uden s how o pe o m speci ic
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NIJSE (2025) -
asks; i shapes hei abili y o become adap-
i e, esponsible, and independen indi iduals,
p epa ing hem o he demands o e e yday
li e. The skills impa ed in HE c ea es a oun-
da ion o li e eadiness, building compe encies
ha s uden s can ca y wi h hem long a e
hey lea e school. The no ion o Home Eco-
nomics as a ga eway o eal-wo ld eadiness is
suppo ed by exis ing li e a u e emphasizing he
signi icance o li e skills educa ion in seconda y
schools. Acco ding o Wilson (2023), subjec s
like Home Economics p o ide essen ial oppo u-
ni ies o s uden s o acqui e p ac ical skills ha
con ibu e o hei o e all well-being and inde-
pendence. This aligns wi h he pa icipan s’ e-
sponses, highligh ing how HE eaches s uden s
p ac ical skills, such as budge ing, cooking, and
household managemen , ha a e ounda ional
o hei success in daily li e. Fu he mo e, e-
sea ch by La kin and Lee (2021) emphasizes
ha expe ien ial lea ning in Home Economics
allows s uden s o b idge heo e ical knowledge
wi h p ac ical applica ions, making hem mo e
equipped o handle eal-wo ld challenges. This
is e iden in he esponses o pa icipan s, who
poin ou how hei s uden s can di ec ly apply
wha hey’ e lea ned in he class oom o hei
homes and daily ou ines. Such p ac ical ap-
plica ions empowe s uden s and gi e hem a
sense o esponsibili y and owne ship o e hei
li es, which aligns wi h he indings om he
esea ch. Mo eo e , he ole o HE in p epa -
ing s uden s o independen li ing, especially
o hose who may lack guidance a home, is
a c ucial insigh . As highligh ed by Kim and
Pa k (2019), Home Economics p o ides a s uc-
u ed lea ning en i onmen o s uden s o gain
au onomy and li e eadiness, which becomes
c i ical o hei pe sonal g ow h. This suppo s
Pa icipan 3’s esponse, whe e HE becomes no
only a skills-based subjec bu also a sou ce o
guidance o s uden s, pa icula ly hose om
unde - esou ced backg ounds. In conclusion,
he li e a u e suppo s he idea ha Home Eco-
nomics plays a c ucial ole in p epa ing s uden s
o eal-wo ld challenges. Th ough hands-on
lea ning and he de elopmen o p ac ical com-
pe encies, HE equips s uden s wi h he ools
necessa y o independence, esponsibili y, and
sel -su iciency, co e componen s o li e eadi-
ness.
3.3.2. S eng hened Teache Inno a ion
and Flexibili y—A key insigh ha eme ged
is he impo ance o eache adap abili y. HE
eache s consis en ly need o imp o ise, localize
ma e ials, and ailo s a egies based on s uden
needs, school con ex , o lack o esou ces. This
heme poin s o he c ea i e esilience o edu-
ca o s and he need o ins i u ional suppo o
sus ain inno a ion. Wi hou i , he e ec i eness
o he HE p og am may be comp omised. This
heme also emphasizes ha eache s mus e-
main esou ce ul in he ace o challenges such
as limi ed ma e ials o changing s uden needs.
Many educa o s sha ed how hey o en ha e
o s ep ou side he con en ional bounda ies o
he cu iculum o adap lessons and ac i i ies o
wha is a ailable, bo h in e ms o esou ces and
s uden lea ning abili ies. The impo ance o
localizing con en , whe he by modi ying ac i -
i ies o sou cing ma e ials om he communi y,
eme ged as a key s a egy o main aining he
ele ance o he subjec ma e . Despi e hese
challenges, eache s’ abili y o inno a e allows
hem o con inue os e ing skills in s uden s ha
a e c ucial o hei pe sonal and p o essional
g ow h. The heme also sugges s ha while in-
di idual eache lexibili y is in aluable, he e
is a call o mo e ins i u ional suppo o help
sus ain and enhance hese inno a ions.
