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Quantifying the Relationship Between Rizal's Educational
Philosophy and Sustainable Development Goals (SDGs) Awareness
Regina Galang-Danganan
College of Social Science and Philosophy, Bulacan State University Malolos, Bulacan Philippines
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000448
Received: 12 October 2025; Accepted: 20 October 2025; Published: 15 November 2025
ABSTRACT
José Rizal, the national hero of the Philippines, championed education toward national reform and self-
determination. His literary works, Noli Me Tangere and El Filibusterismo, emphasized the role of education in
developing critical thinking, civic engagement, and national pride. For him, education was the way to free not
only the classroom but students for a more holistic learning including artistic mind (Mansur, 2024). Rizal saw
education as the key to creating Filipinos who could lead the country to freedom and self-determination. This
paper explored Rizal’s educational philosophy in the context of the United Nations Sustainable Development
Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). It
further investigated the extent to which Rizal’s values were embedded in contemporary higher education in the
Philippines, particularly in relation to students’ awareness and participation in sustainability initiatives. Using a
mixed-method approach and referencing recent studies, the paper highlighted how Rizal’s teachings were
integrated into modern curricula to enhance students’ civic responsibility and engagement with global issues.
The findings underscored curriculum reform, experiential learning models, and institutional support were
needed to bridge the gap between historical education and sustainable development.
Keywords: Rizal’s Philosophy, Educational Philosophy, Sustainable Development Goal Awareness, El
Filibusterismo, Noli Me Tangere
INTRODUCTION
José Rizal, a seminal figure in Philippine history, has maintained enduring cultural and historical significance.
His literary works and philosophical tenets were continuously and deeply ingrained in the nation's identity to
exert influence across generations. Republic Act No. 1425 (1956) mandates the incorporation of the subject
Rizal's Life and Works into the educational curriculum, with the objective of fostering patriotism and
nationalism among young Filipinos, thereby encouraging the application of Rizal's intellectual contributions to
contemporary exigencies. This legislative act aimed at ensuring Filipinos’ awareness, especially the youth, on
Rizal’s contributions to the nation’s independence and apply his ideals in addressing contemporary social
challenges (Balmeo, Almeda, Balangue, & Costales, 2024).
In contemporary discourse, Sustainable Development Goals (SDGs), promulgated by the United Nations in
2015, constituted a comprehensive global framework designed to address salient environmental, social, and
economic challenges (Borla, 2023). These goals represent a universal call to action aimed to attain global
peace and prosperity.
Research Questions
This study investigated the nexus between Rizal's educational philosophy and the degree of awareness among
students concerning the SDGs. Specifically, it sought to quantify the relationship between Rizal's teachings
and students' comprehension of sustainability concepts, thereby addressing the following research questions:
1. To what extent are students aware of Rizal’s educational philosophy and advocacy for national
development?
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2. What is the level of students’ awareness and understanding of the Sustainable Development Goals
(SDGs)?
3. Is there a significant correlation between students’ familiarity with Rizal’s teachings and their
awareness of sustainability concepts?
4. How does the inclusion of Rizal’s philosophy in the curriculum contribute to education for sustainable
development (ESD)?
5. What recommendations can be made to enhance the integration of sustainability education in Rizal
studies?
It was anticipated that this research would contribute to the enhancement of sustainability education within the
Philippine curriculum, underscoring the enduring relevance of Rizal’s philosophy in addressing contemporary
global challenges.
Rizal’s Educational Philosophy
José Rizal saw education as a transformative force, emphasizing moral, civic, and scientific understanding. He
believed education should cultivate good character and virtue, essential for personal integrity and social
harmony advocating educators to serve as role models reflected in his “Letter to His Sister Soledad”. Rizal
also championed civic education, instilling national identity and pride, urging educated women to recognize
their duties to their country and families, thus promoting social equality in his "Letter to the Young Women of
Malolos". Furthermore, Rizal underscored reason and knowledge, criticizing the neglect of practical skills and
national sentiment in the educational system of his time. In his school in Dapitan, he taught a wide range of
subjects from reading and writing to mathematics and morals, alongside practical skills, demonstrating his
commitment to a well-rounded, scientific education.
