Contextualized Framework in Integrating Gender and Development in Upland Public Elementary Classrooms of Ilocos Sur Division

AUTHOR(S)

SYLVIA S. COLCOLO DELIA R. CASILLAN

ABSTRACT

— This study aimed to develop a contextualized framework for integrating Gender and Development (GAD) principles in upland public elementary classrooms in the Schools Division of Ilocos Sur. GAD is a development approach that promotes equality through inclusive, gendersensitive education. Using a descriptive-correlational design, data were gathered from teacherrespondents using a validated questionnaire. The study focused on assessing GAD policy awareness, levels of classroom implementation, challenges encountered, and coping strategies. Findings revealed that teachers possessed high awareness of GAD policies and showed strong implementation in classroom practices. However, they faced serious challenges, including insufficient resources, inadequate training, and socio-cultural resistance. Despite these, teachers employed effective coping mechanisms such as peer support and community involvement. Statistical analysis showed significant positive relationships between awareness and implementation, and between implementation and gender-responsive practices. A negative correlation existed between the challenges faced and the extent of implementation. The study addressed a critical research gap by contextualizing GAD integration in remote, upland settings. As an output, a contextualized framework guided by the Input–Process–Output (IPO) model was developed to promote inclusive, responsive, and sustainable GAD integration in basic education. The study recommends the institutionalization of the framework, enhanced training programs, stakeholder engagement, and provision of gender-sensitive materials. Keywords — Gender and Development (GAD), upland schools, inclusive education, gendersensitive practices, contextualized framework, IPO model, public elementary education, Ilocos Sur.