Impact Analysis of Lifelong Learning, Ethical Considerations, and Sustainability Issues on Teachers’ Perspectives in Social Studies Education

Abstract

This study examined the influence of lifelong learning practices, ethical considerations, and sustainability issues on teachers’ perspectives in social studies education in Lianga District, Surigao del Sur. Using a quantitative comparative design, data were gathered from 114 licensed social studies teachers through a validated survey instrument. Descriptive statistics, one-way analysis of variance, and linear regression were employed to determine categorical levels, significant differences, and predictive relationships among variables. Results revealed high levels of lifelong learning practices and ethical considerations, and generally high integration of sustainability issues, although curriculum integration of sustainability remained moderate. Teachers’ perspectives on social studies education were extensive, reflecting a strong commitment to critical thinking, inclusivity, and civic responsibility. Significant differences were found in teachers’ perspectives when grouped according to levels of professional responsibility, and regression analysis identified lifelong learning and ethical considerations as significant predictors, with sustainability issues contributing meaningfully to the overall model. The findings underscored the importance of sustained professional development, ethical literacy, and contextualized sustainability integration in strengthening instructional quality. Implications pointed to the need for targeted capacity-building programs.