Sdg And the Role of Education
"Education is pivotal for sustainable development, fostering awareness and responsible citizenship crucial for
achieving the SDGs. The SDG 4 aimed for inclusive, equitable quality education and lifelong learning (United
Nations), while SDG 16 intended to promote peaceful and inclusive societies with access to justice and strong
institutions (United Nations). Rizal's educational philosophy, emphasized education for national development
and social progress (National Historical Commission of the Philippines, NHCP), aligned with these goals. His
focus on civic responsibility encouraged active engagement in democratic processes, while his advocacy for
lifelong learning would support continuous growth and adaptation. Furthermore, Rizal's commitment to
equality in education would promote inclusive access for all, mirroring the SDGs' principles. Integrating
Rizal's teachings could significantly enhance SDGs awareness and cultivate civic responsibility, lifelong
learning, and equality, empowering individuals to drive social transformation towards a more sustainable and
equitable world.
REVIEW OF RELATED LITERATURE
Related Literature
José Rizal, the national hero of the Philippines, advocated education as the key to national progress. His works,
particularly Noli Me Tangere and El Filibusterismo emphasized the transformative power of education in
fostering critical thinking, civic responsibility, and social change. Rizal believed that education was not only
about enhancing skills but also instilling moral and ethical values as reflected in Rizal’s advocacy for not only
Nations’ Sustainable Development Goals (SDGs), particularly SDG 4 or Quality Education and SDG 16 or
Peace, Justice, and Strong Institutions (Guerrero, 2010). At the heart of his vision was the protection of
fundamental rights, which resonated with contemporary educations focused on lifelong learning and global
citizenship.
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Given the universal call launched in 2015, Sustainable Development Goals (SDGs) had urged cooperation to
incubate the next generation to challenge themselves toward sustainability in becoming socially responsible
leaders. Efforts to promote the SDGs globally involved a diverse range of sectors, including education.
Educational institutions, particularly universities, were called upon to raise awareness by embedding SDG
values into curricula (SDSN Australia Pacific, 2017). For instance, a study by Kapu Arachchilage and
Keerthipala (2024) investigated SDG awareness among faculty members in Australian universities, revealing
general awareness but diverse levels of commitment across disciplines. Their research found that exposure to
SDG content through specific courses or university programs contributed to higher levels of awareness,
underscoring the importance of targeted educational interventions to integrate sustainability topics into
curricula to bridge gaps in students’ knowledge and motivate them to engage actively with the SDGs.
In the Philippines, SDG awareness among university students remained limited but was improving. Studies in
other developing nations showed similar gaps, such as low awareness in Nigeria and partial understanding in
Indonesia, underscoring the need to embed sustainability topics in higher education curricula (Agu, 2018).
Education has supported the idea of lifelong learning, while Filipinos immersed in habits necessary to attain
success at work and personal life. Investing in education seemed investing in the future of society by giving
‘Pinoys’ the opportunity to realize their full potential. Indeed, the importance of such ideas regarding education
could be inferred from his creative writings. Noli Me Tangere and El Filibusterismo of Jose Rizal have become
a tool for modernizing society. In his famous poem "A La Juventud Filipina," Rizal expressed a vision for the
Filipino youth of how education could be used to strengthen independence to build a heavier nation. Using
Rizaliana, the tradition formed around Rizal which until this day, the values, mindset, and aspirations
continuously have shaped in every Filipino learner the importance of the so called ‘Rizal Philosophy’.
In addition, education for Rizal was not only learning but also inculcating civic consciousness and national
pride. He sought for the reforms in education for Filipinos to learn modern sciences, literature and other
countries’ history to raise people’s awareness on governances. Rizal stood as a dominant embodiment within
reformism through his use of literature in bringing major impact to Filipino society. He saw the dire necessity
of reforms in education to counteract the ignorance spread by previous colonizers’ regulatory decrees and
colonial educational system when he was writing his La Solidaridad which was an organ of that ilustrado
reformists movement. He even lashed out against the "deficiencies" and "ills" of education, which he asserted
and this led to intellectual stagnation among Filipinos and contributed to their alienation from national life. He
emphasized in his literary works that education was the key to enabling the Filipino people to resist colonial
oppression and work towards self-determination. He imbued education and planted the seed of awareness for
people to demand of their rights fueling an intellect to drive and enlighten society and spearhead social and
political reforms (Grace, 2023).
Rizal’s two novels, Noli Me Tangere and El Filibusterismo, underscored his ideals for Filipinos’ kind of
education which ultimately would change the society (Grace, 2023). In Noli Me Tangere, Crisostomo Ibarra,
the main character, played as an instrument through which Rizal himself advocated for reforms in education.