The heme highligh s he essen ial ole ha
eache inno a ion and lexibili y play in he e -
ec i e deli e y o he Home Economics p o-
g am, especially unde challenging ci cum-
s ances such as limi ed esou ces, di e se s u-
den needs, and a ying school con ex s. The
pa icipan s’ na a i es e eal ha eache s o -
en mus go beyond he p esc ibed cu iculum
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and a ailable ma e ials o ailo lessons and ac-
i i ies ha esona e wi h hei lea ne s. This e-
qui es c ea i i y and adap abili y eache s make
use o imp o ised ma e ials, local esou ces,
and modi ied eaching s a egies o main ain he
p og am’s ele ance and e ec i eness. Such
lexibili y is no me ely abou o e coming ob-
s acles bu is a delibe a e pedagogical app oach
ha empowe s educa o s o connec wi h s u-
den s in meaning ul ways. I also e lec s each-
e s’ esilience and commi men o s uden lea n-
ing despi e sys emic limi a ions. Howe e , his
c ea i i y comes wi h i s own challenges. No
all eache s may possess he same le el o e-
sou ce ulness o con idence o inno a e indepen-
den ly, and wi hou p ope ins i u ional suppo ,
hei e o s may be unsus ainable. The ind-
ings imply a need o schools and educa ional
au ho i ies o p o ide con inuous p o essional
de elopmen , accessible esou ces, and policies
ha nu u e and sus ain his eache -led inno a-
ion. The impo ance o eache inno a ion and
lexibili y is well-suppo ed in educa ional e-
sea ch. Acco ding o Fullan (2021), success ul
educa ional e o m depends hea ily on each-
e s’ abili y o inno a e and adap hei p ac ices
o i local con ex s and s uden needs. In he
case o esou ce-limi ed se ings, imp o isa ion
becomes a c i ical skill o educa o s o deli e
quali y ins uc ion (Mulkeen, 2022). Simila ly,
Da ling-Hammond e al. (2023) emphasize ha
eache adap abili y and con ex ual esponsi e-
ness imp o e s uden engagemen and lea ning,
especially in di e se class ooms whe e one-size-
i s-all app oaches o en ail. S udies speci ic
o Home Economics educa ion u he a i m
his. Resea ch by Kim and Smi h (2022) ound
ha eache s’ capaci y o localize and modi y
lessons acco ding o a ailable esou ces and
communi y eali ies signi ican ly enhances p o-
g am ele ance and e ec i eness. Mo eo e , in-
no a ion in eaching p ac ices os e s s uden s’
c i ical hinking and p oblem-sol ing skills, es-
sen ial li e skills p omo ed by Home Economics
(McG ego Mills, 2023). Ye , li e a u e also
cau ions ha wi hou sys emic suppo —such as
aining, ma e ials p o ision, and policy back-
ing— hese inno a i e p ac ices may place un-
due p essu e on eache s and isk bu nou (Day
Gu, 2021).
3.3.3. Ins i u ional and Communi y Sup-
po —Teache s ecognized ha sus ainable im-
plemen a ion o HE equi es mo e han class-
oom e o , i demands collabo a ion be ween
schools, communi ies, and e en pa en s. Sup-
po in e ms o ma e ials, in as uc u e, and
aining is essen ial. This heme shows ha
while HE is impac ul, i s con inued success
hinges on mul i-s akeholde commi men , es-
pecially in public schools wi h limi ed means.
This heme e eals ha Home Economics each-
e s iew he sus ainable success o he p og am
as a sha ed esponsibili y ha ex ends beyond
hei class ooms. They emphasize ha e ec-
i e deli e y equi es obus collabo a ion and
suppo om school adminis a ions, local com-
muni ies, and pa en s. Access o adequa e ma-
e ials, p ope in as uc u e, and con inuous
p o essional de elopmen a e iewed as essen-
ial pilla s ha enable eache s o implemen he
p og am e ec i ely. Teache s ecognize ha in
public schools, o en cons ained by limi ed e-
sou ces, his mul i-s akeholde suppo becomes
e en mo e c i ical o ensu e ha s uden s e-
cei e quali y li e skills educa ion. Teache s ac-
knowledge ha hei e o s in he class oom
can only go so a wi hou adequa e backing
om school leade s, local go e nmen uni s,
pa en s, and communi y o ganiza ions. Suppo
sys ems in ol ing ma e ial p o isions, in as-
uc u e de elopmen , and ongoing p o essional
aining c ea e an en i onmen whe e eache s
can deli e lessons e ec i ely and s uden s can
ac i ely engage in hands-on ac i i ies. Mo e-
o e , his mul i-s akeholde app oach os e s a
sense o sha ed esponsibili y and pa ne ship.
