Abstract
Integrating sustainability into pedagogical strategies can potentially catalyze the promotion of sustainable development knowledge and practices, thus making it an imperative trend for educational institutions. The context-based teaching through Education for Sustainable Development (ESD) was instrumental in achieving sustainability competencies and in bringing positive education outcomes in various educational milieus. Studies on its implementation in the Philippine context are still limited. This paper examines the effectiveness of Context-Based Teaching (CBT) through ESD on the science performance of secondary students in the Philippines. It reviewed pedagogical strategies applied to embed Sustainable Competencies (SCs) in the teaching-learning process. Results revealed its effectiveness and highlighted key SCs that were mostly developed and those that were least emphasized. However, the indicated variables did not influence its effectiveness. For further research, other indicators of learning that may potentially affect its successful implementation can be critically investigated.
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