Rizal showed his support in building of scientific and technical schools in the town of San Diego, the same
goals as that of Ibarra in El Filibusterismo, his second novel. He also captured the grievances Rizal had
towards Spanish authorities only utilized it to dull the intellect of the Filipinos and hold them down. In El
Filibusterismo, the character of Simoun depicted a more radical and disillusioned attitude towards reform.
However, education continued to be an important subject. The main character’s discussions with the students,
who craved changes in education made readers realize that youth could be a powerful force to transform
society (Deloso, 2023).
Similarly, in El Filibusterismo, even though Simoun eventually had rejected his plan for revolution, the
concerns of the learners about how to change their colonial education system showed how Rizal was still
convinced that a nation’s bright tomorrow resided in an enlightened and educated citizenry. The novel
highlighted his envisioned hope to empower the youth with his famous quote, “The youth is the hope of the
future.” He even criticized the friars in both novels for controlling education, perpetuating their power and
overlooking critical thinking, scientific investigation, and moral integrity, qualities not valued during the
colonial era (Borla, 2023).
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In addition to his novels, Rizal's articles and letters demonstrated his enthusiasm for educational reforms. Juan
Luna and Felix Resurrección Hidalgo at a banquet in 1884 were recognized for their outstanding
accomplishment which made Rizal realized more that given a chance for proper education and global
information would make Filipinos excel in different fields not only in the arts. For Rizal, in his article, “The
Philippines, A Century”, no despotism could break off with the colonial bandage and would stand as an
independently strong national entity when Filipinos become educated. He also wrote about the significance of
education in empowering women. He hailed the young women in his “Letter to the Young Women of
Malolos”. He pushed women to study and live to serve the society. This letter demonstrated Rizal's open-
mindedness toward education and gender equality, demonstrating his opinion that everyone, regardless of
gender or social status, should have the right to an education (Balmeo, 2024).
Indeed, Rizal's commitment to education was not a merely theoretical one but was manifested in the life
pattern he lived. Probably one of the clearest proofs was his desire to study medicine in Europe, specifically
ophthalmology, to cure his mother from her blindness. This personal mission itself spoke volumes about his
belief in the practical application of knowledge in service to better other people’s lives. Another evidence was
when he put up a school during his exile in Dapitan where he personally taught the young boys of the place.
His curriculum included reading, writing, arithmetic, history, geography, and agriculture-those which he
believed would help his students to live life to the fullest and serve their communities. The practical education
in Dapitan was representative of his general view of education that should be integrative founding both the
mind and heart of every Filipino.
Furthermore, Rizal's concern for the people to be conscious of the necessity of reforming education also
involved his activities with “La Solidaridad”, the Propaganda Movement newspaper. Thus, in his essays
published in the chronicle, he urged an educational system free from friar dominance to better equip Filipinos
with the knowledge of science, mathematics, and the humanities besides religious doctrines. He constantly
claimed that education would provide the necessary amp for the development of a true Filipino identity to
prepare them for full participation in public life (Balmeo, 2024). Rizal’s legacy on education was indeed
beyond his time advocating for an educational approach to create socially and politically aware citizenry. His
concept of education has remained influential in the Philippine school system until today and it would continue
to exist in contemporary Philippine culture if and only if educational institutions would find ways to sustain
this Rizal’s philosophy to the Filipinos.
However, the difficulties Rizal outlined, such as unequal access to education and the powerup’s control over
educational institutions, has continued to exist. Rizal's call for reforms that would provide Filipinos with a
well-rounded education has been relevant until now, as the country grappled with problems such as the quality
of education in public schools, the need to place greater emphasis on science and technology education, and
the imperatives of critical thinking in an age of disinformation. His view that education should be a gateway to
upward social mobility and national progress still exist today, as the ongoing effort to sustain educational
reforms remained at the forefront of the Philippine agenda for addressing poverty and inequality. Filipino
youth still faced global challenges so it would be important for them to integrate concepts on sustainability to
ready the young ones with the crisis and include this in educational curricula (Johnson and Smith, 2021).
Similarly, UNESCO (2017) highlighted that the infusion of sustainability-related topics in history and
philosophy courses would enhance students’ ability to link past struggles with present challenges. Even the
Commission on Higher Education (CHED) in the Philippines advocated for interdisciplinary approaches to
integrating sustainability into college students with MO No. 20, 2021. In this context, linking Rizal’s
educational ideals with sustainability could encourage students to apply historical insights to contemporary
social issues (Gonzales, 2021).
