Implementation Of Sustainable Development Goal 4 Basis For Technical Training Among TVL Strand Students And Teachers’ Practices In CD 4, SDO Batangas Province

Abstract

This study examined the relationship between teachers’ implementation of Sustainable Development Goal 4 (SDG 4) in the technical training of Technical-Vocational-Livelihood (TVL) students and the extent of their SDG 4-oriented practices in Congressional District IV, Division of Batangas Province, during School Year 2025–2026. Using a descriptive-quantitative research design, the study surveyed 137 TVL teachers from public and private senior high schools through a structured questionnaire. Data were analyzed using weighted mean, standard deviation, and Pearson’s correlation coefficient.

Findings revealed that SDG 4 implementation was highly evident in curriculum content, while instructional strategies, learning resources, and assessment practices were moderately implemented. Teachers’ SDG 4-oriented practices were likewise moderately practiced across school-based activities, community engagement and extension programs, work immersion and industry linkages, and entrepreneurial initiatives. Correlation analysis showed a statistically significant moderate positive relationship between teachers’ implementation of SDG 4 in technical training and their SDG 4-oriented practices, r = .573, p < .001. This indicates that stronger integration of SDG 4 in technical training is associated with more evident SDG 4-oriented practices in broader school, community, industry, and entrepreneurship-related activities.

The study further found that teachers encountered moderate challenges in implementing SDG 4, particularly in relation to students’ varying readiness and motivation, inadequate facilities and equipment, large class sizes, and limited support systems. Based on these findings, the study proposed the SDG 4–Aligned Technical Training Enhancement Program (STTEP) as an intervention framework to strengthen SDG 4 implementation in TVL education. The study recommends improving institutional support, providing adequate instructional resources, conducting teacher capacity-building programs, and strengthening partnerships with community and industry stakeholders.