Building the Capacities for Sustainable Development Goal 4 in an Elementary Last-Mile School in Iloilo Province, Philippines: A Sustainability Science Perspective

Michael Garlan; Renelda P. Nacianceno; Bernie F. Piad; Jan Rex P. Osano

doi:10.55845/jos-2026-21186

Authors

Michael Garlan Iloilo Science And Technology University https://orcid.org/0000-0001-7070-7261
Renelda P. Nacianceno Iloilo Science and Technology University https://orcid.org/0009-0008-0429-8971
Bernie F. Piad Iloilo Science and Technology University https://orcid.org/0000-0002-3402-5893
Jan Rex P. Osano Iloilo Science and Technology University https://orcid.org/0000-0001-9925-4382

DOI:

https://doi.org/10.55845/jos-2026-21186

Keywords:

Last Mile School, Reading Literacy, Numeracy, Socio-ecological Factors, Multigrade Classrooms, Sustainable Development Goal 4, Systems Thinking

Abstract

Achieving Sustainable Development Goal 4 (SDG 4) remains a challenge in geographically isolated and disadvantaged schools. This study examined the socio-ecological conditions influencing SDG 4 attainment in a Last Mile School in Iloilo Province, Philippines. A sustainability-oriented, descriptive qualitative case study design, supported by official school inventory documents and literacy assessment records, was employed to analyze learning outcomes, school resources, instructional contexts, and institutional conditions. Findings revealed severe learning deficits, with no Grade 6 learners attaining independent reading proficiency and no learners in Grades 4–6 meeting grade-level numeracy standards. These outcomes were associated with inadequate infrastructure, limited learning resources, multigrade teaching demands, and heavy teacher workloads. Systems analysis showed that these challenges are interconnected and reinforced by social and environmental factors. Using the sustainability capacities framework, the study highlights the need for integrated interventions that strengthen resource provision, teacher support, governance, and adaptive learning systems. The findings underscore that achieving SDG 4 in Last Mile Schools requires systems-oriented reforms that address the broader socio-ecological conditions shaping educational inequities.

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References

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