Inclusive Lifelong Learning in the Philippines: A Systematic Review of Ra 12028 (ARAL Program)

Abstract

This systematic review examines the Academic Recovery and Accessible Learning (ARAL) Program established under Republic Act No. 12028 as the Philippines’ flagship response to severe post‑pandemic learning losses in foundational literacy and numeracy. Guided by sociocultural and social constructivist perspectives, the review interrogates ARAL’s theoretical foundations, formulation rationale, implementation strategies, monitoring mechanisms, and contextual influences across geographic, socio‑economic, and governance settings. A PRISMA‑ScR‑informed search of 2019–2026 peer‑reviewed and grey literature, Department of Education (DepEd) issuances, and EDCOM II reports identified studies and policy documents on ARAL’s school‑level tracking tools, hybrid delivery models, and adaptive leadership practices.