Sociocultural Dynamics and Pedagogical Adaptation Among TVE Instructors in Surigao del Sur

Abstract

In Technical Vocational Education (TVE), integrating learning theories is heavily influenced by a combination of human, environmental, and institutional variables, making it a highly complex sociocultural endeavor. To examine how pedagogical models are culturally adapted within workshop environments, this study conducted semi-structured interviews with 25 TVE educators in Surigao del Sur, Philippines. Employing a qualitative exploratory approach and reflexive thematic analysis, the research identified that while a teacher's prior industry expertise serves as essential sociocultural capital, a critical lack of modern equipment creates a "resource-theory gap" that severely impedes experiential learning. Moreover, environmental vulnerabilities, such as natural disasters, alongside rapid curriculum changes and diverse student behaviors require educators to demonstrate profound instructional resilience and continuously adjust their teaching strategies. The research concludes that successful vocational pedagogy demands strong alignment between schools, educators, and the broader community. Consequently, supporting vocational acculturation in regions vulnerable to natural disasters requires both fairer resource distribution and culturally adaptive teaching practices.