BALANCING BOOKS AND BELIEFS: EXPLORING THE EDUCATIONAL BEHAVIORS AND CULTURAL VALUES OF MAGUINDANAON ALS LEARNERS

Abstract

In the context of rapid educational transformation influenced by globalization and technological advancement, learners from Indigenous communities often face the challenge of reconciling formal education with their cultural responsibilities. This study explored the educational behaviors and cultural values of Maguindanaon learners enrolled in the Alternative Learning System (ALS) in Lutayan, Sultan Kudarat. Using a qualitative research design anchored in a phenomenological approach, the study examined how these learners navigate the intersection of modern educational expectations and the preservation of their cultural identity. Data were gathered through in-depth interviews and focus group discussions, allowing the participants to share their lived experiences regarding learning, culture, and community engagement. Findings revealed that Maguindanaon ALS learners continuously balance academic engagement with cultural obligations. Despite responsibilities related to family, livelihood, and religious practices, learners demonstrated the ability to integrate technological skills and critical thinking with traditional values, respect for elders, and participation in community life. The flexibility of the ALS program enabled learners to pursue education while fulfilling their social and cultural roles. Support from teachers and culturally safe learning environments further strengthened learners’ engagement, enabling them to develop resilience, self-discipline, and a sense of responsibility. The study also found that cultural identity significantly influences the learners’ attitudes, motivation, and persistence in education. Their pride in being Maguindanaon serves as a source of determination and inspiration to continue learning despite various challenges. Education was perceived not only as a means of academic advancement but also as a tool for preserving traditions, strengthening family and community relationships, and serving as role models for younger generations. Ultimately, the integration of cultural identity with educational experiences allowed learners to construct meaning and purpose in their studies while contributing to the well-being and development of their communities. Keywords: cultural resilience, community engagement, identity formation, educational inclusion