The Perspective of State Universities and Colleges (SUCs) on Offering Filipino Courses in the Context of the K12 Basic Education Program

This study aimed to determine the perspective of faculty and students on the significance of offering Filipino subjects in tertiary education in the implementation of the K-12 Curriculum.  The study respondents were the thirty Faculty and 103 BSED Students from 1^st Year to 4^th Year of Northern Iloilo State University (NISU), Batad Campus. A researcher-made questionnaire checked by the adviser and professors who were experts in validating and refining items was used to gather the data needed in the study. The descriptive statistics like mean and standard deviation were used to describe the data in finding the significant differences between the variables such as National Identity, Preservation of Culture, Emblem of Independence, Proof of Nationalism & Patriotism, Inculcate Unity & Progress, value system, beliefs, Tradition, Culture were determined using the T-Test test set at .05 level of confidence. Findings revealed that no significant differences existed between Faculty and Students regarding National Identity, Preservation of Culture, the Emblem of Independence, Proof of Nationalism & Patriotism, value system, Beliefs, Traditions, and Culture. However, significant differences were observed between Faculty and Students to Inculcate Unity & Progress. Instead of the findings, it was recommended that along with the advocacy and pursuit of the Filipino subjects in the tertiary education, there shall always have value integration that Filipino is that as Filipinos, it is what binds us as countrymen of the Philippines. It teaches us to be good at speaking in Filipino, but it also showcases Filipino as a common language and Filipino as a culture. Thus, this also means that being knowledgeable in Filipino also determines that you are a true Filipino, keeping the true essence of nationalism.