Integrating Islamic Values: An Exploration of ALIVE Learning in the Elementary Education

This qualitative phenomenological study examined the lived experiences ofALIVE teachers in integrating Islamic values in elementary education within public schoolsettings. Specifically, it sought to understand teachers’ perceptions of their roles, the copingmechanisms they employ, and the educational insights they derive from sustainedengagement in values-based instruction. Five purposively selected ALIVE teachers fromthe Maco North District, Davao de Oro Division, served as participants. Data were gatheredthrough in-depth interviews and analyzed using thematic content analysis. The findingsrevealed that ALIVE teachers assume multifaceted roles as educators, moral exemplars,and cultural transmitters. Teachers faced challenges related to limited instructional time,lack of instructional materials, diverse learner readiness, and the demands of aligningIslamic values education with public school structures. Despite these challenges, teachersdemonstrated adaptability through creative teaching strategies, instructional improvisation,collaboration with parents and stakeholders, and reliance on faith and professionaldedication. Educational insights indicated that Islamic values integration supports holisticand transformational learning, contributing to learners’ character formation, culturalidentity, and inclusive social behavior. The study concludes that recognizing andsupporting the unique role of ALIVE teachers is essential to sustaining effective Islamicvalues integration in elementary education and advancing inclusive education in thePhilippine context.