Social Sciences Review

Beyond the Lab Bench: A Narrative Inquiry into Gen Z Students' Disengagement in Science Experiment Activities in High School Classrooms (VOLUME 2, ISSUE 16)

In an era where scientific innovation drives societal progress, understanding student engagement in science education has become critical. This study employed a qualitative narrative inquiry to explore the underlying narratives of Gen Z students’ disengagement in science experiment activities in high school classrooms in Sto Niño, South Cotabato division, during the school year 2025–2026. Data revealed that disengagement stemmed from multiple intertwined factors, including distractions from smartphones and peers, shyness, low focus, compliance-driven participation, insufficient or outdated laboratory resources, communication and collaboration challenges, and time constraints that limited reflection and deeper engagement. These factors collectively hindered active participation, motivation, and meaningful learning during laboratory activities. The study further revealed that students’ laboratory experiences were shaped by a dynamic interplay of emotions, cognitive strategies, and motivational drivers. Curiosity and anticipatory excitement prior to experiments enhanced engagement and attentiveness, while cognitive preparation, including understanding procedures and recognizing group roles, supported effective task performance. Motivation driven by curiosity, interest in learning, and successful task completion fostered persistence, confidence, and deeper exploration. Conversely, stress, anxiety, fear of mistakes, and confusion acted as emotional barriers, reducing focus and engagement. Moreover, students’ engagement was influenced by both internal and external factors. Internally, interest, curiosity, preparedness, and confidence supported meaningful participation. Externally, teacher guidance, clear instructions, peer support, and well-equipped laboratory environments amplified motivation and learning outcomes. The study also highlighted the broader value of laboratory activities in developing safety awareness, practical skills, career readiness, and intrinsic motivation for discovery, emphasizing experiential learning as a bridge between theory and real-world application. These findings underscore the need for holistic, curiosity-driven, and well-supported laboratory practices that foster both cognitive and motivational growth, preparing students for future academic and professional pursuits. Keywords: Experiential learning, Laboratory pedagogy, Student motivation, Cognitive engagement

Voices of Strength: A Phenomenological Study of Parental Experiences in Raising Children with Special Needs

Raising a child with special needs presents both profound joys and significant challenges for parents and guardians, encompassing emotional, financial, and social dimensions. This phenomenological study explored the lived experiences of parents raising children with special needs in Tacurong City using a phenomenological research design. Data were collected from five parents representing children in Grades 7 to 11 to capture diverse perspectives and provide an authentic understanding of caregiving realities. The findings revealed that parents and guardians encounter multifaceted challenges that affect their emotional well-being, financial stability, and daily routines. They experience emotional stress, psychological adjustments, and practical difficulties arising from medical care, therapy, and balancing work with caregiving responsibilities. Despite these challenges, participants demonstrated resilience, unwavering commitment, and deep love for their children, which serve as motivating factors in their caregiving roles. The study also highlighted the sources of strength that parents rely on to manage caregiving demands, including spiritual faith, family support, personal resilience, and a strong sense of responsibility toward their children. Faith and prayer provided emotional stability, while family members offered practical and emotional assistance, enabling parents to persevere in fulfilling their roles. Furthermore, participants emphasized the need for programs that address the diverse needs of children with special needs and their families. These programs should integrate financial support, inclusive and specialized education, skill and talent development, and community collaboration. Initiatives such as therapy services, specialized classrooms, trained teachers, and skill-development programs in music, arts, and vocational training were identified as crucial for fostering independence, confidence, and social inclusion. The findings underscore the importance of holistic, multi-dimensional support systems that empower both children and their families. Effective interventions extend beyond educational programs to include social, financial, and community-based resources that strengthen family resilience and promote inclusive development. Keywords: resilience, caregiving, inclusion, empowerment

Voices From the Field: Unveiling the Struggles of Technical Vocational Livelihood (TVL) Students in Work Immersion Activities (VOLUME 2, ISSUE 14)

Work immersion programs are a cornerstone of Technical-Vocational-Livelihood (TVL) education, providing learners with practical experiences that bridge classroom learning and industry demands. This study aimed to explore the lived experiences of TVL students during work immersion activities, focusing on the challenges they encounter and the impact on personal and professional development. Specifically, it sought to uncover how these experiences shape students’ confidence, skills, resilience, and career readiness in selected secondary schools in Esperanza, Sultan Kudarat, during the school year 2025–2026. A qualitative research design employing the phenomenological approach was utilized to gather in-depth insights into students’ perceptions and experiences. Data were collected through reflective journals, interviews, and observation, and were analyzed thematically to identify recurring patterns and themes. Findings revealed that TVL students undergo a multifaceted learning process and growth during immersion. They adjusted to workplace routines, managed responsibilities, and applied technical skills in real-world settings, leading to enhanced confidence, self-esteem, and appreciation for their tasks. Students also faced challenges, including unfamiliar environments, skill-related anxiety, workload pressures, and interpersonal conflicts, which tested their resilience and problem-solving abilities. Support from teachers, supervisors, and peers emerged as a critical coping mechanism. Overall, immersion experiences contributed to the development of essential competencies, including communication, social, and technical skills, alongside personal values such as responsibility, adaptability, and perseverance. Moreover, these experiences informed career readiness and self-awareness, preparing students for future professional roles. In conclusion, confronting and navigating immersion struggles plays a pivotal role in fostering holistic development among TVL learners. These findings highlight the importance of structured orientation, mentorship, and reflective practices in maximizing the benefits of work immersion programs. Keywords: TVL students, work immersion, personal and professional development, resilience

Engaging Minds: Inquiry-Based Pedagogical Strategies and Grade 12 Students Attitudes Towards Physical Science (VOLUME 2, ISSUE 13)

