Learning poverty remains one of the most pressing challenges to achieving Sustainable Development Goal 4 (SDG 4), which envisions inclusive and equitable quality education for all. Defined as the inability of a child to read and understand a simple text by age ten, learning poverty is widespread in low- and middle-income countries, disproportionately affecting children in marginalized communities. This study explores how the integration of the Technological Pedagogical Content Knowledge (TPACK) framework and the Community of Inquiry (CoI) framework, supported by community engagement, can provide holistic solutions for learners experiencing learning poverty in the Philippines. An explanatory sequential mixed-methods design was employed, beginning with a validated TPACK survey administered to teachers in a government-run school serving low-income localities, followed by interviews, focus group discussions, classroom observations, and document analysis. Quantitative findings revealed strong content and pedagogical knowledge among teachers but weaker technological knowledge, limiting innovation in classroom practices. Qualitative findings indicated that teachers engaged in professional learning communities, guided by CoI principles, demonstrated more effective use of technology to support cognitive presence (through digital storytelling and reflective literacy tasks), social presence (through collaborative group learning), and teaching presence (through structured facilitation). Community partnerships with families, NGOs, local governments, and cultural institutions further enriched learning opportunities, mitigating resource gaps. This study highlights that reducing learning poverty requires collective responsibility, where schools, communities, and policymakers align efforts. The integration of TPACK and CoI, grounded in strong community engagement, offers a pathway toward inclusive, equitable, and sustainable education systems that advance SDG 4.
Janette Malata-Silva (Wed,) studied this question.