Abstract
This study examined Lucena City's educational transformation shift, where secondary schools like Mayao Castillo Annex, Mayao Parada Agricultural Integrated High School, Ilayang Dupay Extension, Ibabang Talim, Barra Annex, and Ransohan have become rural farm schools. This shift aligns with global education trends toward hands-on learning and sustainability. It meets UNESCO's Education for Sustainable Development and Finland's holistic education agenda. This paradigm was examined in terms of students' academic performance, environmental awareness, community involvement, and readiness for 21st-century concerns. Teacher profiles, paradigm implementation, difficulties, and their relationship were also evaluated. The results showed that teachers are young, primarily women, and well qualified, with numerous advanced degrees. This suggests they are open to new education approaches. Curriculum integration, learner-centered teaching, inclusive schools, and strong community links demonstrated the transformative paradigm. Student studies and community interactions improved, however these places had huge concerns like lack of infrastructure, trained teachers, ability to keep things running, and logistical issues. Integrating curriculum and teaching approaches improved facility and resource issues. However, school culture and operational difficulties were less linked. Sustainability concerns were not strongly linked to implementation, indicating the necessity for long-term plans. The study suggests that transformative education can tackle some of rural school development's largest issues. Strategic investment, legislative backing, and stakeholder collaboration are needed to maintain its efficacy. This study aims to educate educational policy, inspire similar efforts, and contribute to the rural farm school’s sustainability discourse.
