TWENTIETH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
)
SENATE
S. No. 1301
(m Senate
of Ifjr
25 AUG 27 P5:30
RliCEIVtD BY.
Introduced by Senator Robinhood Padilla
AN ACT
PROVIDING FOR THE INTEGRATION OF ABRAHAMIC STUDIES AND 
RELIGIONS IN THE STUDY OF PHILIPPINE HISTORY IN BASIC EDUCATION
EXPLANATORY NOTE
The Philippines is home to a diverse tapestry of religious beliefs shaped by 
centuries of cultural exchange, colonization, and migration. This rich religious heritage 
continues to influence national identity, social norms, and the moral and cultural 
formation of Filipino children.
Historical records show that Christianity was introduced to the Philippine 
archipelago in 1565 with the arrival of Spanish explorer Miguel Lopez de Legazpi, 
marking the beginning of over three centuries of Spanish colonial influence. Prior to 
this, Islam had begun spreading into the southern Philippines around 1350, originating 
from neighboring regions such as Indonesia and gradually extending its reach 
northward. By the time of Spanish contact in the 16th century, Islam was well- 
established in Mindanao and the Sulu Archipelago, with influence also present in parts 
of Cebu and Luzon. These Muslim communities represented some of the most 
politically organized and culturally advanced societies in the archipelago at the time, 
an advanced cohesive sociopolitical structure.
As of the 2020 Census conducted by the Philippine Statistics Authority, 78.8% 
of the population identified as Roman Catholic (85,645,362 persons), followed by 
Islam at 6.4% (6,981,710 persons), and Iglesia ni Cristo at 2.6% (2,806,524 persons).


other major religious groups include the Seventh-day Adventist Church, Aglipayan 
Church, Iglesia Filipina Independiente, Bible Baptist Church, United Church of Christ 
in the Philippines, Jehovah's Witnesses, and the Church of Christ.
This religious plurality highlights the need for educational content that fosters 
understanding, respect, and critical awareness of the historical and cultural 
intersections among the world's major religions. While distinct in doctrine and 
tradition, many world religions share overlapping figures, intersecting historical 
narratives, and common ethical teachings. It is therefore imperative to reflect this 
reality in the nation's basic education system.
This measure seeks to integrate Abrahamic Studies and Religions, particularly 
their historical, cultural, political, and traditional contributions, into the History 
curriculum of basic education. The aim is not to promote any specific belief but to 
cultivate interfaith understanding, respect for religious diversity, and a deeper 
appreciation of the Philippines' religious heritage.
In doing so, the proposed measure supports the development of well-rounded, 
culturally literate, and socially responsible Filipino learners, consistent with the State's 
duty under Article XIV, Section 3 of the 1987 Constitution to inculcate patriotism, 
foster love of humanity, and promote respect for human rights and cultural diversity 
through education.
In view of the foregoing, the passage of this measure is earnestly sought.
HOOD PADILLA
Senator


TWENTIETH CONGRESS OF THE 
REPUBLIC OF THE PHILIPPINES 
First Regular Session
)
SENATE
S. No. 1 301
25 AUG 27 P5 30
RtCEIVtD BV;
Introduced by Senator Robinhood Padilla
AN ACT
PROVIDING FOR THE INTEGRATION OF ABRAHAMIC STUDIES AND 
RELIGIONS IN THE STUDY OF PHILIPPINE HISTORY IN BASIC EDUCATION
Be it enacted by the Senate and House of Representatives of the Philippines in 
Congress assembled:
1 
Section 1. Short Title. - This Act shall be known as the "Abrahamic Studies and
2 
Religions Act."
3 
Sec. 2. Integration into the Philippine Educational Framework. - The
4 
Department of Education (DepEd) shall include the study and understanding of
5 
Abrahamic Studies and Religions in the curricula of Philippine history and social studies
6 
subjects. The integration shall be carried out with due consideration to the learners'
7 
developmental stages, particularly in the early formative levels, and progressively
8 
enriched in higher levels of education.
9 
The inclusion of Abrahamic Studies and Religions shall commence in the Grade
10 
Three (3) level, where foundational knowledge appropriate to the cognitive and
11 
emotional development of learners shall be introduced. The content shall be
12 
sequentially expanded and deepened across succeeding grade levels in basic
13 
education and further integrated into relevant general education or humanities
14 
courses in higher education.
15 
Sec. 3. Development of Content and Instructional Materials. - Prior to the
16 
development, implementation, and institutionalization of the Abrahamic Studies and
17 
Religions in the curricula, and before the writing, printing, and distribution of textbooks


1 
and other instructional or reference materials, the concerned government agencies
2 
shall conduct consultations with recognized scholars, educators, and faculty members
3 
from various academic, religious, and interfaith institutions with expertise in world
4 
religions, theology, and interreligious studies. The following principles and
5 
considerations shall be taken into account:
6 
a. The content shall be age-appropriate and pedagogically sound, tailored
7 
to the developmental and cognitive levels of learners in different
8 
formative educational stages;
9 
b. Content shall be grounded in scholarly research and presented in an
10 
objective, balanced, and respectful manner, free from bias or influence;
11 
c. Instructional content shall cover the historical evolution, central beliefs,
12 
practices, cultural and intellectual contributions, and internal diversity of
13 
the Abrahamic religions—namely, but not limited to, Judaism,
14 
Christianity, and Islam—while recognizing their interrelations and
15 
influence on global and Philippine history;
16 
d. The materials shall promote understanding, tolerance, and respect for
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religious freedom, cultural pluralism, and the coexistence of diverse
18 
belief systems, in accordance with the Philippine Constitution and
19 
international human rights principles; and
20 
e. All materials and programs developed shall comply with existing
21 
education-related laws, policies, and standards set by the DepEd, the
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Commission on Higher Education (CHED), and other relevant
23 
government agencies.
24 
Sec. 4. Capacity Building. - The government shall support the training and
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continuing professional development of teachers, curriculum developers, and school
26 
administrators in the areas of world religions and interfaith education to ensure the
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effective, sensitive, and appropriate delivery of content.
28 
Sec. 5. Implementing Rules and Regulations. - Within ninety (90) days from
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the effectivity of this Act, the DepEd, and other relevant agencies, in consultation with
30 
stakeholders from academic and civil society organizations, shall promulgate the
31 
necessary rules and regulations to implement the provisions of this Act.


1 
Sec. 6. Separability Clause. - If any provision of this Act shall be held
2 
unconstitutional or invalid, the other provisions not otherwise affected shall rennain in
3 
full force and effect.
4 
Sec. 7. Repealing Clause. - All laws, decrees, orders, issuances, and rules and
5 
regulations, or parts thereof inconsistent with the provisions of this Act are hereby
6 
4 repealed or modified accordingly.
7 
Sec. 8. Effectivity. - This Act shall take effect fifteen (15) days after its
8 
publication in the Official Gazette or in at least two (2) newspapers of general
9 
circulation.
Approved,