The Role of Home Economics Programs on Student Life Skills: The Lived Experiences of Teachers

ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 The Role of Home Economics Programs on Student Life Skills: The Lived Experiences of Teachers Nurhana B. Feliciano Abstract. This study explored the role of Home Economics programs in shaping the life skills of students in the elementary and secondary education levels. Specifically, it aimed to examine the lived experiences of students and teachers regarding how Home Economics contributes to the development of practical competencies such as financial literacy, nutrition and meal planning, household management, and basic livelihood skills. Using a qualitative, phenomenological approach, the study employed in-depth interviews 5 participants and focus group discussions 5 participants to gain deeper insights into the participants’ perspectives. Thematic analysis revealed several key findings. Students perceived Home Economics as highly relevant to real-life applications, boosting their confidence, independence, and problem-solving skills. Teachers, on the other hand, viewed the subject as a vital platform for values formation and preparing learners for future responsibilities. Despite its impact, the program faces challenges such as insufficient materials, limited instructional time, and outdated equipment. In response, educators employed strategies such as contextualized teaching, hands-on learning, and community partnerships. Three major themes emerged from an educational perspective: the life-enriching value of practical education, the transformative influence of skill-based learning, and the role of contextual relevance in student engagement. KEY WORDS 1. Home Economics 2. life skills 3. student development Date Received: August 15, 2025 — Date Reviewed: September 20, 2025 — Date Published: October 10, 2025 1. Introduction Home economics programs play a crucial role in equipping students with essential life skills that prepare them for various personal and professional challenges. These programs cover a wide spectrum of practical skills, including nutrition, financial management, household management, and child development, fostering holistic development and self-sufficiency. By integrating these subjects into the educational curriculum, home economics aims to enhance students’ abilities to make informed decisions, manage resources effectively, and navigate everyday life with confidence. However, the implementation and effectiveness of these programs vary significantly across cultural, socioeconomic, and geographic contexts, highlighting the need for a comprehensive examination of their impact on student life skills from a qualitative perspective. Globally, there are several notable gaps in home economics education. In Western countries like the United States, cultural diversity poses a challenge to designing NIJSE (2025) - inclusive curricula that cater to varied cultural and socioeconomic backgrounds. Studies have noted that a one-size-fits-all curriculum often fails to meet the diverse needs of students, especially those from marginalized communities (Anderson, 2020; Moores, 2020). In Europe, resource allocation disparities have been observed between developed and developing regions. For example, while some countries invest heavily in modern tools and facilities for home economics, others struggle with outdated materials and insufficient funding, which limits students’ handson learning opportunities (Johnson, 2020; Lickert, 2021). Meanwhile, in Asian countries like Cambodia and Malaysia, societal perceptions of home economics as a lesser discipline diminish its role in education, often leading to reduced emphasis in curricula and fewer resources allocated to these programs (Legster, 2020; Amber, 2021). Addressing these global gaps requires adapting curricula to cultural contexts, equitable resource distribution, and elevating the importance of home economics education in national and international educational agendas. Nationally, similar gaps are evident across the Philippine archipelago. In Luzon, home economics programs often rely on outdated curricula that fail to reflect modern-day challenges such as digital financial literacy and sustainable living practices, leaving students ill-equipped for today’s socio-economic environment (Amorosa, 2020; NEAP, 2020). In the Visayas, resource allocation disparities between urban and rural schools are stark, with rural areas frequently lacking essential materials, qualified teachers, and proper facilities, thereby compromising the quality of education (Ancheta, 2020; Reyes, 2020). In Mindanao, societal perceptions of home economics as a less critical subject compared to core academic disciplines have led to its undervaluation, further limiting the effectiveness of these programs in preparing students for real-world challenges (Ayuste, 2020; Toledo, 2020). These national gaps underscore the need for a more modernized, well-supported, and culturally relevant approach to home economics education across the Philippines. Locally, in the Division of Mati City, the challenges mirror those observed nationally, albeit with unique nuances. Resource constraints in public schools have led to limited access to essential teaching materials and practical tools necessary for delivering an effective home economics program. Furthermore, the curriculum remains traditional, focusing on basic skills that do not fully align with the evolving needs of modern households and workplaces. These issues highlight the importance of addressing localized challenges to ensure that home economics programs contribute meaningfully to students’ life skills development in Mati City. In essence, this study is not merely an academic pursuit but a heartfelt endeavor to ensure that home economics education becomes a meaningful tool for empowerment, bridging gaps, addressing inequalities, and preparing students to face life’s challenges with confidence, resilience, and purpose. Through this research, I aspire to contribute to a future where every learner, regardless of their background, is equipped with the skills to build a life of self-sufficiency, dignity, and success. 1.1. Purpose of the Study—The purpose of this study is to explore the different views and perceptions of Home economics teachers on the implementation and awareness of the program in student life skills. Specifically, this study aims to answer the following questions 1.2. Research Questions— (1) W hat are the lived experiences of Home Economics teachers in delivering the program to enhance student life skills? 2ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - (2) H ow do Home Economics teachers address the challenges they encounter in delivering the program on student life Skills? (3) What insights can be drawn to enhance the delivery of the Home Economics program? 