<![CDATA[This community engagement study aimed to empower a Cross-Subject Professional Learning Community (PLC) as a sustainable strategy for improving equitable teaching quality through collaborative professional development. The program employed a Participatory Action Research (PAR) design integrated with the Participatory Learning and Action (PLA) approach. The intervention was implemented through four iterative stages: planning, action, observation, and reflection. Data were collected using participatory observation, focus group discussions, document analysis, and reflective documentation, and were analyzed using an interactive qualitative approach involving data reduction, data display, and conclusion drawing. The findings indicate that the program successfully strengthened interdisciplinary teacher collaboration, facilitated the collaborative development of integrated teaching modules, enhanced teachers' social-emotional competence through reflective practice, and fostered a sustainable culture of collegial learning. The integration of PAR and PLA encouraged teachers to become active participants in identifying instructional challenges and generating collaborative solutions, thereby supporting more equitable teaching quality across subject areas. This study implies that community-based professional learning provides an effective and sustainable model for teacher empowerment and may serve as a practical reference for schools seeking to strengthen collaborative instructional improvement.]]>
