Challenges and Opportunities: Voices of Araling Panlipunan Teachers on Integrating Gamification into their Pedagogy

Abstract

Gamification has emerged as a promising strategy to enhance student engagement, yet its specific application in the context of Philippine Social Studies (Araling Panlipunan) remains underexplored. This transcendental phenomenological study examined the lived experiences, challenges, and coping mechanisms of 10 Junior High School Araling Panlipunan teachers in the Toledo City Division (A.Y. 2024–2025). Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis. Findings reveal a dual narrative: while teachers reported positive outcomes such as increased student motivation, active participation, and improved lesson retention, they also encountered significant hurdles, including technological limitations, time constraints, and socio-emotional challenges among learners. To navigate these issues, teachers employed coping strategies focused on structured implementation, adaptability, and peer collaboration. The study concludes that while gamification is a potent pedagogical tool for Social Studies, its sustainable effectiveness relies heavily on strengthened institutional support, adequate technological infrastructure, and continuous professional development for teachers.