Financial Literacy Integration in the K to 12 Social Studies Curricula in the Philippines: Basis for a Contextualized COVID-19 Teaching Model

Abstract

The study ascertained the values of saving and spending in the Social Studies K to 12 Curricula across grade levels in the Philippines that will serve as basis for a contextualized COVID-19 Teaching Model. It sought to: (1) evaluate the thematic integration of production, distribution, and consumption in the curriculum guides (CGs); (2) describe the integration of the value of saving and spending in the CGs and how potential it is to promote financial literacy; (3) design an innovative framework that facilitates the efficient integration of financial literacy in a contextualized COVID-19 Teaching Model. The study used a quantitative method using descriptive design. With the use of the K to 12 Curriculum Guide (Grades 1 to 12 Social Studies) from DepEd, documentary content analysis was employed in order to see the ambiguities in the curriculum, especially on the integration of financial literacy as primary lenses in the study. The thematic integration of production, distribution, and consumption in the K to 12 social studies curricula is a part of a seamless design in a spiral progression model.  However, its integration is insufficient, making the values of saving and spending remain inadequate. To promote financial literacy among social studies students across the curriculum, the use of the COVID-19 Model of Teaching despite COVID-19 pandemic contextualizes a creative method on this finding. Hence, the Innovative Framework to Promote Financial Literacy (IFPFL), a policy brief, will be adopted during the future revision of the K to 12 curricula with government support to be participated with other curriculum stakeholders.