Multiple Intelligences in Philippine Secondary Education: An Integrative Review and Program Framework
Main Article Content
Abstract
Research Problem: Multiple Intelligences (MI) theory has been widely applied in education to recognize learners’ diverse intellectual strengths and inform instructional practices. However, evidence concerning its application in secondary education remains heterogeneous, particularly regarding intervention outcomes, contextual conditions, and its potential to inform structured educational programs.
Research Purposes: This study synthesizes recent evidence on the application of MI in secondary education and develops an evidence-informed framework for an MI-oriented educational program for Filipino high school students.
Research Methods: An integrative literature review was conducted using a structured search of the Scopus database. Three complementary search strategies addressing MI, education, secondary education, interventions, and teaching practices were applied to publications from 2024 to 2026. The search identified 184 records, of which 125 unique records remained after deduplication. Following full-text screening of 116 candidates, 82 studies were retained for evidence mapping and synthesis. The literature was classified into core, supporting/contextual, and conceptual/methodological evidence.
Results and Discussion: The findings reveal diverse applications of MI in learner profiling, instructional design, differentiated educational practices, teacher development, and intervention programs. However, the evidence presents heterogeneous outcomes, including positive, mixed, and null findings across educational contexts and measures. The synthesis further highlights teacher capacity, contextual adaptation, assessment practices, and cultural responsiveness as important considerations in translating MI-related concepts into educational practice. These findings suggest that MI can inform the diversification of educational opportunities, although claims regarding its effectiveness should remain proportionate to the available evidence.
Research Implications and Contributions: This study proposes an evidence-informed framework for an MI-oriented program in Philippine secondary education, integrating instructional activities, co-curricular experiences, contextual adaptation, and multiple forms of assessment. The framework provides a basis for developing educational programs that respond to diverse learner strengths while emphasizing context-sensitive implementation and systematic evaluation. It also offers directions for future empirical research examining the implementation and educational outcomes of MI-oriented practices in secondary schools.
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