To Lee (2021), the relationship between civic education and sustainable development has been widely studied.
Educated students grounded in historical and philosophical perspectives were more likely to engage in social
advocacy and leadership roles. In the Philippine setting, a study by Nayle (2023) revealed that “student leaders
who demonstrated high levels of environmental ethics awareness, active participation in community and
sustainability initiatives were only moderately needing heroic civic inspiration to motivate deeper
involvement”. Community-based learning models were proven effective in enhancing students’ awareness on
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SDGs. In addition, Castro (2023) showed that students participating in SDG-focused service-learning (e.g.,
literacy training and environmental actions) could promote sustainability awareness in both students and
recipients. Students with increased understanding of SDGs, motivation to change practices, and stronger social
responsibility were found active participants in nation building.
The power of the course to effect individual change in an ordinary Filipino make each study on Rizal worth
examining especially when there was a need for the Philippines to dire for social upheaval such as deep-seated
impunity for serious human rights violations drug war which could result to extrajudicial killings and
increasingly institutionalized vilification of dissent (Ortiz, 2021). With similar belief, Ocampo (2024)
recognized the importance of Rizal’s educational philosophy even in traditional methods which to him should
often limit its real-world applicability. He added most universities in the Philippines still had relied on rote
memorization and textbook-based learning preventing students from fully grasping the social relevance of
Rizal’s ideas.
Related Studies
Existing research highlighted Rizal's significant influence on civic engagement among Filipinos, with studies
by Del Rosario et al. demonstrating how his emphasis on national identity fostered civic duty, and Cruz and
Ramirez noting his novels' role in inspiring critical thinking and social participation. These findings suggested
Rizal's teachings could promote civic responsibility crucial for achieving SDGs, particularly in fostering
accountable institutions (SDG 16).
In addition, studies on SDG awareness in the Philippines and abroad, such as those by Lee et al. and Garcia &
Velasquez, revealed varying levels of understanding and engagement with the SDGs, indicating a need to
explore how cultural and historical factors could enhance this awareness. Building on these insights, this study
aimed at quantifying the relationship between Rizal's educational philosophy and SDG awareness to bridge the
gap and better understand how Rizal's teachings specifically could contribute to promoting awareness and
understanding of the SDGs, thereby informing strategies for integrating Rizal’s philosophy into curricula to
advance sustainable development in the Philippines.
According to Alvero (2025), this study investigated how embedding SDGs into the curriculum affected
students. It was found out that students recognized the importance of SDGs in education (mean scores ~3.5/4),
felt empowered to contribute to sustainability efforts in their communities, and identified gaps such as
inadequate curriculum alignment and resource support. Moreover, Torres and Cortez (2021) analyzed how
different universities had integrated sustainability education into the curricula. “Philippine universities that
embedded sustainability using interdisciplinary, historically rooted courses (e.g. combining history, ethics,
civic education, and environmental science) saw greater student engagement in sustainability efforts”. Schools
which adopted interdisciplinary approaches such as linking historical education with modern challenges had
produced more proactive students with sustainability initiatives.
Similar study was made by Lee et al. in 2021 in South Korea. They examined how integrating sustainability
concepts into social sciences and history courses impacted student awareness and engagement. Findings
showed that when students were exposed to historical case studies on social reformers, they were more likely
to connect past movements with current global sustainability goals. In fact, in the Philippine context, Mendoza
and Santos (2023) found that merging community-based projects in Rizal Studies courses had led to increased
student participation in local sustainability initiatives which supported the current study’s recommendation that
active engagement strategies should be employed to enhance SDG awareness.
A study by Garcia and Velasquez (2022) titled “The Role of Experiential Learning in Strengthening SDG
Awareness”, they exposed the impact of service-learning models in teaching social responsibility. Findings
revealed that students involved in community-based projects aligned with sustainability goals showed higher
retention of knowledge and greater motivation to apply what they learned in real-world settings. In addition,
Ramos (2023) found that when students were given opportunities to engage in sustainability-themed projects,
they developed a deeper understanding of the connections between history, civic duty, and modern global
challenges.