1.3. Significant of the Study—The study, The Role of Home Economics Programs on Student Life Skills, has several potential benefits for different stakeholders: Teachers this study provides valuable insights into the effectiveness of Home Economics programs in equipping students with essential life skills. It can help educators understand the specific areas where students benefit the most, allowing them to refine their teaching methods and curriculum design to maximize student learning. The findings may also highlight the importance of experiential and hands-on learning, encouraging teachers to incorporate more practical activities into their lessons. Students Stand to gain directly from the improvements that may result from this study. By identifying the specific life skills that are most effectively taught through Home Economics programs, the study can lead to a more targeted and relevant curriculum. This ensures that students are better prepared for real-world challenges, such as managing personal finances, maintaining a household, or making informed consumer decisions. School Administrators The study offers evidence-based insights that can inform curriculum development, resource allocation, and policy-making. Understanding the impact of Home Economics programs on student life skills can justify continued or increased investment in these programs. Stakeholders They can use the findings to support and advocate for more robust life skills programs in schools, understanding their direct impact on student development. Future Researchers The study serves as a valuable reference for future research on life skills education, particularly in Home Economics programs. Researchers can build upon this study to explore other areas of life skills development or expand the scope to include other regions or educational levels. The study provides valuable insights into how Home Economics programs impact the development of students’ life skills. The findings can guide DepEd in reviewing and enhancing the existing curriculum to ensure that it addresses the essential life skills needed by students in the new normal. This study lays a foundation for future research in the field of Home Economics education and life skills development. It provides a qualitative perspective that future researchers can build upon, either by conducting similar studies in different contexts or by exploring other related topics, such as the long-term impact of Home Economics education on adult life outcomes. 1.4. Theoretical Lens—This research is highly anchored Experiential Learning Theory by David A. Kolb posits that learning is a process where knowledge is created through the transformation of experience. According to Kolb, effective learning occurs when students engage in a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. David A. Kolb described experiential learning as “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming the experience.” (Kolb, 1984). By 3ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - Fig. 1. Theoretical/Conceptual Framework participating in experiential learning, students are engaged in authentic learning experiences that position them as active participants in their learning. They develop the ability to bridge the gap between theory and practice and integrate learning beyond the classroom. Experiential learning can increase student engagement, improve learning effectiveness and enhance work and life skills. Experiential learning can be used to support students in undertaking learning in a variety of campus-based, project-based, work-integrated, and community contexts. It is beneficial to identify experiences that students will have an interest in. These experiences should be structured to require the learner to take the initiative, make decisions, and be accountable for results, including learning from natural consequences, mistakes, and successes. In-home economics programs, students often engage in activities that allow them to apply theoretical knowledge in practical, real-world contexts, such as meal preparation, financial planning, or childcare. This hands-on approach helps students to develop essential life skills through direct experience, reflection on those experiences, and the application of what they have learned to new situations. The theory can be used to explore how these experiential activities within Home Economics programs contribute to the development of life skills and how students internalize and apply these skills beyond the classroom. Another theory that is suitable for this study is, the Social Learning Theory by Albert Bandura (1977), which emphasizes the importance of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of others. The theory posits that socialization involves the shaping of behaviors directed toward other people, such that social behaviors are explained by the principles of learning. The theory suggests that learning occurs because people observe the consequences of other people’s behaviors. Bandura’s theory moves beyond behavioral theories, which suggest that all behaviors are learned through conditioning, and cognitive theories, which consider psychological influences such as attention and memory. According to Bandura, people observe behavior either directly through social interactions with others or indirectly by observing behaviors through media. Actions that are rewarded are more likely to be imitated, while those that are punished are avoided 4ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - 2. Methodology This chapter presented a description of the research design, philosophical assumptions, research participants and sampling, ethical considerations, research instrument, data collection, and data analysis methods. Three common qualitative research methods were considered: participant observation, in-depth interviews, and focus groups. Each of these methods was specifically suited to gather particular types of data. Participant observation was used to collect data on behaviors occurring naturally in their usual settings. In-depth interviews (IDI) were ideal for gathering personal histories, perspectives, and experiences, especially when addressing sensitive topics. Focus groups were employed to obtain insights on cultural norms within a group and to generate broad overviews of issues relevant to specific cultural groups or subgroups. Patton (2019) defined phenomenology as an inquiry focused on understanding ”the structure and essence of the experience of this phenomenon for these people.” The research aimed to align with this definition by exploring the experiences of school heads during the new normal, as they compared the past and present implementations. Giorgi (2020) warned researchers to anticipate that the investigation might be more extensive and complex than initially described. He recommended that the collected information be viewed as just the ”tip of the iceberg.” 