A Systematic Review on the Implementation of the Arabic Language and Islamic Values Education (ALIVE) Program in the Philippines: Implications on the Educational Psychology Practice

Abstract

The purpose of this meta-synthesis is to gather issues about the implementation of the ALIVE program in Philippine public elementary schools based on the "Standard Curriculum for Elementary Public Schools and Private Madaris" (DepEd Order Number 51 Series of 2004) developed by the Department of Education. Based on a set of criteria, ten (10) research studies conducted between 2015 and 2023 were selected. The ALIVE Program's execution was examined through studies found in published articles from CrossRef, OpenAlex, and Google Scholar databases. The included studies were arranged using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 flow diagram. The concerns regarding the ALIVE Program's implementation was determined to be the meta-theme. Through the use of thematic analysis, seven sub-themes emerged, including: fostering cultural integration through the ALIVE program and collaborative leadership; modifying the program's implementation in diverse school settings; maximizing learning environments for the ALIVE program through strategic leadership; navigating educational challenges in historical and conflicting contexts for the ALIVE program; transforming education for inclusive perspectives in the ALIVE program; educating for inclusive social transformation; and holistic governance for educational equity. This systematic review provides a comprehensive synthesis of recent research, revealing the complex barriers impeding the effectiveness of the ALIVE Program. With the aid of educational psychology practice, the study seeks to provide a thorough knowledge of these issues in order to inspire focused interventions and reforms that will enable the program to be implemented successfully in the Philippines.