Literature's Emotional Resonance: A Systematic Review of Psychosocial Themes in Philippine K–12 Language Education
Keywords:
Philippine education, literature instruction, psychosocial themes, social-emotional learning, K–12 curriculumAbstract
This systematic review investigates how psychosocial themes are integrated into Philippine K–12 literature instruction. Drawing on the PRISMA 2020 framework, the study synthesized 38 empirical and contextual sources published between 2010 and 2024. Using Joanna Briggs Institute appraisal tools, the review assessed methodological quality across studies. Four key psychosocial themes emerged: emotional well-being and regulation, identity formation and self-expression, empathy and social awareness, and character education and values formation. These were implemented through diverse strategies including culturally grounded storytelling, expressive reading, journaling, trauma-informed instruction, and digital literature engagement. Literature-based instruction was found to enhance students’ emotional articulation, moral reasoning, and self-awareness, particularly when delivered through reflective and culturally relevant pedagogy. However, gaps persist in research representation, teacher preparedness, and policy integration especially for rural and indigenous learners. The study recommends reforms in curriculum, teacher training, and educational policy to institutionalize literature-based SEL and promote holistic learner development. These findings contribute to the discourse on inclusive and affective pedagogy, reinforcing literature’s transformative role in student well-being and social-emotional growth.
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Copyright (c) 2026 Rica Caballero
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