Authors : Febe Kate C. Paredes

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/3a9esnkd

Scribd : https://tinyurl.com/m4azt938

DOI : https://doi.org/10.38124/ijisrt/26jun1509

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This review synthesizes literature on the challenges faced by teachers in implementing curriculum innovations, with emphasis on the ILAW Framework (Intentions, Learning Experiences, Assessing Learning, and Ways Forward) in Technology and Livelihood Education (TLE). The objective is to examine difficulties related to understanding the framework, lesson planning, instructional resources, assessment practices, and professional development. Literature was gathered from ERIC, ScienceDirect, Google Scholar, and Philippine E-Journals, covering studies published between 2016 and 2025. Findings consistently highlight that curriculum reforms increase teacher workload and require new competencies, often without sufficient training or resources. Theories such as the Concern-Based Adoption Model (Hall & Hord, 2020) and Fullan’s Change Theory (2016) explain how teacher concerns and readiness affect implementation. Studies reveal that limited instructional materials, inadequate training, and insufficient administrative support hinder effective adoption of learner-centered frameworks. While international research emphasizes the importance of professional development and institutional support, localized studies in Philippine TLE contexts remain scarce. This synthesis underscores the need for targeted support programs to assist teachers in adapting to curriculum reforms. Recommendations include continuous training, provision of resources, and structured mentoring to enhance implementation of the ILAW Framework in TLE.

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