Toward a Future-Oriented Physics Instructional Design (FOP-ID) for Senior High School: Integrating Best Practices, ICT, Opportunities, and Challenges

Abstract

This study employed a convergent mixed-methods approach to develop a Future-Oriented Physics Instructional Design (FOP-ID) for Senior High School (SHS) by integrating best practices, ICT, and opportunities and challenges in physics education. Quantitative data were gathered through a survey with 50 SHS physics teachers, while qualitative data were collected through key informant and in-depth interviews with selected SHS teachers, higher education professors, and industry employers. Quantitative findings revealed that lecture-based, collaborative, and inquiry- based strategies remain the most commonly used instructional approaches, with ICT tools such as videos, simulations, and learning management systems frequently employed to enhance engagement and conceptual understanding. Thematic analysis of qualitative data further demonstrated that effective practices are characterized by experiential learning, conceptual scaffolding, and real-world relevance, although the adoption of progressive approaches such as project-based and flipped learning remains limited due to time, resource, and training constraints. Qualitative findings also showed both systemic and pedagogical opportunities, including interdisciplinary learning, technology-enhanced instruction, and personalized learning pathways. These are paired with persistent challenges such as rigid curricula, insufficient professional development, inconsistent digital access, and gaps in learners’ foundational skills. Stakeholders across all groups emphasized core future-oriented skills such as critical thinking, inquiry, adaptability, resilience, digital fluency, and problem-solving. They also identified emerging skills, including research competence, futures literacy, interdisciplinary thinking, systems thinking, and regulatory awareness, which are not yet explicitly reflected in current national or international skills frameworks. In response to these findings, the FOP-ID was developed as a learner-centered, inquiry-driven, technology-enabled, and industry-informed instructional framework anchored on TPACK, constructivism, inclusive education, and future-oriented instruction. Expert validation affirmed the design’s pedagogical coherence, contextual flexibility, and relevance for preparing future-ready SHS learners.