Asian Journal of Education and Social Studies

This qualitative phenomenological study examined the lived experiences of Grade 6 Araling Panlipunan teachers in the Schools Division of Carcar City as they integrated local historical resources into classroom instruction. Using in-depth interviews with fifteen (15) purposively selected teachers, the study explored the perceived benefits, challenges, and aspirations that shape their pedagogical practices. Analysis of the narratives revealed key themes, including heightened student engagement, enriched experiential learning opportunities, promotion of cultural heritage appreciation, and the development of 21st-century skills. Teachers also identified barriers such as learners’ negative attitudes toward the subject, limited availability of reliable local historical materials, and the need for sustained professional support. These findings underscore the significance of contextualized learning and highlight the necessity of strengthening local historical archives, providing capacity-building initiatives, and fostering robust community–school collaborations. The study recommends the systematic integration of localized content, enhanced teacher training, and the enrichment of the Araling Panlipunan curriculum through verified community-based historical resources.