FACULTY'S RESPONSIVE TEACHING STRATEGIES AND STUDENTS' CULTURAL COMMUNICATIVE COMPETENCE IN MARINDUQUE STATE COLLEGE: BASIS FOR SDG ALIGNED CURRICULUM FRAMEWORK

This study aimed to develop a proposed curriculum framework aligned with Sustainable Development Goals through cultural communicative competence and utilization of responsive teaching strategies among faculty members at selected colleges in Marinduque State College (MSC). A mixed-method design was employed, using both quantitative and qualitative approaches. A purposive sampling was utilized to select ten faculty members handling Purposive Communication subject and eight hundred fifty-five students enrolled (with)in this subject, Second Semester A.Y. 2023-2024 in MSC. Data collection involved a competence test, classroom observation tool, and Focus Group Discussions (FGDs) to assess teaching strategies and cultural competence. Findings reveal high utilization of responsive teaching strategies across various domains by MSC faculty, with no significant differences observed among colleges. However, there were significant differences in cultural communicative competence levels among MSC students across colleges. Identified themes through FGDs include fostering a positive learning environment, diverse student learning styles, online modalities, language barriers, and teacher flexibility. Based on these findings, a curriculum framework emphasizing cultural communicative competency for the Purposive Communication course at MSC is proposed. This framework is aligned to the United Nations Sustainable Development Goal to promote more contextualized learning and cultural sensitivity among students. The study emphasizes prioritizing cultural competency in teaching practices and suggests personalized strategies to enhance students' cultural communicative competence.