Inquiry-based strategies are widely recognized as effective approaches for promoting student engagement, critical thinking, and meaningful learning in science education. However, their consistent application in Senior High School Physical Science classrooms remains a challenge, which may influence learners’ attitudes toward the subject. This quantitative study examined the relationship between teachers’ use of inquiry-based strategies and the attitudes of Grade 12 students toward Physical Science in selected secondary schools in the Division of Tacurong City, Sultan Kudarat, during School Year 2025-2026. The study employed a descriptive-correlational research design to determine both the extent of teachers’ application of inquiry-based strategies and the level of students’ attitudes toward the subject. Seven Physical Science teachers were selected through total enumeration, while fifty Grade 12 students were chosen using simple random sampling to ensure fair representation. Data were gathered through a validated survey questionnaire designed to measure teachers’ instructional practices and students’ attitudes in terms of positive, negative, and neutral responses. The collected data were analyzed using weighted mean to determine the level of application and attitudes, and Pearson’s r correlation to identify relationships between variables. Findings revealed a high level of inquiry-based strategy use and predominantly positive student attitudes, with low negative and minimal neutral responses. A positive, statistically significant relationship was observed between teachers’ practices and students’ attitudes, indicating that inquiry-based strategies contribute to student engagement and positive learning experiences. The study emphasizes the importance of ongoing professional development, strengthened inquiry-driven instruction, and teacher support to improve student attitudes and learning outcomes in Physical Science. Keywords: Inquiry-based strategies, student engagement, student attitudes, teacher’s practices, descriptive-correlational design, Pearson’s r correlation

Lost in Track: Exploring the Challenges Faced by Teachers with Mismatched Handled Subjects (VOLUME 2, ISSUE 12)

This study examined the experiences, challenges, and coping mechanisms of senior high school teachers assigned to teach subjects outside their area of specialization. Utilizing a qualitative phenomenological research design, the study involved fifteen (15) teachers from selected secondary schools in Isulan, Sultan Kudarat during the School Year 2025–2026. Data were collected through semi-structured interviews and focus group discussions and analyzed using thematic analysis. Findings revealed that teacher–subject mismatch significantly affects instructional quality and teacher well-being. Teachers experienced limited content mastery, reduced teaching confidence, and difficulty delivering clear and effective instruction. The mismatch also led to increased workload, requiring additional time for lesson preparation, research, and content familiarization. Moreover, participants reported experiencing emotional strain, including stress, anxiety, and self-doubt, which negatively impacted their teaching performance and classroom engagement. Despite these challenges, teachers employed various coping strategies such as self-directed learning, collaboration with colleagues, and the use of online resources. However, these strategies were insufficient without adequate institutional support. Participants emphasized the importance of mentoring programs, access to appropriate instructional materials, and continuous professional development. The study concludes that teacher–subject mismatch has significant implications for both teaching effectiveness and student learning outcomes. It recommends aligning teaching assignments with teachers’ specialization and strengthening institutional support systems to enhance instructional quality and promote improved educational outcomes. Keywords: teacher–subject mismatch, out-of-field teaching, senior high school, phenomenology, teacher well-being, student engagement

Shaping the Future: Lived Experiences of Teachers in Fostering Civic Engagement and National Identity through Social Studies (Volume 2, Issue 10)

In an era marked by rapid globalization, technological advancement, and increasing cultural diversity, education plays a vital role in shaping learners’ civic engagement and sense of national identity. This study explored the lived experiences of teachers in fostering civic engagement and national identity through Social Studies instruction in selected secondary schools in Isulan, Sultan Kudarat. It aimed to understand how teachers integrate civic values into their teaching practices and the challenges they encounter in promoting responsible citizenship among learners during the school year 2025–2026. A qualitative research design, specifically a phenomenological approach, was employed to capture the depth and meaning of teachers’ experiences. Participants were purposively selected Social Studies teachers from secondary schools in the district. Data were collected through in-depth interviews and reflective narratives, enabling participants to share their instructional strategies, perceptions, and challenges in delivering lessons that promote civic awareness and national consciousness. Thematic analysis was used to identify recurring themes and significant insights. Findings revealed that teachers actively incorporated experiential learning strategies. such as discussions on current events, community-based activities, role-playing, and integration of local history and cultural narratives to enhance civic engagement. Teachers emphasized the importance of connecting lessons to real-life contexts to make learning more meaningful and relevant. However, they also encountered challenges, including limited instructional resources, time constraints, varying student interests, and the influence of digital media on students’ perspectives. Despite these challenges, teachers demonstrated commitment and adaptability in promoting values of patriotism, social responsibility, and active citizenship. The study concludes that strengthening instructional support, providing relevant teaching materials, and encouraging community involvement are essential in enhancing the role of Social Studies education in shaping civic-minded and nationally conscious learners. Keywords: citizenship education, instructional strategies, learner engagement, social awareness

Ethnomathematics in the Maguindanaon Context: Exploring the Cultural Dimensions of Students' Struggles in Mathematics in Lambayong District (VOLUME 2, ISSUE 9)

Mathematics is a fundamental discipline that develops logical reasoning and problem-solving skills, yet learners from culturally diverse backgrounds often experience difficulties when formal instruction is disconnected from their indigenous knowledge systems. This study explored the mathematical struggles of Maguindanaon students in Lambayong District through an ethnomathematical lens during the school year 2025–2026. It aimed to understand how cultural contexts influence students’ engagement with mathematical concepts and to identify the sources of their learning challenges. A qualitative research design, specifically a phenomenological approach, was employed to capture the lived experiences of Maguindanaon learners. Participants were purposively selected students from selected schools in the district. Data were gathered through in-depth interviews and reflective narratives, allowing participants to describe their experiences in learning mathematics, their perceptions of difficulty, and the cultural factors affecting their understanding. Thematic analysis was used to identify recurring themes and interpret the data. Findings revealed that students experienced difficulties in mathematics due to language barriers, abstract presentation of concepts, and limited connection between mathematical content and their cultural practices. Many participants expressed that lessons were often detached from their everyday experiences, making it challenging to comprehend and apply mathematical ideas. Additionally, differences in communication styles and unfamiliar instructional approaches contributed to confusion and reduced confidence. Despite these challenges, students showed potential for improved understanding when instruction incorporated familiar cultural contexts, real-life applications, and interactive teaching strategies. Ethnomathematical approaches that integrate local knowledge, traditions, and practices were found to enhance engagement and comprehension. The study concludes that aligning mathematics instruction with students’ cultural backgrounds can help bridge learning gaps and improve understanding, highlighting the importance of culturally responsive pedagogy in mathematics education. Keywords: cultural context, mathematical comprehension, indigenous knowledge, learner engagement

