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AbstractThis phenomenological inquiry explored the experiences of secondary school teachers in dealing with their experiences, coping mechanisms and insights in the utilization of the integration approach in teaching social studies in Matina district, Division of Davao City. In exploring the experiences of the ten participants, I employed the qualitative phenomenological study of which primary instrument of data gathering was through in-depth interview. Major findings revealed that on the experiences of teachers in utilizing integrated approach in teaching social studies, the following were the emergent themes namely pedagogical challenges and innovations, student engagement and learning outcomes, and professional development and support. Likewise, their coping mechanisms from the challenges encountered, the following three themes emerged namely adaptation strategies, collaborative practices, and professional development and training. Finally, on the insights of teachers, the following three themes emerged specifically perceptions and attitudes, barriers and facilitators, and innovative instructional practices. Education policymakers and curriculum designers can use the insights to refine and enhance existing curricula, ensuring they align with the needs and challenges identified by teachers. This may involve integrating interdisciplinary elements more explicitly, providing teachers with the necessary resources and professional development opportunities to implement integrated approaches effectively. As a result, there are implications for teacher training and professional development programs. Education authorities can use these findings to design targeted training sessions that address specific challenges identified by teachers, focusing on enhancing their skills in interdisciplinary instruction.Keywords: Integrated approach, secondary teachers, social studies

Copyright © 2024 Christine Cecille P. Ventura. This is an open access article distributed under the Creative Commons Attribution License.