Democratizing Safety in Inclusive Pedagogies: A GAD-Based Curricular Framework for Safeguarding Vulnerable Rural Learners Under Safe Spaces Act

Abstract

This study investigates legal literacy of the Safe Spaces Act (RA 11313) and localized safety experiences of rural women and children in Iloilo, Philippines. Utilizing an explanatory sequential mixed-methods design, the study surveyed 109 rural participants and conducted qualitative, semi-structured interviews with respondents of gender-based sexual harassment (GBSH). Quantitative results revealed slightly low legal literacy (Mean = 1.97), with significant gaps in understanding specific GBSH definitions and reporting protocols. Qualitative data exposed severe institutional gaps, with the community’s perception of the school as a "safe space" yielding a critical distrust and under reporting.

To address these challenges, this study proposes a Gender and Development (GAD) Educational Mainstreaming Framework to systematically integrate RA 11313 into DepEd and CHED curricula for inclusive, transformative learning.