The study answers the following questions: (1) “What are the higher education teachers’ practices in incorporating ASEAN in teaching Social Studies?” and (2) “What are the perspectives that underlies the higher education teacher’s practices for integrating ASEAN in teaching Social Studies?”
The researcher utilized autoethnography and autoethnomethodology as both research frameworks and research methods. As research framework, Autoethnography examines teaching experiences and perspectives for incorporating ASEAN in higher education, while autoethnomethodology identifies teaching practices for integrating ASEAN in teaching BSED Social Studies. As research method, it employs reflective narratives, critical self-inquiry and curriculum analysis. The data sources include course syllabus, course lectures, and course assessments.
The results showed that there are six (6) practices in incorporating ASEAN in teaching Social Studies and three (3) perspectives in incorporating ASEAN in teaching social studies. The results impact ASEANOLOGY in higher education. First, the inclusion of ASEAN in the course syllabus as culminating activity, as a subtopic in the broader topic of “Asian Regionalism” and as a central topic in the course syllabus in Asian Studies helps students learn that the Philippines is an integral part of ASEAN and help build their identity as ASEAN citizens. Second, Filipino educators have the responsibility to teach students the role of ASEAN in strengthening regional cooperation through learning the difference between regionalism from globalization. Last, promoting respect for diversity and cultural competence within ASEAN community through experiential learning such as culminating activity emphasizes the role of ASEAN not only as a political and economic organization but also as a framework for regional identity. The result offers recommendations to meet Philippine educational standards.