Exploring the Underlying Factors of School and Stakeholders` Relational Gaps: A Case Study

The quality of relationships between schools and their stakeholders—such as parents, community leaders, local government units, and civil society organizations—plays a crucial role in achieving effective, inclusive, and sustainable education systems. This study explored the underlying factors contributing to relational gaps between schools and stakeholders in Bagumbayan District through an in-depth case study approach. It aimed to understand the nature of these gaps, the contributing factors, and their implications for school-community collaboration and educational outcomes. A qualitative case study design was employed to provide a comprehensive and contextualized understanding of the phenomenon. Multiple stakeholders, including school personnel and community representatives, were purposively selected as participants. Data were collected through semi-structured interviews, focus group discussions, and document analysis to capture diverse perspectives on school-stakeholder relationships. Thematic analysis was used to identify recurring patterns, key issues, and explanatory themes. Findings revealed that relational gaps were influenced by communication barriers, lack of regular engagement, differing expectations, limited transparency in school decision-making, and minimal stakeholder participation in school activities. Socio-cultural differences, time constraints, and resource limitations also contributed to weak collaboration. Additionally, some stakeholders reported feeling excluded from meaningful involvement in school governance and planning processes. Despite these challenges, the study identified opportunities for strengthening relationships through improved communication channels, inclusive leadership practices, regular consultations, and the establishment of collaborative partnerships. Trust-building and mutual understanding emerged as critical elements in bridging relational gaps. The study concludes that addressing relational gaps requires intentional efforts to foster open communication, shared decision-making, and active stakeholder engagement to promote stronger school-community partnerships and more responsive educational environments. Keywords: stakeholder engagement, institutional trust, school-community collaboration, communication barriers

Exploring the Struggles of English Teachers in the Administration of Comprehensive Rapid Literacy Assessment (CRLA) Tool and Development of District learning Framework

This study aimed to investigate the implementation of the CRLA Tool in District of Rajah Buayan in Division of Maguindanao del Sur. The researcher used the qualitative research design specifically the narrative approach to determine the struggles encountered by English Teachers in the implementation of CRLA Tool. To analyze the data, the researcher applied thematic analysist by Creswell (2023) & Moustakas (1994). The participants of the study are teacher’s implementer in the District to answer level of confidence and competence of English Teachers, challenges encountered in implementation of CRLA Tool, effectiveness of the tool in assessing diverse lingual, and strategies used by the teachers. Based on the thematic analysis of the researcher revealed the emerging themes “mixed levels of confidence and competence”. The teacher expressed positive feedback on CRLA tool in assessment of reading ability of the learners. The challenges encountered by English Teachers in implementing the CRLA Tool in classrooms with learners enrolled in traditional Madrasah, showed the emerging theme linguistic diversity challenges. This is limited time for administration; lack of materials; unequal access to resources. The CRLA is an effective diagnostic tool, because it gives accurate identification of literacy levels, diagnostic usefulness, and progress tracking. The theme inclusivity and cultural responsiveness were culturally meaningful assessment; multilingual consideration; and inclusive evaluation were significantly effective tools in assessing diverse language. The mother tongue and multilingual approach, in this theme culturally responsive instruction and material adaptation classified into culturally relevant materials; inclusive texts; contextualized learning, and respect for diversity. Finally, concluded that CRLA Tool is effective assessment tool to identify learners’ strength and weaknesses in reading literacy, however more training and professional development is needed. Keywords: Maguindanao del Sur, Comprehensive Reading Literacy Assessment Tool, Implementation

Building Positive Digital Classrooms: Strategies For Enhancing Student Conduct And Collaboration In Digital Era

The rapid transition to digital education, accelerated by technological advancements and pandemic-related disruptions, has reshaped teaching and learning in basic education. This study employed a qualitative phenomenological approach to explore the practical and context-specific strategies utilized by teachers in the North District of Tacurong City, Sultan Kudarat, during the 2025–2026 school year to enhance student conduct and peer collaboration in digital learning environments. Findings revealed that establishing clear rules and expectations, consistently applying positive reinforcement, and balancing discipline with support were fundamental to promoting positive student behavior. Engagement strategies, including interactive activities, collaborative tasks, and gamified learning, further enhanced participation and respectful interaction. Teacher reflection, adaptability, and intentional planning emerged as critical factors in maintaining order, fostering collaboration, and shaping a constructive online learning environment. Additionally, teachers’ experiences highlighted the importance of modeling respectful behavior, structured guidelines, facilitation of online engagement, and integration of experiential and moral learning. These approaches promoted equitable participation, responsible communication, active cooperation, and peer support, enabling students to engage confidently despite challenges such as limited access to devices, unstable internet, and digital distractions. The study also identified five core strategies for building positive digital classrooms: setting clear expectations, modeling respect, using reinforcement, assuming the role of facilitator, and promoting inclusion and ethical values. The use of digital tools and structured pedagogical methods provided the necessary scaffolding for collaboration, ethical behavior, and confident participation. Overall, the findings suggest that effective digital classroom management requires a holistic approach combining pedagogical guidance, moral modeling, and strategic technology integration. Thoughtful application of digital tools can foster academic growth, social-emotional development, and ethical conduct, while addressing equity and access remains critical to maximizing these benefits. Keywords: online pedagogy, digital engagement, classroom ethics, collaborative learning

Leading with Inclusion: Managerial Practices of School Heads in Culturally and Ethnically Diverse Schools in Tacurong City

