IJECE Published Articles

Abstract This study investigates the alignment and implementation of Comprehensive Sexuality Education (CSE) within the Philippine Department of Education’s (DepEd) K to 12 curricula through a qualitative content analysis of key policy documents, notably DepEd Order No. 31, s. 2018. The findings reveal partial alignment with international standards set by UNESCO and WHO, but significant implementation gaps persist due to the curriculum’s integrative structure, which compromises thematic coherence and instructional depth. Cultural and religious influences—particularly the dominance of Catholic values—serve as both facilitators and barriers, especially in addressing reproductive health and LGBTQ+ topics. Additional challenges include teacher discomfort, inadequate training, and a misalignment between national policies such as the Responsible Parenthood and Reproductive Health (RPRH) Law and actual classroom practices. The study contributes to curriculum theory by affirming the importance of culturally responsive pedagogy, underscores the relevance of critical pedagogy in challenging dominant norms, and highlights the underutilization of human rights education frameworks. Unexpected patterns emerged, including the strong influence of teachers’ personal beliefs over policy content and the exclusion of student voices in curriculum development. Practical implications point to the need for inclusive curriculum reform, enhanced teacher training, improved policy coherence, community engagement, and comprehensive monitoring systems. While the study is limited by its reliance on secondary sources and the absence of direct stakeholder input, it offers a foundation for future research that incorporates empirical, stakeholder-informed approaches to better understand and improve CSE delivery across the diverse educational contexts of the Philippines. KEYWORDS: Comprehensive Sexuality Education, Philippine curriculum, UNESCO standards, LGBTQ+ inclusion, culturally responsive pedagogy, reproductive health education, critical pedagogy