IJECE Published Articles

Abstract This study conducted a qualitative systematic review of empirical research on the implementation of the Learning Action Cell (LAC) in Philippine basic education. Institutionalized through DepEd Order No. 35, series of 2016, the LAC was designed as a school-based professional development strategy aimed at strengthening teacher collaboration and reflective practice. Using the PRISMA 2020 guidelines, a total of 21 studies published between 2016 and 2024 were identified, screened, and thematically analyzed following Braun and Clarke’s six-phase approach. The findings revealed three central strands: challenges, opportunities, and impacts on teaching efficiency. The review highlighted persistent challenges such as inadequate facilitator training, scheduling and workload conflicts, limited resources in rural schools, and weak monitoring systems. At the same time, it underscored enabling opportunities, including improved teacher collaboration, increased professional confidence, and the fostering of reflective practice. Evidence further indicated that LAC participation enhanced teaching efficiency by supporting the application of differentiated instruction, integration of digital tools, and improved classroom management. The study also found that LAC effectiveness was strongly influenced by contextual variables such as topic relevance, facilitator competence, leadership support, and resource availability. Overall, the findings affirm that the LAC is a promising framework for professional development but one that requires stronger policy enforcement, facilitator training, and equitable resource provision to ensure sustainability. The study recommends strengthening institutional support, aligning session content with teachers’ instructional needs, and conducting further research on the direct impact of LAC on student learning outcomes.