Abstract

This study evaluates the pedagogical efficacy of the MICRO intervention in fostering macro skill development among non-formal education (NFE) learners in the Philippines. Conceptualized as a Motivational, Individualized, Contextualized, Resilience-building, and Outcome-oriented framework, the MICRO intervention was systematically designed to address the heterogeneous learning needs of NFE students. Seven priority macro skills were delineated through stakeholder-engaged focus group discussions and embedded within the instructional design. A quasi-experimental pre-test/post-test methodology was employed with a cohort of 240 NFE learners, with the intervention delivered over the 2023–2024 academic year. Statistical analyses indicated significant gains across all targeted macro skills, with digital literacy exhibiting the largest effect size. Thematic examination of learner trajectories identified active participation and ownership, competence and confidence consolidation, and future-oriented goal setting as salient mediators of skill acquisition. These findings substantiate the utility of the MICRO model as a contextually responsive strategy for NFE, while underscoring the need for longitudinal investigations to examine its sustainability and scalability across diverse learning ecologies.

Key Points

• Significant gains in macro skills were observed across the board, particularly in digital literacy.
• The analysis involved a cohort of 240 non-formal education learners over the 2023-2024 academic year.
• Quasi-experimental methodology with pre-test/post-test design was utilized to assess MICRO's impact.
• Findings highlight the need for further longitudinal studies to explore the sustainability of the MICRO model in diverse settings.