When pa en s and he communi y become in-
ol ed, s uden s bene i om addi ional encou -
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Fig. 5. Educa ional Insigh s D awn om he indings o he S udy
agemen and esou ces, which enhance hei
lea ning expe ience and ou comes. Especially
in esou ce-sca ce public schools, hese collabo-
a ions help b idge gaps ha indi idual eache s
canno ill alone. This heme emphasizes ha
o Home Economics o ul ill i s p omise as
a li e skills p og am, educa ional ins i u ions
mus cul i a e s onge ne wo ks and suppo
mechanisms ha sus ain eaching e o s beyond
he class oom. The impo ance o ins i u ional
and communi y suppo in educa ional p og am
success is well-documen ed. Eps ein’s (2021)
amewo k on school, amily, and communi y
pa ne ships highligh s hose collabo a i e e-
la ionships among hese s akeholde s imp o e
s uden achie emen and well-being. In he con-
ex o esou ce-cons ained schools, Da ling-
Hammond e al. (2020) a gue ha adequa e
in as uc u al suppo and con inuous p o es-
sional de elopmen a e c i ical o eache e ec-
i eness and p og am sus ainabili y. Speci ic o
Home Economics, esea ch by O’Conno and
O’B ien (2019) emphasizes ha he p o ision
o sui able acili ies and ma e ials di ec ly in-
luences he quali y o s uden lea ning expe-
iences. Fu he mo e, eache p o essional de-
elopmen and collabo a i e suppo sys ems
enable educa o s o inno a e and main ain p o-
g am ele ance (Ha is Jones, 2022). The li e a-
u e also no es ha communi y in ol emen can
en ich Home Economics p og ams by p o iding
local knowledge, esou ces, and mo al suppo
(King Hill, 2024). Collec i ely, hese indings
con i m ha s ong ins i u ional and communi y
pa ne ships a e indispensable o he long- e m
success and impac o Home Economics edu-
ca ion. Figu e 5. The s udy highligh s se e al
key educa ional insigh s ega ding Home Eco-
nomics, emphasizing i s ole as a ga eway o
eal-wo ld skills and p ac ical knowledge. One
majo inding is he need o s onge ins i u-
ional and communi y suppo o enhance he
p og am’s e ec i eness, ensu ing access o ade-
qua e esou ces, unding, and collabo a i e pa -
ne ships.
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4. Implica ions and Fu u e Di ec ions
This chap e p esen s a summa y o he s udy’s key indings on he ole o Home Economics
(HE) p og ams in enhancing s uden li e skills, ollowed by a discussion o he implica ions
o educa o s, school sys ems, and policy make s. Finally, i ou lines ecommended di ec ions
o u u e esea ch and p ac ice. This s udy aimed o explo e he li ed expe iences o Home
Economics eache s, he challenges hey ace in deli e ing he p og am, and he aluable insigh s
hey o e o imp o e s uden lea ning ou comes h ough li e skills de elopmen .
4.1. Findings—The esea ch cap u ed
eache s’ pe spec i es on how HE p og ams os-
e p ac ical compe encies such as budge ing,
cooking, sewing, and pe sonal ca e skills es-
sen ial o s uden s’ e e yday unc ioning and
u u e independence. I also illumina ed he ob-
s acles eache s encoun e , including class oom
managemen di icul ies, lack o esou ces, and
he need o c ea i i y and lexibili y. Mo e-
o e , he s udy highligh ed he c i ical ole o
eache inno a ion and ins i u ional suppo in
sus aining e ec i e p og am deli e y.
4.2. Implica ions—The indings o his
s udy ha e se e al impo an implica ions, pa -
icula ly when ancho ed o Da id A. Kolb’s
Expe ien ial Lea ning Theo y, which empha-
sizes he impo ance o lea ning h ough expe-
ience, e lec ion, and ac i e pa icipa ion. The
emphasis on hands-on ac i i ies in Home Eco-
nomics (HE) ein o ces he alue o he subjec
as no only an academic discipline bu also as
a i al li e-p epa a ion ool. Th ough expe i-
en ial lea ning, s uden s engage in eal-wo ld
asks ha os e con idence, esponsibili y, and
c i ical hinking, which a e essen ial ai s o
holis ic de elopmen . Kolb’s heo y asse s ha
ac i e in ol emen in p ac ical asks enhances
s uden unde s anding and e en ion, making
HE a pe ec i o his lea ning model. How-
e e , he challenges aced by eache s e eal
signi ican gaps in esou ces, in as uc u e, and
suppo sys ems ha need o be add essed o
ully ealize he po en ial o HE p og ams. E -
ec i e class oom managemen , pa icula ly du -
ing p ac ical lessons, equi es no only eache
expe ise bu also s uden coope a ion, and in
some cases, addi ional aining o assis ance.
