Design and Process: Unveiling the Literature Syllabi

AUTHOR(S)

MICHELLE ANN P. GOMEZ

ABSTRACT

—— This study explores the lived experiences of tertiary literature educators in designing and refining course syllabi within Philippine higher education. Through semi-structured interviews, the research uncoversthe reflective processes and meaning-making practices that guide instructors in conceptualizing, structuring, and selecting content for literature courses. Findings reveal that educators anchor syllabus design in alignment with course objectives, institutional policies, and CHED guidelines, while attending to the diverse backgrounds, competencies, and learning needs of students. Participants emphasized the deliberate balance of classical and contemporary texts, the systematic sequencing of topics, and reliance on compendiums, prior syllabi, and collegial guidance. Educators also reported challenges including limited preparation time, scarce instructional and technological resources, difficulties in selecting appropriate texts, and the need to balance academic rigor with student capacities. The study demonstrates that syllabus development is a reflective and iterative process shaped by both institutional and classroom contexts, highlighting the importance of institutional support, access to resources, and ongoing professional development to enhance literature instruction in higher education. Keywords — syllabus design, tertiary education, pedagogical challenges, reflective practice, curriculum development.