Reviving Cultural Relevance: Exploring the Struggles of Non-IP Teachers in Integrating Indigenous Knowledge Systems and Practices in IP Schools in Esperanza in the Digital Age (VOLUME 2, ISSUE 19)

Abstract

In the context of the digital age, non-Indigenous (non-IP) teachers face significant challenges in integrating Indigenous Knowledge Systems and Practices (IKSPs) within IP schools in DepEd Esperanza Districts, Division of Sultan Kudarat for the school year 2025–2026. This qualitative study employed a phenomenological approach to explore the barriers and enablers of culturally responsive teaching, aiming to provide insights that could guide curriculum design, teacher training, and policy development. Findings revealed that teachers encountered multiple obstacles, including limited cultural familiarity, language barriers, technological constraints, insufficient professional preparation, and the need for stronger collaboration with indigenous communities. Despite these challenges, teachers actively implemented contextualized and culturally responsive strategies, integrating indigenous stories, community practices, and traditional knowledge into lessons. Digital tools, such as multimedia resources and storytelling platforms, supported engagement and documentation of indigenous knowledge, although access to technology remained uneven, particularly in remote areas. Teachers perceived their roles as culturally responsible educators, acting as stewards and allies who safeguard indigenous identity while facilitating culturally meaningful learning. They also served as bridges between indigenous traditions and digital education, ensuring that technology enhanced rather than undermined cultural continuity. Additionally, teachers navigated tensions between standardized curricula and IKSP by contextualizing lessons, balancing curriculum requirements with cultural relevance, and employing hybrid approaches that combined digital and hands-on, community-based learning. Collaboration with elders and community members was critical to validating content and ensuring authenticity. The study concluded that effective culturally responsive teaching in IP contexts requires more than technological integration; it demands cultural competence, continuous learning, community collaboration, and sustained professional support. Keywords: Professional Development, Hybrid Learning, Community Engagement, Curriculum Adaptation.