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In “Barriers to SDG Awareness and Implementation in Higher Education”, Villanueva and Tan (2021) assessed
the barriers preventing effective integration of SDGs in higher education. They identified three (3) major
obstacles: the lack of faculty training in sustainability education; the limited resources and institutional support
for SDG-aligned projects; and the student disinterest in SDG implementation due to traditional, lecture-based
teaching methods. These findings emphasized the need for curriculum innovation and more interactive
teaching approaches.
The above review of related literature and related studies supported the findings of the present study
highlighting the relevance of Rizal’s educational philosophy in promoting civic engagement, the need for
curriculum integration to bridge the gap between historical education and SDG awareness; the effectiveness of
experiential learning in fostering deeper understanding and application of sustainability concepts; and the
challenges in traditional teaching approaches, which had hindered students' engagement with modern global
issues.
The study’s recommendations such as revising curricula, promoting experiential learning, and increasing
institutional support for SDG-aligned initiatives were aligned with the existing research on best practices in
sustainability education.
THEORETICAL FRAMEWORK
The study anchored in two (2) key theories explaining the relationship between Rizal’s educational philosophy
and students’ awareness of the Sustainable Development Goals (SDGs). Piaget’s (1050) Constructivist
Learning Theory. The research suggested that students actively constructed knowledge based on experiences.
Studying Rizal’s philosophy allowed students to contextualize historical education within modern
sustainability issues (e.g., SDGs). And as to Social Learning Theory (Bandura,
1977), the concept emphasized learning through observation, imitation, and social interaction. Rizal’s role as a
model for education and civic responsibility influenced students' perceptions of sustainability and nation-
building. Constructivist Learning Theory suggests that students could engage through learning Rizal’s works.
Social Learning Theory emphasized how Rizal, as a national hero and role model, had influenced students’
perspectives on national and global issues. Rizal’s philosophy of education (education as a tool for national
progress) served as a bridge between historical learning and modern sustainability efforts. This led to higher
awareness and engagement with SDGs, particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice,
and Strong Institutions).
The Conceptual Framework of the Study
The conceptual framework illustrates the relationship between the independent, dependent, and intervening
variables in the study. As to the Independent Variable (IV): Rizal’s Educational Philosophy (focused on civic
responsibility, critical thinking, and education for progress). While the Dependent Variable (DV) was SDG
Awareness (students’ understanding of and engagement with sustainable development). And the Intervening
Variable (IVV) was the Curriculum Integration (how Rizal’s philosophy was taught and connected to
sustainability education).
Constructivist Learning Theory |
(Active KnowledgeConstruction)
Social Learning Theory (Learning through Observation & Role Models)
Rizal’s Educational Philosophy | (Education for National Progress)
Awareness of Sustainable Development Goals (Connection Between Education & SDGs)
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The diagram shows Rizal’s Educational Philosophy (IV) served as the foundation, emphasizing the role of
education in national development. The way Rizal’s ideas were integrated into the curriculum (IVV)
influenced how students perceived and applied these concepts in real world sustainability issues. Higher
curriculum integration leading to greater awareness of SDGs (DV), particularly in education (SDG 4) and civic
engagement (SDG 16).
The framework emphasized that while the Theoretical Framework would establish the foundation using
constructivist and social learning theories. The diagram illustrates how students learn and apply Rizal’s
teachings, the Conceptual Framework visually represented how Rizal’s philosophy, curriculum integration, and
SDG awareness interacted in the study.
THE METHODOLOGY
This section outlined the research design, sampling method, data collection process, and analytical techniques
used to examine the relationship between Rizal’s educational philosophy and students’ awareness of the
Sustainable Development Goals (SDGs).
Research Design
This study utilized a descriptive quantitative research design to measure and analyze the relationship between
students' familiarity with Rizal’s educational philosophy and their awareness of the SDGs. The researcher used
descriptive quantitative approach for the following reasons: (1) It would allow for the numerical measurement
of student awareness levels; (2) It would be helpful in establishing patterns, trends, and correlations between
variables; and (3) It would enable statistical analysis to determine the significance of relationships. The study
involved administering structured surveys to gather data, which was then analyzed using descriptive and
inferential statistics.
Sampling Method
The study employed a stratified random sampling method, ensuring students from different year levels and
academic programs were represented. The target population were students enrolled in Rizal Studies courses at
Bulacan State University Main Campus. To determine the sample size, the researcher used the formula (n = N /
(1 + Ne²)) to determine an appropriate sample size, ensuring statistical validity. A total of 100 students
participated in the study. For the stratification criteria, students taking Rizal Studies were randomly enjoined
regardless of their courses. There was gender balance of 50 male and 50 female students to ensure equal
representation of the respondents.