2.1. Philosophical Assumptions—This study employed a phenomenological research design, which is exploratory in nature, as it focuses on gathering insights from the experiences and perspectives of participants. This approach is particularly suitable for exploring the subjective, fluid, and personal nature of the phenomena under study. Phenomenology begins with assumptions and uses an interpretive framework to address research problems, particularly those related to human social issues. The research aims to understand the perceptions of individuals or groups, which are then transcribed into a social problem. The philosophical assumptions underlying the research are clearly identified to ensure validity, including ontological, epistemological, axiological, and rhetorical assumptions (Creswell, 2019). Ontological Assumptions Ontological assumptions pertain to the nature of reality and how multiple realities can be explored and constructed through human interactions and meaningful actions. In this study, participants’ words and experiences were carefully considered as representations of their realities. The reality is perceived as independent of the researcher and can be understood through the participants’ perspectives. The study relied on the voices of the participants, using extensive quotes and themes that reflected their experiences, ensuring that the responses were coded and analyzed with attention to both commonalities and differences. This method was employed to maintain the reliability and authenticity of the findings while minimizing personal bias throughout the research process. Epistemological Assumptions The epistemological assumptions of the study are grounded in understanding how knowledge is gained through empathy and closeness to participants’ lived social realities. Knowledge is derived from participants’ subjective experiences, emphasizing the importance of spending time in the field with participants to fully immerse in their context. According to Guba and Lincoln (2020), the researcher must minimize the distance between themselves and the participants to understand their experiences more deeply. In line with this, the study adopted a phenomenological approach with thematic analysis to gather insights into how teachers implemented the program based on DepEd guide5ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - lines and IATF protocols. By fostering close interaction with participants, the researcher aimed to uncover valuable information about their experiences and coping strategies in adapting to the new normal. Axiological Assumptions Axiological assumptions focus on the role of values in research, acknowledging that the researcher’s values, intuition, and biases can influence the interpretation of data. In qualitative research, understanding these values is crucial for interpreting the findings accurately. This study recognizes that the researcher’s values inform their understanding and interpretation of the data, as well as the theoretical frameworks that guide the research. The researcher was committed to preserving the dignity and value of every piece of information gathered from participants. The researcher’s subjective interpretation was intertwined with participants’ views, ensuring that the essence of their experiences was authentically conveyed. Rhetorical Assumptions Rhetorical assumptions in qualitative research focus on how language is used to convey meaning effectively. In phenomenological research, the aim is not to “seek the truth” in an objective or omniscient manner but to report on reality as perceived by the participants. The language used in the study was intended to reflect the experiences of the participants and to provide meaning to those experiences. According to Creswell (2019), phenomenology describes the structures of experiences as they appear in participants’ consciousness, without relying on external theories or assumptions. This study sought to present the participants’ perspectives on the phenomenon, offering a subjective interpretation of their lived experiences. 2.2. Qualitative Assumptions—The methodology refers to a creative and adaptive approach to understanding research questions and subject matter, while the method involves the specific knowledge and procedures used in the research process (Gerodias, 2020). In this study, the experiences of Home Economics teachers from Cabuaya Integrated School, Mati South District, Mati City Division, will be gathered through In-Depth Interviews (IDI), and their coping strategies will be extracted from the participants. The researcher’s curiosity about the teachers’ experiences will serve as the foundation for qualitative research, a method considered effective for exploring ”meanings and motivations underlying cultural symbols, personal experiences, and phenomena” (Kalof Dietz, 2020, as cited in Gerodias, 2020). Phenomenology was chosen to address this research need by bringing forth the stories of the teachers and learners in a manner that, as David (2020) described, presents the themes, symbols, and meanings of their experiences. Phenomenological research is built on two key premises. The first premise is that experience is a valuable, rich, and rewarding source of knowledge. According to Becker (2019), as cited in Morrissey Higgs (2019), experience is a core source of knowledge that shapes behavior. Human experience, therefore, is considered a cornerstone of understanding human phenomena, not an unreliable or trivial source. The second premise of phenomenological research suggests that everyday experiences are a productive source of knowledge, allowing us to gain profound insights into the nature of events by examining how they unfold in our daily lives (Morrissey Higgs, 2020). As Hancock et al. (2020) pointed out, qualitative research addresses questions related to societal issues. It seeks to understand why people behave the way they do, what opinions and attitudes they form in specific situations, how society influences their actions, and how societal practices and cultures develop. 6ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - Through phenomenology, which focuses on the ”what” and the ”how” (Moustakas, 2019), the researcher aims to uncover the subjective experiences and perspectives of the teachers. This approach is expected to reveal how the Home Economics program was implemented prior to the pandemic and how it is currently being executed in the new normal, providing deeper insights into the teachers’ lived experiences during this transition. 2.3. Design and Procedure—This study utilized a qualitative phenomenological research design, exploring the lived experiences of Home Economics teachers in Cabuaya Integrated School, Mati South District, Mati City Division. The research design was chosen to gain a deep understanding of the teachers’ experiences and how the Home Economics program has been implemented during the new normal in Philippine public education. In-depth interviews (IDI) were conducted with 10 Home Economics teachers, and their coping strategies were extracted from the responses. The research aimed to shed light on the strengths, weaknesses, opportunities, and threats the teachers faced during the transition, employing the Colaizzi method of data analysis for thematic coding and interpretation. The study followed ethical guidelines to ensure the protection of participants’ rights and well-being. Social value was central to this research, as it aimed to enhance understanding of how Home Economics programs contribute to fostering life skills in students. Informed consent was obtained from all participants, ensuring that they fully understood the study’s purpose, their role, and their right to withdraw at any time without consequence. The study also considered the vulnerability of participants, particularly in ensuring their privacy and confidentiality. All data, including interviews, were anonymized, and participants were given assurances that their identities would remain protected in any dissemination of the research findings. In addition to ensuring privacy, the study carefully considered risks and benefits. The anticipated risks were minimal, mainly revolving around the time commitment and potential professional