From K–12 experience to MATATAG preparation: perceived pedagogical preparedness of Bachelor of Physical Education students

A qualitative study explored the perceived pedagogical preparedness of Bachelor of Physical Education (BPED) students in the Philippines for the upcoming MATATAG Curriculum. These students, who completed their Senior High School under the K–12 Curriculum, are preparing for future teaching roles amidst significant curriculum reform in the Philippine basic education system. The findings, though partially available, indicate a focus on understanding their experiences and readiness for the new educational demands.

Why it matters

This development is strategically important because curriculum reforms, such as the MATATAG Curriculum, directly impact the future workforce capabilities and the educational pipeline. Understanding the preparedness of future educators for these changes is critical for ensuring effective implementation and maintaining educational quality at a national level.

Key insights

• The Philippine basic education system is undergoing a significant curriculum reform with the phased implementation of the MATATAG Curriculum.
• This reform creates new demands for teacher education programs, specifically for preparing future teachers in Kindergarten to Grade 10.
• A qualitative descriptive study explored the experiences and perceived pedagogical preparedness of 24 Bachelor of Physical Education (BPED) students.
• Participants completed Senior High School under the K–12 Curriculum and are preparing for teaching roles within the emerging MATATAG context.
• The study employed semi-structured interviews and thematic analysis for data collection and interpretation from students at a state university in Laguna, Philippines.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1934516