Feasibility Study on the Conversion of the Existing Special Science Curriculum to Science, Technology, and Engineering (STE) Program at Silway-8 National High School

This study examined the viability of converting the existing Special Science Curriculum at Silway-8 National High School into a Science, Technology, and Engineering (STE) Program to improve the institution’s ability to provide a more advanced and future-ready education. The school has made a good reputation in science education evidenced by its participation in science fairs, robotics competitions, and investigatory projects. These achievements reflect the students’ capabilities and the school’s commitment to nurturing scientific talent. The study highlighted the importance of curriculum continuity and enrichment in science and technology education. The current special science curriculum has fostered academic excellence and student interest in scientific fields; however, the lack of a structured STE pathway limits opportunities for students to enhance their skills in engineering, innovation, and applied sciences. This study sought to assess the academic, structural, and social readiness of the school for the transition to a Science, Technology, and Engineering (STE) Program. Findings from the Market Study revealed a strong interest in STE-related fields among students, alongside parental support for a program that could enhance academic opportunities and future career prospects. Teachers and administrators also expressed optimism, citing the benefits of integrating technology and engineering into the curriculum to strengthen learners’ problem-solving and critical thinking skills. The Technical Study outlined infrastructure needs such as science laboratories, digital tools, and teaching resources. While gaps were identified, particularly in equipment and teacher specialization, the study proposed a phased implementation plan supported by capacity-building and partnerships with external agencies and LGUs. From a management perspective, the study assessed the school’s readiness to handle new instructional demands. Strategic staffing, regular training, and leadership coordination were proposed to sustain the program. The Financial Study affirmed that the transition was economically feasible through a mix of DepEd fund allocations, local government support, and fundraising efforts.