Teache s’ abili y o adap and inno a e is c u-
cial, which unde sco es he impo ance o con-
inuous p o essional de elopmen p og ams ha
empowe educa o s o localize and c ea i ely
ailo lessons, especially in esou ce-limi ed se -
ings. By os e ing lexibili y and adap abil-
i y, eache s can o e come cons ain s and en-
su e ha hei s uden s s ill bene i om mean-
ing ul lea ning expe iences. Fu he mo e, he
s udy highligh s he impo ance o collabo a-
ion among key s akeholde s, including school
adminis a o s, pa en s, local go e nmen uni s,
and o he communi y pa ne s, o suppo he
success o HE p og ams. This mul i-s akeholde
app oach ensu es ha necessa y ma e ials, a-
cili ies, and aining oppo uni ies a e p o ided,
making he p og am accessible and ele an o
all s uden s, ega dless o hei socio-economic
backg ound. Acco ding o Kolb’s heo y, such
collabo a i e e o s c ea e a lea ning en i on-
men ha is en iched by a ious pe spec i es
and esou ces, leading o a mo e comp ehensi e
and sus ainable educa ional expe ience. The e-
o e, o HE p og ams o h i e, hey mus be
well-suppo ed a all le els, bo h wi hin he
school and he b oade communi y, ensu ing
ha e e y lea ne has he oppo uni y o bene i
om hese p ac ical li e skills.
4.3. Fu u e Di ec ions—Based on he ind-
ings o his s udy, i is impe a i e ha educa-
o s, adminis a o s, and policymake s no only
unde s and bu also ac i ely implemen he in-
sigh s p o ided by Home Economics eache s.
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These u u e di ec ions o e ac ionable ecom-
menda ions aimed a s eng hening he deli e y
and impac o Home Economics p og ams o
be e enhance s uden li e skills, especially in
con ex s whe e esou ces and suppo may be
limi ed.
S uden s
To be ully equipped wi h he necessa y
compe encies as hey ace he eal wo ld and
be able o compe e and su i e.
Home Economics Teache s
Teache s hemsel es a e encou aged o con-
inue de eloping hei c ea i i y, lexibili y, and
esilience in p og am deli e y. Re lec ing on
hei ins uc ional s a egies and sha ing bes
p ac ices can imp o e eaching e icacy and s u-
den engagemen . Seeking p o essional de el-
opmen ocused on class oom managemen , cu -
iculum adap a ion, and he use o local ma e-
ials will u he equip educa o s o mee he
di e se needs o hei lea ne s.
Depa men o Educa ion
The Depa men o Educa ion holds a c i -
ical ole in enhancing Home Economics edu-
ca ion ac oss public schools. The indings em-
phasize he need o policy e o ms ha p i-
o i ize adequa e p o ision o eaching ma e i-
als, in as uc u e imp o emen s, and con inu-
ous p o essional de elopmen ailo ed o Home
Economics educa o s. Cu iculum de elopmen
should in eg a e mo e p ac ical, eal-wo ld ap-
plica ions ha e lec s uden s’ socio-economic
and cul u al con ex s. Fu he mo e, embedding
lexible ins uc ional amewo ks ha accom-
moda e local eali ies and p omo e expe ien ial
lea ning will help ensu e ha Home Economics
emains ele an and e ec i e in os e ing es-
sen ial li e skills.
School Adminis a o s and P incipals
School leade s mus champion he impo -
ance o Home Economics by os e ing an en-
abling en i onmen whe e eache s eel sup-
po ed in hei inno a i e and adap i e eaching
me hods. P o iding ongoing aining oppo u-
ni ies, acili a ing pee collabo a ion, and ensu -
ing access o adequa e esou ces can empowe
Home Economics eache s o o e come chal-
lenges ela ed o class oom managemen and
limi ed ma e ials. Adminis a o s should also
encou age s onge engagemen wi h pa en s
and communi y s akeholde s o build a ne wo k
o suppo ha sus ains p og am deli e y and
s uden pa icipa ion.
Communi y and Ex e nal S akeholde s
Local go e nmen uni s, non-go e nmen al
o ganiza ions, and communi y leade s play an
indispensable ole in supplemen ing he e o s
o schools. Thei in ol emen in p o iding ad-
di ional esou ces, in as uc u e, and aining
oppo uni ies can signi ican ly imp o e he e -
ec i eness o Home Economics p og ams. Pa -
ne ships wi h local businesses o oca ional cen-
e s could c ea e expe ien ial lea ning oppo u-
ni ies ha ex end beyond he class oom, os e -
ing s onge eal-wo ld connec ions o s uden s.
Collabo a i e ini ia i es should be pu sued o
add ess he esou ce gaps and enhance he isi-
bili y and alue o Home Economics educa ion.
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