This mixed-methods study explores Sustainable Development Goals (SDGs) integration within School-Based Management (SBM) in Philippine basic education. Following PRISMA guidelines, 78 high-quality studies published between 2016 and 2024 were analyzed, revealing five critical SBM indicators: autonomy and decision-making, participatory leadership, capacity building, accountability mechanisms, and adequate resources. Qualitative interviews with eight school heads identified twelve major themes encompassing strategic integration mechanisms, leadership requirements, stakeholder engagement, and technology utilization. Survey results demonstrated strong institutional commitment to quality education (M = 4.69), gender equality (M = 4.61), and disaster preparedness (M = 4.51), while revealing significant gaps in teacher awareness (M = 3.41), financial support (M = 3.23), and external collaboration (M = 3.28). Emerging trends highlighted digital transformation, equity focus, crisis adaptation, student agency, and cross-sector collaboration as defining features of contemporary SBM research. Success stories documented health and nutrition programs improving attendance, school gardens advancing food security, and infrastructure enhancements creating conducive learning environments. An operational framework was developed illustrating how SBM components—curriculum, learning environment, leadership, governance, and human resource development—systematically advance specific SDG targets. Findings underscore that while policy frameworks support SDG integration, actualizing sustainability principles requires addressing persistent capacity constraints, resource limitations, and implementation fidelity gaps through comprehensive capacity building, sustainable financing, and strengthened stakeholder partnerships.
Heruela et al. (2026) studied this question.