Authors : Juvy A. Uy

Volume/Issue : Volume 10 - 2025, Issue 8 - August

Google Scholar : https://tinyurl.com/m3fh33xb

Scribd : https://tinyurl.com/4ensptkr

DOI : https://doi.org/10.38124/ijisrt/25aug1442

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Abstract : This phenomenological research looked into the strategies and challenges faced by Edukasyong Pantahanan at Pangkabuhayan (EPP) teachers in developing the technical skills of their students. The study involved nine (9) EPP teachers from a public elementary school in the Compostela West District, Division of Davao de Oro. Using thematic analysis, the study revealed that teachers often rely on hands-on activities and project-based learning (PBL), both of which effectively nurture practical skills, problem-solving, and entrepreneurial mindsets among learners. These approaches not only engage students in active participation but also help them connect classroom lessons with real-life applications. However, the teachers also encountered significant challenges such as limited resources, lack of time, and overcrowded classrooms. These barriers often limit the teachers’ ability to provide individualized guidance and hinder the full implementation of skill-based learning. The findings highlighted that while these strategies help in enhancing students’ technical skills, the effectiveness of teaching is hindered by these recurring difficulties. To address these issues, the study suggests improving resource allocation for EPP subjects and managing teacher-student ratios more effectively. Strengthening partnerships with stakeholders and local communities can also provide additional support in sustaining technical and livelihood programs. With these measures, schools can create supportive and sustainable learning environments where both teachers and learners can succeed in cultivating livelihood-oriented competencies.

Keywords : Building Technical Skills, Annotations, EPP Teachers.

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