A tracer study assessing pandemic pedagogy among social studies graduates in the Philippines

Abstract

The Covid-19 pandemic drastically reshaped global education, forcing educators to quickly adopt remote, hybrid, and socially distanced learning methods. This study employs a tracer study to investigate the implications of pandemic pedagogy for educational resilience and workforce readiness. The research uses a mixed-methods approach with two groups of respondents, chosen purposively: faculty members (n = 16) and graduates (n = 114) of the Social Studies Program during the pandemic years (2020 - 2024). This is based on the Education Resilience Theory and Human Capital Theory. The results indicate that difficulties are common, and technological challenges are most significant for both populations (Faculty: 16, Students: 62, Total: 78), while assistance and work-life balance are least complicated for students (Faculty: 16, Students: 04, Total: 20). Thirteen teachers preferred flexibility, while interactive and participative teaching methods got three responses. In terms of skills shortages among graduates, technical proficiency was most frequently mentioned (30 responses), while emotional resilience was the least mentioned (14 responses).

Furthermore, 72% of the graduates are employed, with the majority (42%) working in private institutions. Thus, there is a need for facilitative and adaptable learning environments that promote continuity in learning and assess employment outcomes in terms of differences in labor market integration and education as a key determinant of economic mobility. This research fills a gap in tracer studies by analyzing the effects of pandemic pedagogy on workforce preparedness, presenting evidence to inform professional development, policy, and inclusive instruction approaches that enhance support systems, interactive learning, and adaptive education, particularly in technology-constrained regions in the Philippines and the ASEAN region.