Data Collection Process
As to the survey design, a structured questionnaire was developed, divided into three (3) main sections: (1)
Demographic Profile (age, gender, year level); (2) Rizal’s Educational Philosophy Awareness (measured using
Likert-scale questions); and (3) Sustainable Development Goals (SDGs) Awareness (Likert-scale
Independent Variable (IV) Rizal’s Educational Philosophy
Intervening Variable (IVV) Integration of Rizal’s Ideas in Curriculum (Teaching Approaches, Student
Engagement)
Dependent Variable (DV) Awareness of Sustainable Development Goals (Understanding of SDG 4, SDG 16, and
Civic Responsibility)
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questions).The questionnaire was validated by experts in education and research before distribution. A pilot
test was conducted with 10% of the sample size to check for clarity, reliability, and validity of survey items.
After minor revisions, the final questionnaire was approved. Surveys were distributed both online (Google
Forms) and in person. Respondents were given clear instructions and assured anonymity. A response rate of 75
% was achieved.
Ethical Considerations
To consider ethics in research, informed consent was obtained from all participants. Confidentiality and
voluntary participation were emphasized. The study adhered to ethical guidelines on research involving human
subjects.
Data Analysis Techniques
Using Descriptive Statistics, frequency and percentage distribution was utilized to analyze demographic data.
Mean scoreswere also used to measure the level of awareness of Rizal’s philosophy and SDGs.Inferential
statistics using Pearson Correlation Analysis was considered to determine the relationship between awareness
of Rizal’s educational philosophy and SDG awareness. T-Test and ANOVA were conducted to assess
significant differences based on gender, year level, and academic program. This methodology ensured that the
study was systematic, reliable, and valid, providing empirical insights into the relationship between Rizal’s
philosophy and sustainability education.
RESULTS AND FINDINGS
Below was the structured questionnaire used in the study, along with the summarized results and findings
presented in a tabular format.
Table 1 below shows the demographic profile of respondents. As to the gender, 45% were male and 55 were
female. As to age, 30% were between 16 and 18 years old; 50% were between 19 and 21; and 20% were 22
years old and above. And as to year level, 35% were First Year while 30% were Second Year. The remaining
percentages were distributed as to 20% Third Year and 15% Fourth Year.
Table 1 Demographic Profile of Respondents
Category
Option
Percentage (%)
Gender
Male
45%
Female
55%
Age
16-18 Years Old
30%
19-21 Years Old
50%
22 Years and Above
20%
Year
Level
1
st
Year
35%
2
nd
Year
30%
3
rd
Year
20%
4
th
Year
15%
As shown Table 2 below most students have a high level of awareness of Rizal’s educational philosophy and
its relevance to national development. The key findings were: 85% of students agreed or strongly agreed that
they were familiar with Rizal’s philosophy on education;88% believed Rizal’s advocacy for education remains
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relevant in contemporary society; and 80% stated that studying Rizal helped them appreciate the role of
education in national development.
These results suggest that students recognize Rizal’s emphasis on education as a transformative tool for
society. Rizal’s works, particularly Noli Me Tangere and El Filibusterismo, illustrate the importance of
accessible education in addressing social injustices. The high awareness levels indicate that educational
institutions effectively convey Rizal’s principles to students. However, while students acknowledge Rizal’s
advocacy for education, it is important to explore whether they apply his teachings beyond the classroom—
particularly in areas related to sustainable development.
Table 2 Rizal’s Educational Philosophy Awareness
Table 3 below shows that while students had a general awareness of SDGs, their ability to recall specific SDGs
was moderate. Key findings were: 80% of students claimed they heard of the United Nations' SDGs; 70%
could identify at least three SDGs, while 30% had limited knowledge of specific goals; and 88% agreed that
SDGs are essential for addressing national issues like poverty, education, and climate change.
The data indicate that while most students were familiar with the SDGs, their understanding of specific goals
was moderate. This suggests that although sustainability topics were discussed in their academic curriculum,
they were not deeply integrated into the Rizal subject. One possible reason for this moderate awareness was
that the Rizal course primarily focused on historical and nationalistic perspectives rather than global
sustainability frameworks. However,
Rizal’s ideas on education, responsible citizenship, and social reform strongly aligned with SDGs, particularly
SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions).