In an increasingly multicultural society, schools serve as critical spaces for promoting inclusion, equity, and mutual understanding among learners from diverse cultural and ethnic backgrounds. This study explored the managerial practices of school heads in culturally and ethnically diverse elementary schools in Tacurong City, Sultan Kudarat, with particular attention to how leadership practices foster inclusive and equitable school environments. Anchored in a qualitative research design, the study employed a phenomenological approach to capture and describe the lived experiences of school heads managing multicultural school communities during the school year 2025–2026. Data were gathered through in-depth interviews and focus group discussions and were analyzed using thematic analysis to identify recurring patterns, meanings, and leadership practices related to inclusion and cultural responsiveness. The findings revealed that school heads perceived cultural and ethnic diversity as an inherent and daily dimension of school management rather than a peripheral challenge. Effective leadership was characterized by inclusive and participatory decision-making, respect for religious and cultural beliefs, culturally sensitive communication, fairness, and strong collaboration with parents, elders, and community stakeholders. School heads demonstrated adaptive leadership by contextualizing national education policies, institutionalizing culturally responsive programs such as IPED and ALIVE, and promoting cultural celebrations that fostered learner identity, belongingness, and pride. Inclusion and equity were conceptualized as learner-centered and values-driven practices that addressed individual needs while ensuring equal opportunities for all. Despite constraints related to resources and context, school heads exhibited personal and professional growth, cultivating empathy, cultural competence, and reflective leadership capacities. The study concluded that inclusive school leaders’ contexts extend beyond policy compliance and administrative efficiency. It requires sustained empathy, cultural intelligence, adaptability, and collaborative engagement with stakeholders. Keywords: inclusive leadership, culturally responsive management, school heads, multicultural schools, Tacurong City

NAVIGATING PARENTAL BELIEFS: TEACHERS’ STRUGGLES IN ENGAGING FAMILIES WITH CONFLICTING EDUCATIONAL VALUES

Educational research highlights that teachers frequently encounter cultural and value-based mismatches with parents, which impede effective engagement in schooling. This study employed a qualitative phenomenological design to explore and describe the lived experiences of teachers navigating parental cultural differences that limited participation in Lambayong District III. Through in-depth interviews and focus group discussions, the research examined how educators confronted conflicts arising from divergent cultural, religious, and educational perspectives. The findings revealed that parental beliefs, traditional expectations for discipline and memorization, and socio-economic responsibilities significantly influenced participation in school activities. Teachers responded to these challenges by practicing cultural sensitivity, balancing empathy with professional responsibility, employing open communication and mediation, reflecting on their teaching, and fostering strong teacher–family relationships. These strategies enabled teachers to respect diverse beliefs, adapt instructional approaches, address learners’ needs, and build trust with families. Additionally, teachers emphasized the importance of professional development in cultural competence, effective communication, flexible and inclusive school policies, community engagement, and strong institutional support. Training in cross-cultural understanding and culturally responsive teaching enhanced teachers’ confidence in managing conflicts and collaborating with families, while flexible policies and participatory programs facilitated inclusive parental involvement. Community-oriented activities and access to mentorship further supported teachers in addressing cultural gaps and promoting equitable learning environments. The study concludes that effective teacher–family engagement requires a holistic, context-sensitive approach that integrates professional development, policy, and community partnership. By prioritizing mutual understanding, respect, and collaborative problem-solving, schools can foster inclusive and supportive learning environments that strengthen both student outcomes and community trust. Keywords: cross-cultural communication, parental engagement, culturally responsive teaching, teacher professional development How to cite this work: Fontanilla, M. P., & Ngag, J. B. J. (2026). NAVIGATING PARENTAL BELIEFS: TEACHERS' STRUGGLES IN ENGAGING FAMILIES WITH CONFLICTING EDUCATIONAL VALUES. MËTILËDTËD: International Multidisciplinary Journal in Language, Education, and Culture (Vol. 1, Number 1, pp. 300–315). Zenodo. https://doi.org/10.5281/zenodo.20111877

ICT-AUTOMOTIVE SKILLS OF SENIOR HIGH SCHOOL STUDENTS AND THEIR EMPLOYMENT READINESS IN THE TECH-SAVVY HIRING ERA: A CORRELATIONAL ANALYSIS

In today’s rapidly evolving automotive industry, digital competence has become a critical factor in determining graduates’ readiness for employment. As automotive technologies increasingly integrate computer-based diagnostics, software systems, and electronic controls, technical vocational education must ensure that students are equipped with relevant competencies that align with workforce demands. This study examined the relationship between ICT-Automotive skills and the employment readiness of Senior High School students within a technology-driven hiring environment. Findings revealed that students demonstrated a very satisfactory level of ICT-Automotive skills across key domains, including computer-aided diagnostics, automotive software literacy, use of digital instruments and sensors, and electronic troubleshooting systems. In addition, students exhibited a high level of employment readiness, particularly in job interview preparation, resume and application writing, adaptability to digital workplaces, and problem-solving and critical thinking. The results further indicated a statistically significant positive relationship between ICT-Automotive skills and employment readiness, suggesting that stronger digital-technical competencies contribute meaningfully to workforce preparedness. The study concludes that integrating digital technologies within automotive training not only enhances students’ technical expertise but also strengthens their cognitive, adaptive, and professional competencies required in modern workplaces. It underscores the importance of sustained institutional support, curriculum enhancement, industry collaboration, and continuous innovation in technical-vocational programs to maintain alignment with evolving automotive industry standards. Keywords: digital proficiency, workforce preparedness, technical-vocational education, industry alignment