reflection by the teachers. However, the benefits of participation, including the opportunity to contribute to a valuable body of knowledge on Home Economics education, were seen as outweighing these concerns. The study aimed to provide insights that could improve Home Economics programs and inform future curriculum development to better support teachers and students in adapting to the new normal. The researcher ensured transparency throughout the study by maintaining open communication with the participants. Regular updates were provided on the study’s progress, and any questions or concerns from the teachers were addressed promptly. This level of transparency fostered trust between the researcher and the participants, ensuring a collaborative and respectful research environment. Moreover, the findings of the study were shared with the teachers and relevant educational authorities to influence policy and practices in Home Economics education within the Mati City Division. Finally, the study highlighted the need for ongoing support for Home Economics teachers and programs, emphasizing the role these educators play in shaping students’ life skills. By focusing on teachers’ experiences in navigating the challenges of the new normal, this research has the potential to inform improvements in teacher training, curriculum development, and resource allocation. The findings are expected to contribute to strengthening the importance of Home Economics in the Philippine educational system and advocate for more resources and recognition for these essential programs. 2.4. Research Participants— 7ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - For participant selection, purposive sampling was employed in this study. Purposive sampling is a non-probability sampling method in which the researcher used their judgment to select participants who were most relevant to the research topic. This approach relied on the researcher’s ability to identify individuals who could provide in-depth, rich, and relevant information, ensuring that the sample was meaningful and suited for the study. This method was beneficial for saving time and resources while ensuring the sample was appropriate for answering the research questions (Black, 2020). In this study, the participants included both male and female public secondary teachers who taught Home Economics. Each participant was assigned a code, such as IDI-FT1 to IDI-FT10, to ensure anonymity and protect their identities. The role of the researcher was to assess the participants’ thoughts and feelings by encouraging them to discuss personal and potentially sensitive topics. Given that some of the experiences were recent while others involved recalling past events, the researcher acknowledged that this could be challenging for the participants. Nonetheless, the researcher ensured that the safety of participants and the confidentiality of their data were upheld throughout the study. Mechanisms for safeguarding participant data were explicitly communicated to the participants and approved by the relevant ethics review board before data collection commenced. As Greenbank (2020) emphasized, the human aspect of qualitative research was vital, and the researcher had to be vigilant about potential biases and assumptions when engaging with participants. The quality of the study depended on the researcher’s ability to handle these issues effectively. It was essential that the researcher remained neutral, interpreting the responses of the participants through the lens of existing literature and related studies, rather than through personal beliefs or feelings. This approach ensured the research maintained its integrity and avoided bias, ultimately leading to valid and reliable findings. 2.5. Role of the Researcher—In this study, I assumed multiple roles to ensure its success. First, I sought permission to conduct the study, starting with the Schools Division Superintendent and then extending the request to the participants of the study. As the researcher, upon receiving consent, I recorded the actual interviews to meet the needs of this type of research. The main goal of the interview was to gain a deeper understanding of the teachers’ experiences with the new normal way of teaching and learning. Additionally, the interviews sought to gather insights on how the Department of Education could improve its programs. Once the necessary data was gathered, I transcribed and analyzed the information. However, Greenbank (2019) emphasized the importance of human instruments in research, pointing out that the quality of the study could be affected by biases and assumptions when working with participants. This aspect of the research required careful attention to ensure valid results. To address any validity issues, particularly with the research method, I sought assistance from experts. The interview guide and questions were reviewed and validated by expert panels to ensure their appropriateness. Additionally, the sampling process for selecting participants was guided by expert recommendations to enhance the rigor of the study. Overall, I played various roles to ensure the study’s success, from obtaining permissions to conducting interviews and analyzing data. The research aimed to provide a deeper understanding of how teachers navigated the new normal in education and offered recommendations for improving the Department of Education’s programs. 8ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - 2.6. Data Collection—According to Creswell (2019), an important step in the process was to find people or places to study and to gain access to and establish rapport with participants so that they would provide good data. A closely interrelated step in the process involved determining a strategy for the purposeful sampling of individuals or sites. Once the inquirer selected the sites or people, decisions needed to be made about the most appropriate data collection approaches. To collect this information, the researcher developed protocols. Additionally, the researcher needed to anticipate issues of data collection, called “field issues,” which could present problems, such as having inadequate data, needing to prematurely leave the field or site, or contributing to lost information. Finally, the qualitative researcher had to decide how to store data so that it could be easily found and protected from damage or loss. In this study, there were seven steps in the process of data collection. First, the site or individual: the participants were the stakeholders of Cabuaya Integrated School, Mati South District, Mati City Division. Second, access and rapport: a letter from the Dean of the Graduate School was given to the graduate student to request permission from the Schools Division Superintendent to conduct the study. The researcher sent the Superintendent a letter explaining the study’s objectives and the participants’ identification, with an attached copy of Chapters 1 and 2 and the research instrument. The study would only start after receiving the Superintendent’s approval. The third step was the purposeful sampling strategy: all participants had experienced the phenomenon being studied. Ten (10) informants were selected for the study. The selected working students were considered the group of individuals who could best inform the researcher about the