This paper examined the integration of Information and Communication Technology (ICT) in Edukasyong Pantahanan at Pangkabuhayan (EPP) within the Philippine MATATAG Curriculum framework for elementary education. Using a comparative synthesis approach, five recent empirical studies were reviewed to analyze how ICT strategies were designed and implemented and how they influenced learners’ EPP performance. Results showed that structured, competency-based multimedia lessons and e-learning models positively impacted learners’ knowledge and practical skills, as demonstrated by the CB-MILE and ROY A. MOLANDA EdTech models. However, the studies also revealed that teacher ICT proficiency and technology availability alone did not guarantee improved learning outcomes without clear instructional design and strong home support. These findings aligned with recent international literature, highlighting that context, technological leadership, and practical lesson alignment were crucial for effective ICT integration. The synthesis confirmed that ICT worked best in EPP when digital tools were embedded in authentic, skill-based tasks supported by engaged teachers and communities. By clarifying what worked in actual elementary classrooms and what conditions enabled positive results, this study provided evidence-based insights that teachers, school heads, and policymakers can use to strengthen EPP instruction and ensure that the MATATAG Curriculum delivers relevant, life-ready skills for Filipino learners.