Authors : Eladia A. Canosa

Volume/Issue : Volume 11 - 2026, Issue 7 - July

Google Scholar : https://tinyurl.com/3ujw65k2

Scribd : https://tinyurl.com/sykjpmk6

DOI : https://doi.org/10.38124/ijisrt/26jul471

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

Abstract : The implementation of the MATATAG Curriculum represents one of the most significant educational reforms introduced by the Philippine Department of Education to improve learning quality through curriculum decongestion, strengthened foundational competencies, and learner-centered instruction. As Technology and Livelihood Education (TLE) emphasizes practical competencies, technical skills, and work readiness, its successful implementation under the MATATAG Curriculum depends largely on teachers' capacity to adapt instructional practices while responding to contextual challenges. This review synthesizes contemporary literature examining curriculum implementation, teacher adaptation strategies, instructional practices, and institutional support relevant to Technology and Livelihood Education. The review follows a systematic literature review approach by examining peer-reviewed journal articles, government policy documents, conference proceedings, and international publications published primarily between 2020 and 2026. Literature was retrieved from Scopus-indexed journals, ERIC, ScienceDirect, SpringerLink, Google Scholar, and official publications of the Department of Education, UNESCO, and the OECD. The synthesis identifies recurring themes concerning teacher preparedness, instructional resources, curriculum implementation challenges, professional development, learner-centered pedagogy, technology integration, and administrative support. The literature consistently indicates that effective curriculum implementation relies not only on curriculum design but also on teachers' professional competence, institutional readiness, collaborative learning communities, and sustained policy support. Despite increasing scholarship on the MATATAG Curriculum, limited empirical studies have specifically explored Technology and Livelihood Education teachers' lived experiences, adaptation strategies, and instructional practices during implementation. This review establishes the scholarly foundation for the present qualitative descriptive study by identifying existing knowledge, synthesizing current evidence, and highlighting research gaps that warrant further investigation.

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