Faculty Adaptation to Curriculum Changes: A Qualitative Study of Strategies for Improving In-Service Training Programs at Cavite State University

The curriculum is a crucial component of the educational and training system since it establishes the prerequisites according to the positions and demands of the students. It is always evolving to meet the demands of evolving knowledge and society. Considering this, the study seeks to explore the adjustment strategies employed by faculty members in response to curriculum transitions. Hence, a phenomenological research design was employed, and twelve (12) teachers were interviewed in the study. The respondents of the study were chosen purposively and were interviewed, which then provided the necessary data that were needed in the study. The data gathered from the respondents revealed that faculty members at Cavite State University showed notable adaptability and commitment to professional development by engaging in training and aligning their teaching with the new curriculum. Specifically, key emergent themes were gathered from the respondents, which were Continuous Learning and Upskilling, Collaborative Curriculum Development, Instructional Innovation and Curriculum Alignment, Integration of Technology and Flexible Learning Tools, Institutional Support and Leadership, and Personal Commitment and Professional Reflection. Considering this, collaboration and the integration of technology and flexible learning tools played a key role in supporting the transition and enhancing instructional delivery. Ultimately, the study highlights that successful curriculum reform requires timely institutional support, inclusive planning, and a culture of reflection and innovation. Hence, it is recommended that the output of the study, which is an intervention plan, be employed to further improve the strategies in adaptation of the faculty teachers during curriculum transitions.