E-VALUES ED: UNFOLDING TEACHERS` EXPERIENCES IN THE INTEGRATION OF TECHNOLOGY IN TEACHING VALUES IN ELEMENTARY EDUCATION

The integration of technology in elementary values education has emerged as a transformative approach to enhance teaching and learning experiences. This qualitative phenomenological study explored the lived experiences of elementary teachers in integrating technology into values instruction, examining both its benefits and challenges. Findings reveal that technology significantly enhances learner engagement, motivation, and participation, while supporting student-centered, experiential, and meaningful approaches to moral learning. Teachers reported increased confidence, creativity, and professional growth, facilitated by accessible multimedia resources, interactive tools, and collaborative platforms. Technology also influenced personal values by promoting openness, flexibility, patience, and lifelong learning, while reinforcing digital citizenship and ethical awareness. Despite these positive outcomes, teachers faced notable challenges, including unstable internet connectivity, limited access to devices, varying levels of technological proficiency, digital distractions, and the need to balance screen time with reflective moral discussions. The study highlights that technology functions as both an enabler and a barrier, depending on infrastructural support, teacher preparedness, and guided implementation. Overall, the integration of technology in values education requires careful planning, ethical guidance, and continuous professional development to ensure that digital tools enhance, rather than overshadow, the holistic formation of learners’ moral and ethical competencies. Keywords: moral development, learner engagement, teacher preparedness, student-centered pedagogy

NAVIGATING CHALLENGES: STRUGGLES IN THE IMPLEMENTATION OF THE REVISED K-12 CURRICULUM AMIDST BUDGET CONSTRAINTS AMONG REMOTE SCHOOLS

The implementation of the Revised K–12 Curriculum represents a major reform in the Philippine education system aimed at strengthening foundational skills and developing learners’ twenty-first-century competencies. However, its successful execution in remote and financially constrained schools remains a significant challenge. This study explored the struggles encountered in implementing the Revised K–12 Curriculum due to limited budget in selected remote schools in Tantangan District, Division of South Cotabato. Specifically, it sought to understand the lived experiences of teachers and school administrators and identify adaptive strategies used to sustain effective teaching and learning. A qualitative research design using a phenomenological approach was employed. Data were gathered through in-depth interviews and reflective accounts from teachers and school leaders and were analyzed thematically to capture shared meanings and patterns of experience. Findings revealed that educators face persistent challenges, including insufficient funding, limited instructional and ICT resources, inadequate infrastructure, restricted access to professional development, and heavy administrative demands. These constraints affect instructional practices and limit student engagement and competency development. Despite these difficulties, participants demonstrated strong resilience, creativity, and commitment by improvising materials, adapting curriculum activities, collaborating with colleagues, and engaging in community partnerships. Emotional responses such as frustration, stress, and perseverance emerged alongside a strong sense of professional responsibility. The study further showed that adaptive strategies, peer support, and contextualized teaching practices enable educators to sustain curriculum implementation despite limited resources. Collaboration among teachers, school leaders, and community stakeholders played a crucial role in mitigating structural constraints. In conclusion, effective implementation of the Revised K–12 Curriculum in remote settings requires not only policy mandates but also equitable resource allocation, responsive support systems, and recognition of teachers’ professional agency. The resilience and ingenuity of educators remain central to sustaining quality education. The study underscores the importance of context-sensitive policies and community partnerships in promoting inclusive and effective curriculum implementation. Keywords: Curriculum Implementation, Educational Inequality, Teacher Resilience, Remote Schools

HARMONIZING LEADERSHIP AND CULTURE: THE ROLE OF MAGUINDANAON CULTURAL NORMS IN SHAPING SCHOOL GOVERNANCE AND INSTRUCTIONAL SUPERVISION

The growing recognition of culturally responsive leadership highlights the need to understand how indigenous cultural norms shape educational governance and instructional practices. In culturally grounded communities, school leadership extends beyond administrative functions to include the preservation of identity, values, and communal harmony. This study explored the role of Maguindanaon cultural norms in shaping school governance and instructional supervision within formal educational settings. The primary objective of the study was to examine the lived experiences of Maguindanaon school heads and teachers as they integrate cultural values, Islamic principles, and community traditions into leadership and supervisory practices. Anchored in a qualitative research design, the study employed a phenomenological approach to capture participants’ meanings, perceptions, and interpretations of culturally grounded leadership. Findings revealed that Maguindanaon school leaders consistently practiced culturally responsive, inclusive, and community-oriented leadership. Governance and supervisory practices were strongly influenced by Islamic moral values, emphasizing integrity, respect, consultation, and service. School leaders demonstrated sensitivity to religious observances and cultural traditions by aligning school policies, schedules, and decision-making processes with community realities. Instructional supervision was conducted through respectful and non-confrontational approaches, encouraging the integration of local language, traditions, and lived experiences into teaching and learning. Leaders also displayed adaptive leadership by thoughtfully balancing institutional policies with cultural identity, ensuring compliance while preserving cultural integrity. These practices strengthened school–community relationships, fostered trust, and reinforced a shared sense of belonging. The study concludes that effective leadership in the Maguindanaon context is deeply relational, values-based, and culturally anchored. Honoring culture and faith enhances governance, instructional supervision, and stakeholder trust, demonstrating that culturally responsive leadership is essential for sustaining harmony, inclusivity, and meaningful education in indigenous and Muslim school communities. Keywords: culturally responsive leadership; indigenous education; Islamic values in education; school governance

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

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

ECHOES FROM THE HINTERLANDS: PERSPECTIVES OF INDIGENOUS COMMUNITIES ON ADVANCING INCLUSIVE EDUCATION THROUGH THE INDIGENOUS PEOPLES EDUCATION PROGRAM

