Journal of Sustainability | 2026
Authors: Garlan M.G.; Nacianceno R.P.; Piad B.F.; Osano J.R.P.
DOI: 10.55845/jos-2026-21186
Journal: Journal of Sustainability
Year: 2026
Publisher: DSRPT
Document Type: Article
Open Access: All Open Access; Gold Open Access
Cited by: 0
Achieving Sustainable Development Goal 4 (SDG 4) remains a challenge in geographically isolated and disadvantaged schools. This study examined the socio-ecological conditions influencing SDG 4 attainment in a Last Mile School in Iloilo Province, Philippines. A sustainability-oriented, descriptive qualitative case study design, supported by official school inventory documents and literacy assessment records, was employed to analyze learning outcomes, school resources, instructional contexts, and institutional conditions. Findings revealed severe learning deficits, with no Grade 6 learners attaining independent reading proficiency and no learners in Grades 4–6 meeting grade-level numeracy standards. These outcomes were associated with inadequate infrastructure, limited learning resources, multigrade teaching demands, and heavy teacher workloads. Systems analysis showed that these challenges are interconnected and reinforced by social and environmental factors. Using the sustainability capacities framework, the study highlights the need for integrated interventions that strengthen resource provision, teacher support, governance, and adaptive learning systems. The findings underscore that achieving SDG 4 in Last Mile Schools requires systems-oriented reforms that address the broader socio-ecological conditions shaping educational inequities. © The Author(s) 2026.
Last Mile School; Multigrade Classrooms; Numeracy; Reading Literacy; Socio-ecological System; Sustainable Development Goal 4; Systems Thinking