There was a need to enhance the integration of sustainability topics within Rizal studies, linking his philosophy
more explicitly to modern global issues.
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Table 3 Awareness of Sustainable Development Goals (SDGs)
Table 4 below reflected a strong positive correlation between students' knowledge of Rizal's educational
philosophy and their awareness of SDGs. The study revealed the following: 87% of students agreed that
Rizal’s teachings helped them understand the importance of sustainability in education; 90% saw a connection
between Rizal’s advocacy for education and SDG 4 (Quality Education); and 80% reported that studying Rizal
increased their awareness of sustainability issues. The following were the key findings. High awareness of
Rizal’s educational philosophy that most students recognized the relevance of Rizal’s advocacy for education.
Moderate awareness of SDGs while students were generally aware of the SDGs, many struggled to recall
specific goals. Lastly, strong relationship between Rizal’s teachings and SDG awareness were observed from
students who deeply understood Rizal’s philosophy were more likely to be aware of sustainability issues and
the importance of SDGs.
Table 4 Relationship Between Rizal’s Educational Philosophy and SDG Awareness
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A correlation test was conducted to quantify the relationship between students' understanding of Rizal’s
educational philosophy and their awareness of SDGs. The results revealed a strong positive correlation (r =
0.78, p < 0.05) between these two variables. The result showed that students who deeply understand Rizal’s
philosophy were more likely to be aware of sustainability issues and the SDGs. To Rizal “Education was the
main tool for social and civic awareness”. His ideals on education, civic responsibility, and nation-building
resonated with the principles of sustainable development. There was a clear connection that fully maximized in
the present academic setting. The results indicated students’ SDG awareness could be further strengthened if
Rizal’s teachings were directly linked to sustainability discussions of this study.
Rizal’s Relevance to Modern Curricula
José Rizal's enduring relevance to modern curricula lies in his emphasis on education, civic responsibility, and
national identity, which provides a strong foundation for addressing contemporary sustainability challenges.
His educational philosophy empowers individuals, promotes critical thinking, and fosters nationalism, aligning
with Sustainable Development Goals (SDGs) like SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and
Strong Institutions) (United Nations, n.d.). Rizal's commitment to sustainable agriculture in Dapitan
exemplifies his practical approach to improving communities (NHCP, n.d.). While specific details on the
Commission on Higher Education's (CHED) integration efforts through memoranda like CHED MO No. 20,
2021, are not detailed here, the mandate to include Rizal's life and works in tertiary education (Republic Act
No. 1425, 1956) and teaching strategies reflects a broader effort to instill nationalism and ethical frameworks,
essential for cultivating a sense of responsibility and inspiring students to contribute to a more sustainable
future.
Challenges And Gaps
Several key challenges continue to undermine the teaching of Rizal's life and works. One major issue is the
continued use of rote learning, where students memorize facts without engaging with Rizal's ideas,
diminishing the subject's contemporary relevance (Villanueva and Tan, 2018). This problem persists, with
research showing that memorization hinders the development of critical thinking (Patel and Kumar, 2025).
Another significant challenge is the lack of sufficient training for teachers, who often lack subject mastery and
modern pedagogical skill. These problems are exacerbated by curriculum constraints, as rigid and overloaded
curricula limit the exploration of Rizal's philosophy and its relevance to citizenship and social justice (Santos,
2021). Systemic resource limitations, such as inadequate materials and funding, further impede the
implementation of Rizal Studies (Dept. Of Education, 2022)
CONCLUSION AND RECOMMENDATIONS
This study revealed a significant positive correlation between students’ understanding of Rizal’s educational
philosophy and their awareness of the Sustainable Development Goals (SDGs). Students demonstrated strong
appreciation for Rizal’s philosophy and its relevance to national development; however, gaps in
comprehensive understanding of the SDGs highlight the need for deeper integration of sustainability concepts
into the Rizal curriculum. Findings further suggest that students with deeper knowledge of Rizal’s pedagogical
principles also display greater awareness of sustainability issues, underscoring the potential of Rizal Studies as
a platform for fostering intergenerational transmission of values. To address existing gaps and maximize this
potential, there is a clear call for curriculum innovation—moving beyond rote memorization toward strategies
that emphasize experiential learning, project-based activities, and interdisciplinary approaches linking Rizal’s
ideals with environmental, economic, and social sciences. Integrating SDG concepts, embedding case studies,
and promoting community engagement initiatives such as literacy programs, environmental advocacy, and
service-learning projects would make Rizal Studies more meaningful and transformative. Finally, the
implementation of pilot programs and future research is recommended to test innovative teaching models,
measure their effectiveness in enhancing sustainability awareness, and identify best practices for broader
adoption. By explicitly embedding sustainability education into Rizal Studies, students will not only develop a
deeper appreciation of Rizal’s contributions but also a stronger commitment to responsible citizenship and
sustainable development.