Inclusive education has become a central priority in the Philippine educational system, particularly through the implementation of the Indigenous Peoples Education (IPEd) Program, which seeks to provide culturally responsive and equitable learning opportunities for Indigenous learners. Despite these initiatives, many Indigenous communities located in geographically isolated and disadvantaged areas continue to encounter barriers that hinder meaningful participation in education. This study aimed to explore the perspectives of Indigenous communities on advancing inclusive education through the IPEd Program in identified Indigenous Peoples (IP) schools in Bagumbayan District, Sultan Kudarat during the School Year 2025–2026. Using a qualitative research design, specifically a phenomenological approach, the study examined the lived experiences, perceptions, and insights of Indigenous community members regarding the implementation of the program. Findings revealed that Indigenous communities encounter several interconnected challenges in implementing the IPEd Program. These include cultural and curriculum mismatches, limited learning resources and facilities, geographical and accessibility constraints, insufficient family and community engagement in certain contexts, and experiences of discrimination and social marginalization. Such challenges influence learners’ participation, engagement, and academic development. Despite these barriers, the findings also highlight the program’s significant opportunities. The IPEd Program strengthens cultural identity, increases access to education, and encourages the active involvement of elders and community leaders in the learning process. It also promotes learner empowerment, motivation, and aspirations while facilitating the transmission of Indigenous knowledge across generations. Participants further emphasized that education serves as a holistic tool that not only develops academic competence but also preserves traditions, reinforces tribal identity, and supports social cohesion within communities. Keywords: cultural sustainability, learner empowerment, community participation, educational equity

BEHIND THE SILENCE: A PHENOMENOLOGICAL ANALYSIS OF LEARNERS’ ACADEMIC CONDITION AND WELL-BEING IN THE PRESENCE OF FAMILY DISPUTES

Abstract In contemporary education, learners often carry burdens beyond the classroom, particularly those arising from unresolved family disputes. These unspoken conflicts can profoundly affect both academic performance and emotional well-being. This study employed a qualitative phenomenological approach to explore and interpret the lived experiences of learners navigating academic challenges and emotional stress amidst family disputes in remote schools in Norala District, South Cotabato, during the 2025–2026 school year. Findings reveal that exposure to family conflicts significantly influences learners’ emotional and academic functioning. Emotional distress—including anxiety, sadness, and mental exhaustion—interferes with concentration, motivation, and participation in school activities. Persistent domestic disputes reduce self-confidence, disrupt engagement in learning, and create a cycle where emotional strain undermines academic performance. Despite these challenges, learners employ adaptive coping mechanisms, such as structured academic routines, time management, self-care practices, mindfulness, and seeking support from peers, teachers, and family members, enabling them to balance emotional demands with academic responsibilities. Furthermore, learners assign constructive meaning to their experiences, viewing challenges as opportunities for personal growth. They report increased resilience, perseverance, self-discipline, and emotional maturity. Education emerges as a source of stability and hope, providing motivation and a positive outlook despite family difficulties. The study concludes that learners’ academic engagement cannot be separated from their emotional and family contexts, highlighting the need for supportive school environments, psychosocial interventions, and home–school partnerships. Integrating social-emotional learning and providing accessible mental health resources are essential for nurturing both academic success and holistic well-being. Keywords: family conflict, emotional well-being, academic engagement, coping strategies

EXPLORING THE STRUGGLES OF TEACHERS IN ENHANCING ACADEMIC RESULTS AMIDST INSUFFICIENT SCHOOL INFRASTRUCTURE: A PHENOMENOLOGICAL STUDY

This phenomenological study explores the struggles faced by teachers in enhancing academic results amidst insufficient school infrastructure in the Division of Maguindanao del Sur, Philippines. The research highlights the pressing need for adequate school facilities, the difficulties teachers encounter in delivering effective instruction, and the coping mechanisms they employed in response to infrastructural challenges as they strive to improve the students’ academic outcomes and mitigate these challenges. Through surveys and qualitative interviews with school heads and teachers, the study identifies specific infrastructural deficits and key issues such as overcrowded classrooms, increased student-teacher ratios, lack of laboratories, armchairs, essential resources and teaching materials, the use of makeshift classrooms, integration of technology, the presence of man-made calamities and armed conflicts in some areas and its impact of these conditions on teachers’ morale and students’ overall academic outcomes. The findings reveal critical relationship between school infrastructure and academic performance, emphasizing the need for interventions to improve learning environments. Furthermore, this study draws upon the principles of Environment Psychology, Constructivist Learning Theory and Maslow’s Hierarchy of Needs and seeks to equip educators, school heads, stakeholders and policymakers in Maguindanao del Sur Division with insights to create improved learning environment that supports both teaching and learning amidst the challenges in school facilities fostering resourcefulness in maximizing available resources, optimizing proper budget allocation and project prioritization and strengthening the partnership with the Local Government Unit and Non-Government Organizations for overall successful academic outcomes. Keywords: school infrastructure and student outcomes, teaching challenges in Philippines, overcrowded classrooms impact, coping with educational challenges, strategic educational interventions

READINESS OF SCHOOLS ON THE IMPLEMENTATION OF MATATAG CURRICULUM IN MAGUINDANAO DEL SUR DIVISION

This study investigated the readiness of elementary schools in the Division of Maguindanao del Sur for the implementation of the newly launched MATATAG curriculum, focusing on human resources and physical facilities. It also explored the challenges faced by teachers and school heads during the early implementation phase and proposes action plans to enhance curriculum delivery. Employing a sequential mixed-methods design, the study utilized quantitative data to assess the extent of school readiness and qualitative data from interviews to identify implementation issues. Findings revealed a "very ready" status in human resources, attributed to strong parental and stakeholder support, effective school leadership, and commitment to teacher professional development. However, the study identified challenges related to the student-teacher ratio and the need for continuous teacher training. In terms of physical facilities, the division is generally "ready," with strengths in school safety and technology integration, but weaknesses in library and laboratory resources, and classroom comfort. Furthermore, the study highlights significant challenges teachers face, including resource scarcity (lack of textbooks, reliance on internet resources) and time constraints (insufficient time for lesson preparation, grading, and instruction). These issues hindered their ability to deliver structured lessons and facilitate deep learning. Based on these findings, the study recommended strategic interventions, including reducing the student-teacher ratio, enhancing teacher professional development, upgrading physical facilities, optimizing resource allocation, fostering collaboration, and implementing ongoing monitoring and evaluation. These recommendations aimed to address the identified challenges, strengthen curriculum implementation, and create a more equitable and supportive learning environment in Maguindanao Del Sur Division. Ultimately, this research provided valuable insights for educational stakeholders to ensure the successful adoption of the MATATAG Curriculum and improve educational outcomes in the region. Keywords: MATATAG curriculum readiness and implementation

