Enriching the Science Education Curriculum Through Internationalization Using the Knowledge, Attitude, and Practices (Kap) Approach

This study explores the internationalization of the Science Education Curriculum (SEC) at the Central Bicol State University of Agriculture – Pili Campus, College of Development Education (CDE), in alignment with CHED Memorandum Order No. 55, s. 2016. Despite ongoing internationalization efforts, participation in the International Credit Transfer Program (ICTP) remains limited among science majors. Utilizing a descriptive-narrative design, the study gathered qualitative data through validated KAP (Knowledge, Attitude, and Practices)-based questionnaires from 60 third- and fourth-year Science major students enrolled in ASEAN Integration in Education/Foreign Language courses. Findings revealed a positive perception of the SEC’s internationalization, which significantly enhances student experiences and preparedness. Strengths identified include alignment with CMO No. 75, s. 2017, diverse instructional resources, and faculty competency. However, weaknesses such as outdated curriculum content, digital literacy gaps, inadequate facilities, and limited global exposure were also noted. To address these gaps, a KAP-based model was developed to reinforce the SEC’s internationalization initiatives. The model aims to provide a strategic framework to improve immersion practices and enhance the global readiness of future Science educators. This study contributes to ongoing efforts to align Philippine higher education with international standards through a context-specific and student-centered approach.