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Reflection as a Teacher
Commencing on Jose Rizal's life and literary masterpieces, I as a teacher have been profoundly moved by his
fervent advocate of national consciousness. Rizal emerges as champion for not just being a historical figure but
for his fearless navigation to transform the society with his pen as his powerful instrument. His revolutionary
way of educating the Filipinos was notable since he did not wholly embrace the idea of mass movements.
Instead, his literary creations awakened specially the youth to uphold his philosophies by arming themselves
with education.
The equality in education we relish until now is indebted to the foresight and initiatives not only of this hero
but also of those who preceded the past generations with the same ideals. As an educator, very close to his life
and works, this made me realize my great responsibility to sustain in the minds of the present as well as the
future generations his values, his beliefs, his love for country more so, his philosophies in education. He made
me realize his profound influence in shaping Filipino’s national consciousness. The global greatness we
presently are experiencing in different fields because of education continue to resound in the present and in the
future. We owe a lot to this great guy the drive for social equity and justice through quality education. His
literary works enlightened us of the social intricacies, the obstacles of ignorance and discrimination, and the
foreign rules harming the Filipino people. He has become the status-quo of what a students should be despite
his exile and execution. It made me realize how farsighted he was and how he saw this nation’s bright future.
He made me think through his ageless works my great mission to carry the torch for national consciousness to
make each learner become a country’s pride.
By honoring Rizal's legacy, I now fully understand with his timeless lessons how important it is for citizens to
be involved and be knowledgeable. It is now time to rethink and look for ways to be involved in sustaining his
philosophies and continue if not exceed the expectations of such prodigious man.
Practical And Social Implications of the Study
The research titled "Quantifying the Relationship Between Rizal's Educational Philosophy and Sustainable
Development Goals (SDGs) Awareness," as to practical implications, the study provides valuable insights for
educators, curriculum developers, and policymakers. By identifying how Rizal’s philosophies such as holistic
education, moral responsibility, and civic engagement align with the SDGs, this study offers a practical
framework to integrate local historical thought into contemporary educational strategies. Schools and
universities could use the findings of this study to design learning modules or learning materials that not only
promote academic excellence but also foster awareness and action towards sustainability. In similar manner,
the study presents critical insights of the direct applications in the fields of education and policy development.
Through Rizal’s educational ideals emphasizing moral integrity, intellectual growth, and civic responsibility
which correspond with the objectives of the SDGs, the research offers a framework for embedding both
national values and global goals into educational the curricula. The alliance could enhance students’ critical
thinking and social consciousness, by equipping them necessary skills to address modern challenges through
culturally relevant and globally attuned perspectives. Finally, this alignment supports the development of
pedagogical approaches that not only enhance academic competence but also cultivate sustainability-minded
individuals. Educators and curriculum developers could leverage these findings to foster a more integrated
learning experience that bridges local heritage with global aspirations.
As to social implications and on a broader societal level, this research reinforces the idea that national identity
and global responsibility could coexist and even strengthen one another. By drawing connections between
Rizal’s philosophy and the SDGs, the study promotes a culturally rooted approach to global citizenship. This
could inspire a renewed appreciation for Filipino heritage while encouraging active participation in addressing
environmental, social, and economic issues. Ultimately, the research supports the development of a more
socially aware and ethically grounded populace, contributing to inclusive, sustainable progress both locally
and globally. The social significance of this research lies in its affirmation that national identity and global
responsibility are not mutually exclusive but can be mutually reinforcing. By contextualizing the SDGs within
the framework of Rizal’s philosophy, the study fosters a culturally grounded model of global citizenship. Such
perspective encourages individuals particularly the youth to engage with pressing social, economic, and
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environmental challenges through a lens that honors Filipino values and historical consciousness. In doing so,
the research contributes to the broader discourse on sustainable development by emphasizing the role of
cultural relevance in shaping socially responsible and ethically driven communities.
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