Green Skills Integration in Technology and Livelihood Education (TLE): Basis for the Development of a Framework and Enhancement Program toward Future-Ready Learners

This study investigated the integration of green skills in Technology and Livelihood Education (TLE) in public secondary schools, in line with Republic Act No. 9512 and the initiatives of the Department of Education.
To achieve this, a descriptive-correlational design was employed using a validated questionnaire administered to TLE teachers and students. Data were analyzed using weighted mean and Pearson product-moment correlation.
Findings revealed that teachers were moderately ready to integrate green skills (WM = 3.39), with strong conceptual knowledge but limited training exposure (WM = 2.61). Teaching strategies and resources were often used (WM = 4.05), particularly in promoting applied sustainability practices (WM = 4.49). Students demonstrated positive perceptions (WM = 3.51), recognizing the relevance of green skills to future careers (WM = 3.63). Teachers encountered moderate challenges (WM = 3.21), mainly due to insufficient resources (WM = 3.58), while students reported slight challenges (WM = 2.34). No significant relationship was found between teachers’ readiness and students’ perceptions (r = 0.029, p > 0.05), nor between teaching strategies and perceptions (r = -0.055, p > 0.05).
Furthermore, the findings highlight the need for enhanced training, resource provision, and policy-aligned interventions.

Green Skills, TLE, Teacher Readiness, Sustainability Education

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