Solar Power in the Philippine Science Curriculum: A Qualitative Analysis

As the country pursues sustainability, strengthening solar power education becomes increasingly important. Based on this research, solar power was found in the MATATAG Science Curriculum Guide for grades 7 and 10, as well as in the Senior High School Earth and Space Science 1 Curriculum Guide. Qualitative document analysis was used to systematically analyze and code official curriculum documents to assess the scope of solar power and the curriculum content and learning competencies. The analysis distinguished explicit solar-power references from indirect or contextual representations through broader concepts such as renewable energy, electricity generation, climate change, sustainability, and environmental impacts. Thematic analysis was conducted using Braun and Clarke's approach, which included familiarization, coding, theme development, theme review, theme definition, and theme reporting. Four curriculum entries were found and analyzed, one from Grade 7, two from Grade 10, and one from Senior High School. The analysis generated four themes: solar power is represented primarily through the broader renewable-energy category; environmental sustainability and climate action serve as dominant contexts; evidence of solar-specific technological development remains limited; and an explicit progression of solar learning has not yet been established. The results suggest that the curriculum grounds science literacy on solar energy within the broader context of renewable energy and sustainability. However, there is less direct evidence of a clear progression in knowledge, technology, and advanced applications related to solar power. The findings indicate potential areas for further curriculum development to strengthen existing competencies in renewable energy and to provide more explicit opportunities for learners to explain, investigate, evaluate, and design solar energy applications.