Abstract Highlight
This phenomenological study examined how faculty members in private higher education institutions in San Jose del Monte, Bulacan, interpret and enact pedagogical practices aligned with the UN Sustainable Development Goals (SDGs) and Ambisyon Natin 2040. Anchored in Transformative Learning Theory, Teacher Agency Theory, and Critical Pedagogy, the research drew from reflective narratives of seven faculty participants across multiple disciplines.
The findings revealed a tapestry of experiences that positioned teaching as an act of ethical stewardship, where educators saw themselves as moral agents shaping values of justice and civic responsibility. Faculty emphasized the importance of localizing global goals through contextualized pedagogy that connected sustainability concepts to community realities, even as they confronted institutional and bureaucratic constraints such as rigid curricula and limited resources. At the same time, they harnessed youth-centered digital innovation by engaging learners through social media and technology-driven projects, while also reframing disciplinary knowledge to integrate humanistic and sustainability-oriented perspectives. Their efforts often extended beyond the classroom through transformative community-based learning, where service-learning and immersion experiences deepened students’ understanding of sustainability in practice.
Author Spotlight
Christopher C. Collado, RN, LPT, MAEd, CRS, PhD(c) is a seasoned educator and researcher specializing in sustainability pedagogy, curriculum development, and research ethics. Currently a professor, adviser, and panelist at La Concepcion College, he has extensive experience mentoring both graduate and undergraduate students. His interdisciplinary expertise spans nursing, psychology, physical therapy, and educational management, with scholarly work focusing on the integration of sustainable development in Philippine higher education. As a Certified Research Specialist and book author, he embodies a strong commitment to advancing inclusive, transformative, and future-ready education.
Editor’s Note
“We selected this article as our Featured Article because it affirms the pivotal role of faculty as agents of sustainability and nation-building. Christopher Collado’s study bridges theory and practice by capturing the lived experiences of educators and translating them into the SDG–Ambisyon Integration Framework. This practical guide empowers faculty to align pedagogy with global and national development goals, advancing equity and inclusivity in Philippine higher education.”
— Von L. Sarino, PhD, Editor-in-Chief
Key Highlights
Faculty as nation-builders: Teaching framed as ethical stewardship beyond knowledge delivery.
Localized pedagogy: Linking SDGs to students’ lived realities in Bulacan communities.
Challenges: Institutional inertia, bureaucratic rigidity, and resource constraints hinder innovation.
Opportunities: Digital innovation and community-based learning empower student engagement.
Output: The SDG–Ambisyon Integration Framework and Instructional Guide serves as both a theoretical model and practical tool for educators.
