This study aimed to determine the effect of the Dynamic Learning Program (DLP) on the development of critical thinking skills and social awareness of Senior High School students. This study used an explanatory sequential mixed-methods design. Quantitative data were collected through researcher-made surveys and summative tests, and qualitative data were collected through focus group discussions and classroom observations. Results indicated moderate student engagement with DLP strategies, with peer collaboration and reflection time being the strongest contributors to sustained interest. Quantitative results showed high levels of reflective thinking (M = 3.51) and average indicators of critical thinking. Social awareness (e.g., empathy, perspective taking, appreciation for diversity) was consistently high (M = 3.46–3.58). Correlation analysis showed significant relationships between engagement and critical thinking skills (r = .828, p < .01) and engagement and social awareness (r = .710, p < .01). Qualitative narratives supported these findings by emphasizing the importance of teacher facilitation, interactive strategies, and opportunities for reflection. The combination of quantitative and qualitative results validates that the DLP is an effective teaching methodology that promotes student balanced development. Students are engaged and positive results are achieved but further refinement of the program and institutional support could increase the effectiveness of the program and assist learners to reach their full potential.