Finding Resonance: Sustainable Development Goals in the Undergraduate Music Education Programs of a Public University in the Philippines

Abstract

With just a “Decade of Action” (United Nations 2019) left until the target date of 2030, the United Nations continues to call on various sectors of the society from all levels to join the efforts to “end poverty, protect the planet, and improve the lives and prospects of everyone, everywhere.” Philippine Higher Education Institutions (otherwise known as HEIs) join other sectors in this effort by measuring their institution’s contributions to “real-world impact” (“2022 THE Impact Rankings: Ateneo Continues to Lead PH Universities in Real-World Impact” 2022), ensuring the quality of the institution transcends the boundaries of the classroom. This study aimed to probe into how sustainable development goals (or abbreviated as SDGs) resonate in the music teacher education undergraduate programs in a public university in the Philippines. The research aimed to find out answers to two concerns: first, articulations of SDGs in the undergraduate music education programs; and second, perceptions on SDGs of students in their respective undergraduate music education programs. Data gathering techniques included document analysis of the undergraduate program handbooks, course syllabi, and portfolio assessment for the identified music teacher education courses; and voluntary answering of an online survey on the student perception of SDGs in their music teacher education courses. Data was analyzed through curricular mapping of the SDGs, and thematic coding for the qualitative data. Results of the study revealed that non-alignment between program input, processes, and output are primarily a result of non-engagement in the continuous implementation of quality assurance. Recommendations of the study include coordinated strategic planning across different levels in the university and the explicit use of language of SDGs in program input, processes, and output.