LEARNING ON AN EMPTY STOMACH: EXPLORING THE ACADEMIC CHALLENGES OF UNDERNOURISHED LEARNERS IN REMOTE SCHOOLS IN TANTANGAN DISTRICT

Malnutrition remains a pressing global concern with significant implications for education, particularly among learners in remote areas. This study employed a qualitative phenomenological approach to explore the academic challenges experienced by undernourished learners, as perceived by teachers in public schools in the Tantangan District, South Cotabato Division, during the 2025–2026 school year. Data was gathered through interviews and focus group discussions with teachers, and thematic analysis was used to identify patterns and insights. Findings revealed that undernourished learners faced substantial physical, cognitive, and emotional challenges that impeded their academic performance. Hunger led to fatigue, weakness, irritability, and difficulty concentrating, resulting in decreased participation, incomplete tasks, and lower learning outcomes. Despite these hardships, learners demonstrated resilience by employing coping strategies such as hydration, consuming small snacks when available, minimizing physical activity, and quietly enduring discomfort. The study also highlighted the critical role of supportive school environments, in which teachers and peers provided emotional support, shared food, and adapted learning activities to sustain engagement. Furthermore, the study showed that hunger negatively affected learners’ motivation and energy, limited classroom interaction, and contributed to irregular attendance, as some students missed school to support family needs or cope with food scarcity. Emotional resilience and hope for a better future emerged as important factors in maintaining learners’ engagement, illustrating the interplay between physical well-being, emotional perseverance, and educational outcomes. The study concluded that learning cannot be separated from learners’ basic nutritional and emotional needs. Strengthening school-based nutrition initiatives, fostering compassionate teaching practices, and designing flexible learning strategies are essential to promote equity and enhance the academic experiences of undernourished students. Keywords: resilience, coping strategies, school engagement, food insecurity

ENHANCING SCHOOL LEADERSHIP STRATEGIES FOR EFFECTIVE SOCIAL SCIENCE INSTRUCTION IN SENIOR HIGH SCHOOL: A NARRATIVE INQUIRY OF ADMINISTRATIVE SUPPORT AND TEACHER DEVELOPMENT

School leadership plays a vital role in ensuring the effective delivery of Social Sciences instruction in Senior High School by shaping teaching practices, supporting teacher development, and strengthening curriculum implementation. Strong administrative leadership contributes to improved instructional quality and learner engagement, particularly in subjects that often receive limited institutional attention. This study aimed to examine the leadership strategies employed by school administrators in enhancing Social Sciences instruction, with emphasis on administrative support and teacher professional growth in the Lutayan District, Sultan Kudarat Division. A qualitative research design utilizing narrative inquiry was employed to capture the lived experiences and perspectives of school leaders. Data was gathered through in-depth interviews and reflective accounts, and were analyzed thematically to identify recurring patterns, challenges, and practices. Findings revealed that new school leaders experienced considerable difficulties related to limited financial resources, inadequate and outdated instructional materials, and restricted access to professional development opportunities. Budget prioritization toward other subject areas, coupled with strict financial regulations, constrained their capacity to provide sufficient support. These conditions affected classroom implementation, instructional planning, and access to updated learning resources. Teachers were often compelled to rely on self-developed materials, digital resources, and self-funded training to enhance their competencies. Despite these challenges, school administrators demonstrated resilience and adaptability by implementing support mechanisms such as collaborative professional development activities, resource sharing, technology integration, and continuous mentoring. The study concluded that effective leadership in Social Sciences education extends beyond material resources and is grounded in commitment, collaboration, and responsiveness to teachers’ needs. Holistic and supportive leadership practices were found to be essential in sustaining instructional quality. The study underscores the need for equitable resource allocation, strengthened professional development systems, and responsive policies to promote quality Social Sciences education. Keywords: School Leadership, Instructional Support, Teacher Development, Social Sciences Education.

DIGITAL INSTRUCTIONAL SUPERVISION: REDEFINING TEACHING SUPPORT AMONG ELEMENTARY EDUCATION IN NORTH DISTRICT OF TACURONG CITY

In the digital era, instructional supervision has evolved to incorporate technology, addressing gaps in traditional models amid post-pandemic hybrid learning. This study examines how digital instructional supervision redefines teaching support for elementary teachers in Tacurong City's North District, Philippines, during the 2025-2026 school year. Employing a qualitative narrative inquiry design, it purposive sampled 15 experienced teachers via semi- structured interviews and focus group discussions (FGD), validated by expert panels and analyzed through thematic analysis adapted from established protocols. Grounded in TPACK, Transformational Leadership, and Systems Theories, findings reveal teachers' experiences with tools like Zoom observations and online feedback, highlighting benefits such as flexibility, real- time mentoring, and collaboration alongside challenges including connectivity issues, digital literacy gaps, and infrastructure limitations. The study underscores digital supervision's potential to enhance professional growth and instructional quality while urging DepEd to invest in training, equitable tech access, and policies aligned with SDG 4. These insights offer a model for rural education transformation, addressing the digital divide to foster sustainable teaching support. Keywords: Digital Instructional Supervision, Narrative Inquiry, TPACK Framework, Teaching Support, Elementary Education

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

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

HONORING INDIGENOUS VOICES: EXPLORING INDIGENOUS PERSPECTIVES ON THE ACCEPTABILITY OF EDUCATION THROUGH THE INDIGENOUS PEOPLES EDUCATION PROGRAM IN BAGUMBAYAN DISTRICT

