Over the past few years, there have been a number of education reforms that the Philippine government has implemented, indicating a trend towards both didactic and authentic learning. Didactic education, structured instruction and passing on of knowledge, is bery evident in programs such as the Matatag Curriculum, initiated by the Department of Education in 2023, under the administration of VicePresident Sara Duterte as Secretary of Education. This curriculum streamlines the number of subjects in early grades and introduces Makabansa, a subject dedicated to nationalism and civic values. For example, young learners are taught respect for national symbols, appreciation of Filipino culture, and basic civic responsibilities The overall objective is to promote patriotism and a greater sense of being a Filipino, critics say such initiatives have to break beyond symbolic education to encompass critical thinking as well as relevant civic participation. Similarly, the Sulong EduKalidad program and the Indigenous Peoples Education (IPEd) initiative aim to improve the teaching quality and ensure the cultural relevance in instruction, both reflecting didactic aims with authentic intent. Modern education policy also supports the principles of authentic education, which emphasizes real-life relevance, inclusivity, and learner-centered approaches.

The Basic Education Development Plan (BEDP) 2030 outlines long-term objectives such as enhancing literacy, promoting socio-emotional development, and establishing joyful learning environments. These are based on the assumption that education must develop the whole child, rather than only academic ability. Accompanying this vision are initiatives such as the Alternative Learning System (ALS) and the Inclusive Education Act of 2022, which provide learning opportunities for out-of-school youth and persons with disabilities. These measures recognize the varied realities of Filipino learners and seek to increase the accessibility, flexibility, and relevance of education. While the rhetoric and written goals of these reforms are promising, the success of both didactic and authentic education in the Philippines depends on their implementation. Challenges such as budget-constrained schools, overworked and underpaid teachers, and limited access to learning materials persist, especially in rural and marginalized areas. There is a risk that well-meaning objectives—such as promoting nationalism or fostering joy in learning—could remain superficial if not supported by well-trained educators and sufficient resources. At the end of the day, the substance of these reforms does not only lie in their policy pronouncements but how these change classroom practices, empower students, and answer the lived realities of Filipino learners nationwide.