research problem. They were also considered individuals who had experienced the phenomenon and could facilitate the collection of data. The fourth step involved the forms of data: the process of collecting information primarily involved In-Depth Interviews (IDI) with the ten (10) informants. The fifth step was the recording procedures: a protocol was used in the observation and interviewing procedures. A predesigned form was used to record information collected during an observation or interview. The researcher transcribed the interviewees’ responses by recalling their answers from the sound recorder. Since the participants used their vernacular language, the researcher translated it into English. Data coding and thematizing followed. Categorizing and coding the data came after the transcription process. Themes were extracted, and participants’ data were contrasted and compared. The researcher then conducted a second round of interviews (FGD) to confirm data requiring more justification and participant feedback. The newly acquired material was carefully analyzed and added to the existing body of knowledge. Then, to identify patterns and trends, the data were contrasted and compared between individuals. The sixth step involved field issues: limited data collection was engaged in this study. The final step, the seventh, was the storing of data: Davidson (1996) suggested the use of a database to back up information collected and to note changes for all types of research studies. 2.7. Data Analysis—In analyzing the qualitative data for this study, I used thematic analysis and triangulation. Thematic analysis, as described by Braun and Clarke (2006), is a method of identifying, analyzing, and reporting patterns within data. It is widely used in qualitative research and was employed to identify themes and patterns emerging from the transcribed in-depth interviews. Specifically, the analysis focused on understanding the lived experiences of Home 9ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - ing environment that enhances both safety and productivity. Teachers emphasized the importance of pre-activity briefings and visual aids such as step-by-step instructions on the board. This preparation is not merely logistical but pedagogical it ensures students internalize expectations, reduces confusion, and helps maintain classroom order. As Participant 1 noted, routines support better organization, particularly in situations involving potentially hazardous tools like knives or stoves. This proactive reinforcement of safety protocols reflects a deliberate approach to minimizing risks while maximizing learning opportunities. The significance of establishing structured routines and rules in skillbased subjects like Home Economics is wellsupported in educational literature. According to Marzano and Marzano (2023), effective classroom management begins with the clear communication of expectations and procedures. These foundational elements help students understand behavioral and procedural boundaries, particularly during hands-on activities where discipline and cooperation are vital. Home Economics involves numerous practical tasks that require safety awareness and shared responsibilities. Research by Killen (2020) emphasizes the need for routine in developing procedural fluency and fostering responsibility in students. In practical settings, routines minimize uncertainty, streamline task execution, and support a safer learning environment, especially when dealing with equipment or materials that pose risk if misused. Additionally, Hattie (2019) points out that clarity in instruction, especially when combined with modeling and repetition, leads to stronger student engagement and achievement. In the context of HE, this means that when students know what to expect and are guided through structured tasks repeatedly, they not only comply better with classroom norms but also internalize skills more effectively. Moreover, building routines encourages learner independence and nurtures self-discipline. Bandura’s (1997) theory of self-efficacy also connects here—predictable routines and repeated practice increase a student’s belief in their ability to succeed, which in turn promotes more confident and responsible participation. In sum, the consistent application of clear routines and rules enhances the delivery of Home Economics by fostering a supportive, safe, and orderly classroom. This pedagogical approach not only addresses behavioral challenges but also cultivates the life skills and discipline students need beyond the school setting. 3.2.2. Building Positive Relationships and Reward Systems—This theme highlights how teachers use rapport-building and positive reinforcement to manage student behavior. Instead of relying solely on punitive measures, they invest time in understanding students’ personalities, interests, and emotional triggers. By creating a classroom climate based on mutual respect and open communication, teachers encourage more cooperative and respectful behavior. In addition, teachers often use reward systems, such as praise, certificates, or privileges, to acknowledge good behavior and task completion. This not only motivates students to stay on task but also reinforces a sense of accomplishment and belonging. Teachers report that students who feel seen and valued are more likely to participate meaningfully and follow instructions during HE activities. The responses from participants underscore a shared understanding among Home Economics (HE) teachers that clear routines and structured rules are fundamental in delivering effective practical lessons. These routines serve as a guide for students, especially in activities that involve physical tools, teamwork, and safety considerations. Several teachers emphasized that without consistent routines, students become confused or disorganized. Participant 1 highlighted that detailed, step-by-step guidance is not just helpful but necessary to prevent classroom chaos or injuries during activities like cooking or sewing. 16 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - This concern is echoed by Participant 2, who mentioned that routines orient students and help them internalize safety protocols and expectations, demonstrating how preparation directly impacts class discipline and efficiency. Collectively, these narratives demonstrate that the success of HE lessons particularly the hands-on, skill-building ones, depends heavily on intentional classroom structure. The routine isn’t just about order; it builds a safe, predictable environment where students can thrive, focus, and absorb life skills without confusion or disruption. Teachers act not just as facilitators but as architects of learning routines that promote discipline, accountability, and efficiency. Establishing routines and rules in practical subjects like Home Economics is not merely a classroom management tool—it is a pedagogical strategy grounded in research. According to Marzano and Marzano (2023), effective classroom management hinges on well-established procedures that reduce ambiguity and increase student engagement. When routines are clearly defined, students know what is expected of them, which fosters a learning environment where they can focus on developing skills rather than navigating uncertainty. Furthermore, Emmer and Evertson (2024) emphasize that structure is particularly vital in practical subjects, where safety and coordination are critical. In Home Economics, where students work with potentially hazardous tools and materials, clear expectations minimize risks and reinforce accountability. The role of routines is not just preventive; it promotes proactive learning by instilling discipline and responsibility among learners. Bandura’s (1997) theory of self-efficacy also supports this perspective, arguing that predictable structures and clear instructions help students feel more competent and confident in completing tasks. When learners repeatedly engage in structured routines, they build mastery and a sense of ownership over their learning, key outcomes in Home Economics education. Finally, Nath (2023) adds that rule clarity and classroom routines enhance collaborative learning in group settings by creating shared norms. This is especially relevant in HE tasks like meal planning or budgeting, where collaboration is essential. Teachers who build these routines help students internalize not just academic content but social and practical behaviors that mirror real-life situations. In essence, the literature affirms what teachers in this study have described: that routines and rules are essential scaffolds for both safety and successful skill acquisition in Home Economics. When consistently implemented, they lay the foundation for meaningful, responsible, and engaged learning. Figure 4. Home Economics teachers address the challenges they encounter in delivering the program by establishing clear routines and rules for students, which help create a structured and predictable learning environment. This approach minimizes disruptions and ensures that students understand expectations, allowing for smoother lesson execution. Additionally, teachers focus on building positive relationships with students, fostering a supportive classroom atmosphere that encourages engagement and mutual respect. By implementing reward systems, they further motivate students to participate actively and adhere to guidelines, reinforcing positive behavior and enhancing the overall effectiveness of the program. These strategies collectively help teachers overcome challenges and create a conducive learning experience. 3.3. Reflections in Enhancing the Delivery of the Home Economics Program —This section presents the insights that emerged from the lived experiences and reflections of Home Economics teachers in delivering the program. After navigating both the strengths and challenges 17 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - Fig. 4. How Home Economics Teachers Address the Challenges they Encounter in Delivering the Programs of implementation, teachers provided valuable realizations that shed light on the broader significance of Home Economics in shaping student life skills. These insights go beyond the technical aspects of instruction they reveal how Home Economics fosters life preparedness, encourages innovation in teaching, and highlights the importance of institutional and community collaboration. The following themes encapsulate these reflections and aim to inform future educational practices and policy directions related to the Home Economics curriculum. 3.3.1. Fostering Real-World Competencies—This theme reflects the realization among educators that Home Economics provides students with a practical toolkit for everyday life. From budgeting and food preparation to selfcare and household management, the subject offers real-world competencies often overlooked in purely academic curricula. Teachers see HE not just as a subject, but as a life-preparation program that develops adaptive, independent, and responsible individuals. In a school setting where many students come from diverse and sometimes economically challenged backgrounds, Home Economics serves as a bridge to real-life survival and productivity. Teachers emphasized that the skills taught in HE are not only essential but also immediately applicable in the students’ homes and communities. The subject nurtures independence, especially among learners who may eventually need to support themselves or contribute to their families. This realization has deepened the teachers’ appreciation for their role, not just as instructors of skills, but as mentors of life readiness. The responses from the participants collectively highlight the multifaceted role of Home Economics (HE) in equipping students with practical skills that extend far beyond the classroom and into their everyday lives. This theme underscores the view of Home Economics not merely as a subject, but as a vital program that prepares students for real-world challenges. For instance, Participant 1 shares the joy of witnessing students apply what they learn—budgeting and cooking—in their personal lives, reflecting how HE impacts students’ financial literacy and household management. The students’ comments about using these skills at home show the tangible benefits of HE, suggesting that the knowledge gained isn’t confined to academic achievement but translates into everyday utility. These responses, when taken together, suggest that Home Economics serves as a holistic educational experience. It doesn’t only teach students how to perform specific 18 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - tasks; it shapes their ability to become adaptive, responsible, and independent individuals, preparing them for the demands of everyday life. The skills imparted in HE creates a foundation for life readiness, building competencies that students can carry with them long after they leave school. The notion of Home Economics as a gateway to real-world readiness is supported by existing literature emphasizing the significance of life skills education in secondary schools. According to Wilson (2023), subjects like Home Economics provide essential opportunities for students to acquire practical skills that contribute to their overall well-being and independence. This aligns with the participants’ responses, highlighting how HE teaches students practical skills, such as budgeting, cooking, and household management, that are foundational to their success in daily life. Furthermore, research by Larkin and Lee (2021) emphasizes that experiential learning in Home Economics allows students to bridge theoretical knowledge with practical applications, making them more equipped to handle real-world challenges. This is evident in the responses of participants, who point out how their students can directly apply what they’ve learned in the classroom to their homes and daily routines. Such practical applications empower students and give them a sense of responsibility and ownership over their lives, which aligns with the findings from the research. Moreover, the role of HE in preparing students for independent living, especially for those who may lack guidance at home, is a crucial insight. As highlighted by Kim and Park (2019), Home Economics provides a structured learning environment for students to gain autonomy and life readiness, which becomes critical for their personal growth. This supports Participant 3’s response, where HE becomes not only a skills-based subject but also a source of guidance for students, particularly those from under-resourced backgrounds. In conclusion, the literature supports the idea that Home Economics plays a crucial role in preparing students for real-world challenges. Through hands-on learning and the development of practical competencies, HE equips students with the tools necessary for independence, responsibility, and self-sufficiency, core components of life readiness. 