Engagement of LGUs and Community in Tourism Development: Social Science Pedagogical Implications

Tourism development has long been regarded as a vital driver of economic growth, cultural preservation, and community empowerment in the Philippines. However, its success largely depends on the collaborative engagement of local government units (LGUs), communities, and the education sector. This study sought to explore how these stakeholders in the first district of Surigao del Sur contribute to tourism development and how such engagement may be pedagogically integrated into Social Sciences. Grounded on Community Participation Theory, Collaborative Governance Theory, and Transformative Learning Theory, the study emphasizes that tourism is not only merely an economic activity but also an educational platform for civic learning, governance, and sustainability. Employing a quantitative research design, the study gathered data from LGU personnel, community-based organizations, education sector representatives, and tourism establishments. Results indicated a high level of engagement across activities, projects, and educational campaigns, with the strongest participation seen in festivals, eco-tours, and awareness programs. However, weaknesses were noted in monitoring, evaluation, and impact assessment, suggesting the need for more systematic approaches. Challenges such as funding limitations, policy enforcement gaps, and coordination issues were identified, yet collaboration among LGUs, schools, and communities was found to foster more sustainable and inclusive tourism outcomes. Implications highlight that tourism engagement can enrich social science pedagogy by providing authentic contexts for teaching governance, civic responsibility, and environmental stewardship. The proposed “TURISMO ESKWELA” program serves as an intervention to integrate tourism practices into classroom learning, thereby enhancing both local tourism development and social science education.