Profound Implications of Aristotelianism and Structural Functionalism in Academic Recovery and Accessible Learning (ARAL) Program under Revised K to 12 Curriculum in Contemporary Governance

Jemboy R. Hermogenes, Noralyn P. Ronolo, Genuine Q. Palmes and Gladys S. Escarlos
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Jemboy R. Hermogenes: Department of Education, Miaray National High School
Noralyn P. Ronolo: Department of Education, Kilap-agan Integrated School
Genuine Q. Palmes: Department of Education, Banisilan National High School
Gladys S. Escarlos: College of Teacher Education, Central Mindanao University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 10, 9190-9196

Abstract: This systematic review investigates the profound implications of Aristotelianism and Structural Functionalism in the governance and administration of education policies and programs under the Revised K to 12 Curriculum, particularly focusing on the Academic Recovery and Accessible Learning (ARAL) program. It synthesizes contemporary literature to explore how Aristotelianism emphasizes moral character, virtue, and participatory citizenship as vital values guiding decision-making processes in educational governance. From an Aristotelian perspective, effective educational leadership arises from cultivating ethical dispositions that prioritize the common good, justice, and collective well-being. Meanwhile, structural functionalism highlights the significance of interdependent roles, organizational efficiency, and social stability within educational systems. It also emphasizes how governance structures, institutional policies, and administrative mechanisms contribute to maintaining equilibrium and ensuring the effective delivery of educational programs. Within the ARAL framework, this theoretical perspective explains how collaboration among administrators, teachers, and stakeholders strengthens system functionality and responsiveness to students' learning needs. The review features the complementary nature of these theoretical frameworks in influencing both the ethical and operational aspects of educational governance. Empirical findings show that when moral leadership and functional efficiency converge, educational reforms become more sustainable, inclusive, and aligned with national learning goals. At the right time, the integration of Aristotelian and Structural-Functionalist perspectives provides a strong theoretical foundation for advancing governance practices that promote academic recovery, equitable access, and holistic student development under the evolving K to 12 frameworks.

Date: 2025
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