3.3.2. Strengthened Teacher Innovation and Flexibility—A key insight that emerged is the importance of teacher adaptability. HE teachers consistently need to improvise, localize materials, and tailor strategies based on student needs, school context, or lack of resources. This theme points to the creative resilience of educators and the need for institutional support to sustain innovation. Without it, the effectiveness of the HE program may be compromised. This theme also emphasizes that teachers must remain resourceful in the face of challenges such as limited materials or changing student needs. Many educators shared how they often have to step outside the conventional boundaries of the curriculum to adapt lessons and activities to what is available, both in terms of resources and student learning abilities. The importance of localizing content, whether by modifying activities or sourcing materials from the community, emerged as a key strategy for maintaining the relevance of the subject matter. Despite these challenges, teachers’ ability to innovate allows them to continue fostering skills in students that are crucial for their personal and professional growth. The theme also suggests that while individual teacher flexibility is invaluable, there is a call for more institutional support to help sustain and enhance these innovations. The theme highlights the essential role that teacher innovation and flexibility play in the effective delivery of the Home Economics program, especially under challenging circumstances such as limited resources, diverse student needs, and varying school contexts. The participants’ narratives reveal that teachers often must go beyond the prescribed curriculum 19 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - and available materials to tailor lessons and activities that resonate with their learners. This requires creativity and adaptability teachers make use of improvised materials, local resources, and modified teaching strategies to maintain the program’s relevance and effectiveness. Such flexibility is not merely about overcoming obstacles but is a deliberate pedagogical approach that empowers educators to connect with students in meaningful ways. It also reflects teachers’ resilience and commitment to student learning despite systemic limitations. However, this creativity comes with its own challenges. Not all teachers may possess the same level of resourcefulness or confidence to innovate independently, and without proper institutional support, their efforts may be unsustainable. The findings imply a need for schools and educational authorities to provide continuous professional development, accessible resources, and policies that nurture and sustain this teacher-led innovation. The importance of teacher innovation and flexibility is well-supported in educational research. According to Fullan (2021), successful educational reform depends heavily on teachers’ ability to innovate and adapt their practices to fit local contexts and student needs. In the case of resource-limited settings, improvisation becomes a critical skill for educators to deliver quality instruction (Mulkeen, 2022). Similarly, Darling-Hammond et al. (2023) emphasize that teacher adaptability and contextual responsiveness improve student engagement and learning, especially in diverse classrooms where one-sizefits-all approaches often fail. Studies specific to Home Economics education further affirm this. Research by Kim and Smith (2022) found that teachers’ capacity to localize and modify lessons according to available resources and community realities significantly enhances program relevance and effectiveness. Moreover, innovation in teaching practices fosters students’ critical thinking and problem-solving skills, essential life skills promoted by Home Economics (McGregor Mills, 2023). Yet, literature also cautions that without systemic support—such as training, materials provision, and policy backing—these innovative practices may place undue pressure on teachers and risk burnout (Day Gu, 2021). 3.3.3. Institutional and Community Support—Teachers recognized that sustainable implementation of HE requires more than classroom effort, it demands collaboration between schools, communities, and even parents. Support in terms of materials, infrastructure, and training is essential. This theme shows that while HE is impactful, its continued success hinges on multi-stakeholder commitment, especially in public schools with limited means. This theme reveals that Home Economics teachers view the sustainable success of the program as a shared responsibility that extends beyond their classrooms. They emphasize that effective delivery requires robust collaboration and support from school administrations, local communities, and parents. Access to adequate materials, proper infrastructure, and continuous professional development are viewed as essential pillars that enable teachers to implement the program effectively. Teachers recognize that in public schools, often constrained by limited resources, this multi-stakeholder support becomes even more critical to ensure that students receive quality life skills education. Teachers acknowledge that their efforts in the classroom can only go so far without adequate backing from school leaders, local government units, parents, and community organizations. Support systems involving material provisions, infrastructure development, and ongoing professional training create an environment where teachers can deliver lessons effectively and students can actively engage in hands-on activities. Moreover, this multi-stakeholder approach fosters a sense of shared responsibility and partnership. When parents and the community become involved, students benefit from additional encour20 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - Fig. 5. Educational Insights Drawn from the findings of the Study agement and resources, which enhance their learning experience and outcomes. Especially in resource-scarce public schools, these collaborations help bridge gaps that individual teachers cannot fill alone. This theme emphasizes that for Home Economics to fulfill its promise as a life skills program, educational institutions must cultivate stronger networks and support mechanisms that sustain teaching efforts beyond the classroom. The importance of institutional and community support in educational program success is well-documented. Epstein’s (2021) framework on school, family, and community partnerships highlights those collaborative relationships among these stakeholders improve student achievement and well-being. In the context of resource-constrained schools, DarlingHammond et al. (2020) argue that adequate infrastructural support and continuous professional development are critical for teacher effectiveness and program sustainability. Specific to Home Economics, research by O’Connor and O’Brien (2019) emphasizes that the provision of suitable facilities and materials directly influences the quality of student learning experiences. Furthermore, teacher professional development and collaborative support systems enable educators to innovate and maintain program relevance (Harris Jones, 2022). The literature also notes that community involvement can enrich Home Economics programs by providing local knowledge, resources, and moral support (King Hill, 2024). Collectively, these findings confirm that strong institutional and community partnerships are indispensable for the long-term success and impact of Home Economics education. Figure 5. The study highlights several key educational insights regarding Home Economics, emphasizing its role as a gateway to real-world skills and practical knowledge. One major finding is the need for stronger institutional and community support to enhance the program’s effectiveness, ensuring access to adequate resources, funding, and collaborative partnerships. 