BETWEEN SCREENS AND HERITAGE: EXPLORING THE CULTURAL DISPOSITIONS OF MAGUINDANAON LEARNERS AMIDST DIGITAL EXPOSURE

Abstract

In today’s digital era, the pervasive use of gadgets has transformed how young people interact, communicate, and access information. This study employed a qualitative phenomenological approach to examine the cultural dispositions of Maguindanaon learners amidst their exposure to digital gadgets in Lutayan District, focusing on how technology influenced their engagement with, appreciation of, and attitudes toward their culture. Data were collected through interviews and focus group discussions, which were analyzed thematically to identify patterns and emerging themes related to cultural identity, digital engagement, and behavioral practices. Findings revealed that learners actively strived to balance digital use with their cultural and religious responsibilities. Technology served as a tool for learning, communication, and heritage preservation, while learners remained influenced by family, community, and faith-based values. Many demonstrated self-discipline in managing gadget use, participated in traditional and religious activities, and utilized digital platforms to document and promote their heritage. Challenges such as distraction, reduced family interaction, language shift, and unequal access to technology were noted, highlighting areas needing support. Learners demonstrated cultural adaptability, confidence, and pride, actively constructing their identity within digital environments while integrating digital tools with cultural and moral beliefs. The study concluded that Maguindanaon learners could harmonize tradition and technology when supported by family, educators, and community values. Technology acted as both a bridge and a potential barrier to cultural engagement, necessitating guidance and culturally responsive practices. Supporting learners in balancing digital exposure with cultural participation ensures that technology enhances rather than diminishes cultural, moral, and social development Keywords: cultural identity, digital engagement, indigenous learners, heritage preservation