This study investigates the conceptions of citizenship embedded in the K to 6 Social Studies Curriculum of the Philippines through a content analysis of Social Studies learning competencies ( n = 119). Employing Westheimer and Kahne's typology of personally responsible, participatory, and justice-oriented citizenship, the study reveals a developmental sequence in citizenship education: Kindergarten centers on character and obedience; Grades 1–3 foreground community participation; and Grades 4–6 emphasize systemic critique and critical analysis. Justice-oriented competencies constitute 56% of the total, followed by participatory (34%) and personally responsible (10%). These findings suggest that the curriculum aspires to scaffold democratic citizenship through developmental sequencing. The study refines existing Philippine literature by offering an empirically grounded map of civic intent within the intended curriculum. However, it cautions that curriculum design alone cannot ensure civic outcomes and recommends embedding all three citizenship orientations across grade levels, enhancing teacher preparation, and supporting implementation with practical and low-cost pedagogical tools. These hold implications for curriculum planners, teacher educators, and future research on the lived enactment of citizenship education in Philippine classrooms.
João Padilla (Tue,) studied this question.