21 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - 4. Implications and Future Directions This chapter presents a summary of the study’s key findings on the role of Home Economics (HE) programs in enhancing student life skills, followed by a discussion of the implications for educators, school systems, and policy makers. Finally, it outlines recommended directions for future research and practice. This study aimed to explore the lived experiences of Home Economics teachers, the challenges they face in delivering the program, and the valuable insights they offer to improve student learning outcomes through life skills development. 4.1. Findings—The research captured teachers’ perspectives on how HE programs foster practical competencies such as budgeting, cooking, sewing, and personal care skills essential for students’ everyday functioning and future independence. It also illuminated the obstacles teachers encounter, including classroom management difficulties, lack of resources, and the need for creativity and flexibility. Moreover, the study highlighted the critical role of teacher innovation and institutional support in sustaining effective program delivery. 4.2. Implications—The findings of this study have several important implications, particularly when anchored to David A. Kolb’s Experiential Learning Theory, which emphasizes the importance of learning through experience, reflection, and active participation. The emphasis on hands-on activities in Home Economics (HE) reinforces the value of the subject as not only an academic discipline but also as a vital life-preparation tool. Through experiential learning, students engage in real-world tasks that foster confidence, responsibility, and critical thinking, which are essential traits for holistic development. Kolb’s theory asserts that active involvement in practical tasks enhances student understanding and retention, making HE a perfect fit for this learning model. However, the challenges faced by teachers reveal significant gaps in resources, infrastructure, and support systems that need to be addressed to fully realize the potential of HE programs. Effective classroom management, particularly during practical lessons, requires not only teacher expertise but also student cooperation, and in some cases, additional training or assistance. Teachers’ ability to adapt and innovate is crucial, which underscores the importance of continuous professional development programs that empower educators to localize and creatively tailor lessons, especially in resource-limited settings. By fostering flexibility and adaptability, teachers can overcome constraints and ensure that their students still benefit from meaningful learning experiences. Furthermore, the study highlights the importance of collaboration among key stakeholders, including school administrators, parents, local government units, and other community partners, to support the success of HE programs. This multi-stakeholder approach ensures that necessary materials, facilities, and training opportunities are provided, making the program accessible and relevant to all students, regardless of their socio-economic background. According to Kolb’s theory, such collaborative efforts create a learning environment that is enriched by various perspectives and resources, leading to a more comprehensive and sustainable educational experience. Therefore, for HE programs to thrive, they must be well-supported at all levels, both within the school and the broader community, ensuring that every learner has the opportunity to benefit from these practical life skills. 4.3. Future Directions—Based on the findings of this study, it is imperative that educators, administrators, and policymakers not only understand but also actively implement the insights provided by Home Economics teachers. 22 ISSN 3028-1261 10.5281/zenodo.17312794/NIJSE.2025 NIJSE (2025) - These future directions offer actionable recommendations aimed at strengthening the delivery and impact of Home Economics programs to better enhance student life skills, especially in contexts where resources and support may be limited. Students To be fully equipped with the necessary competencies as they face the real world and be able to compete and survive. Home Economics Teachers Teachers themselves are encouraged to continue developing their creativity, flexibility, and resilience in program delivery. Reflecting on their instructional strategies and sharing best practices can improve teaching efficacy and student engagement. Seeking professional development focused on classroom management, curriculum adaptation, and the use of local materials will further equip educators to meet the diverse needs of their learners. Department of Education The Department of Education holds a critical role in enhancing Home Economics education across public schools. The findings emphasize the need for policy reforms that prioritize adequate provision of teaching materials, infrastructure improvements, and continuous professional development tailored to Home Economics educators. Curriculum development should integrate more practical, real-world applications that reflect students’ socio-economic and cultural contexts. Furthermore, embedding flexible instructional frameworks that accommodate local realities and promote experiential learning will help ensure that Home Economics remains relevant and effective in fostering essential life skills. School Administrators and Principals School leaders must champion the importance of Home Economics by fostering an enabling environment where teachers feel supported in their innovative and adaptive teaching methods. Providing ongoing training opportunities, facilitating peer collaboration, and ensuring access to adequate resources can empower Home Economics teachers to overcome challenges related to classroom management and limited materials. Administrators should also encourage stronger engagement with parents and community stakeholders to build a network of support that sustains program delivery and student participation. Community and External Stakeholders Local government units, non-governmental organizations, and community leaders play an indispensable role in supplementing the efforts of schools. Their involvement in providing additional resources, infrastructure, and training opportunities can significantly improve the effectiveness of Home Economics programs. 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