Journal of Asian Pedagogies and Teacher Formation

This study examines the status of implementation of critical literacy skills in English language subjects, as mandated by the Department of Education, among Senior High School students in Iligan City. Given the growing importance of critical literacy, this research explores the strategies and challenges that teachers encounter in incorporating the Four Dimensions of Critical Literacy as coined by Van Sluys et al. (2002). A qualitative research design was utilized, combining interviews, informal conversations, and classroom observations among the teacher participants. The results show that teachers are still using traditional strategies in teaching, specifically being the fountainhead of knowledge and using a didactic approach in the learning process. The findings point to the main challenge that the teacher participants faced: lack of professional development training and lack of ample time within curriculum to embed critical literacy skills with lessons. This research contributes to a deeper understanding of the crucial role that teachers play in designing student-led lessons that shape the future generation’s critical literacy skills.