Understanding the acceptability of education within Indigenous communities is essential for designing programs that are both culturally responsive and socially inclusive. This study employed a qualitative narrative inquiry to explore Indigenous perspectives on the Indigenous Peoples Education Program (IPED) in Bagumbayan District, Sultan Kudarat, during the 2025–2026 school year. Findings reveal that IPED significantly improved access to education for Indigenous learners by addressing historical barriers, including poverty, geographic isolation, and displacement. Collective community efforts, such as bayanihan, facilitated the establishment of schools, while integrating Indigenous culture—through traditional attire, language, customs, and arts—enhanced learners’ cultural identity and pride. Education was perceived as a vital pathway for social mobility, personal growth, and intergenerational transformation, enabling youth to break cycles of hardship while fostering self-confidence and empowerment. Schools that incorporate culturally relevant practices, including IP Day celebrations and traditional arts programs, strengthen engagement, reinforce cultural values, and bridge Indigenous knowledge with formal learning. Structural and cultural factors interact to influence educational experiences: while hazardous terrain and poverty remain challenges, social acceptance and cultural inclusion within schools promote belonging, academic achievement, and community development. Overall, the study demonstrates that culturally responsive education can harmonize modern academic learning with Indigenous traditions, ensuring both skill development and preservation of cultural heritage. Keywords: cultural identity, social inclusion, community empowerment, Indigenous knowledge

NAVIGATING CURRICULUM REFORMS: THE ROLE OF SCHOOL LEADERSHIP IN THE SUCCESSFUL IMPLEMENTATION OF THE MATATAG CURRICULUM IN EAST-TACURONG DISTRICT

The successful implementation of educational reforms, such as the DepEd Matatag Curriculum, hinges significantly on the role of school leadership. This study explores the role of school leadership in the successful implementation of the DepEd Matatag Curriculum in East-Tacurong District, Sultan Kudarat during the 2024-2025 school year. Utilizing a phenomenological approach, the study involved semi-structured interviews and Focus Group Discussions (FGDs) with fifteen school heads across elementary schools in the district. The aim was to examine how school leaders contribute to the reform’s implementation by identifying their strategies and addressing challenges. Data was analyzed using thematic content analysis, categorizing participants' responses into key themes.The findings reveal that school leaders in East-Tacurong District employ several support mechanisms to ensure the successful implementation of the Matatag Curriculum. These include prioritizing instructional leadership through feedback and data-driven guidance, providing continuous professional development via training programs and School Learning Action Cells (SLACs), fostering a collaborative culture, and ensuring access to essential resources like curriculum guides and digital tools. However, significant challenges were identified, such as teacher readiness, resource constraints, inadequate monitoring systems, and limited community engagement. The study also highlights equity issues, particularly the disparity in access to resources between urban and rural schools, which impacts the effectiveness of the curriculum.The strategies employed by school leaders—such as capacity building, stakeholder engagement, and equity-focused interventions—are essential for overcoming these challenges. The study concludes that while school leaders have made substantial progress in implementing the curriculum, continued efforts in resource allocation, stakeholder communication, and technology integration are crucial for sustaining the reform’s success.

RESILIENCE IN THE FACE OF ADVERSITY: A PHENOMENOLOGICAL EXPLORATION OF TEACHERS’ LIVED EXPERIENCES IN HIGH-RISK SCHOOLS OF ESPERANZA III

Teaching in high-risk schools presents significant challenges that greatly affect educators' professional and personal lives. These schools, often marked by factors like poverty, violence, and inadequate resources, demand resilience and adaptability from teachers. This study employed a qualitative, phenomenological approach to explore the lived experiences of teachers in high-risk schools in DepEd Esperanza District III, Division of Sultan Kudarat, during the school year 2024-2025. Fifteen teachers from the district, who met the inclusion criteria, participated in semi-structured interviews and Focus Group Discussions (FGD). Thematic analysis was used to analyze the data gathered. The findings revealed that teachers in these high-risk schools face multifaceted challenges, including hazardous working conditions, emotional isolation, and safety concerns. To address these issues, targeted interventions such as improving infrastructure, communication systems, and mental health support are essential. Teachers rely on preparedness, community-building, and coping strategies to manage the stress and safety-related concerns in their environments. Strengthening community relationships and providing both emotional and professional support were identified as crucial factors in enhancing educators' well-being. Additionally, teachers demonstrate exceptional resilience, utilizing emotional and spiritual resilience, prioritizing self-care, and continuously developing their professional skills to mitigate stress and burnout. Based on these findings, the study recommends that DepEd, district supervisors, and school administrators prioritize improvements in transportation infrastructure, communication systems, and mental health support. Teachers are encouraged to foster collaboration and participate in resilience-building programs while advocating for stress management resources. Future research should focus on evaluating the effectiveness of specific interventions in improving teacher safety, resilience, and well-being, while exploring their impact on teacher retention and student outcomes in high-risk school settings. This research provides valuable insights for developing policies and strategies to support teachers in challenging educational environments. Keywords: Teacher Resilience, High-Risk Schools, Phenomenological Research, Lived Experiences, & Educational Challenges

CHALLENGES AND OPPORTUNITIES IN THE INTEGRATION OF INDIGENOUS KNOWLEDGE SYSTEMS AND PRACTICES INTO THE CURRICULUM: A NARRATIVE INQUIRY

Indigenous Peoples' Education (IPEd) has gained recognition worldwide as a means to empower Indigenous communities, promote cultural preservation, and enhance educational outcomes. This study explored the challenges and opportunities in integrating Indigenous Knowledge Systems (IKS) and traditional wisdom into the curriculum of Indigenous education programs in DepEd Esperanza III, Sultan Kudarat during the school year 2024-2025. Using a qualitative research design and narrative inquiry approach, fifteen teachers from selected Indigenous Peoples (IP) schools participated in semi-structured interviews and focus group discussions. Thematic analysis was employed to analyze the data.Results revealed that developing culturally relevant curriculum materials incorporating IKS presents both challenges and opportunities. Key challenges include the need for culturally sensitive materials, difficulties accessing skilled personnel, and issues related to language barriers and translation. Balancing curriculum standardization with the flexibility required to integrate IKS was also identified as a challenge. Opportunities, however, emerged through community engagement, collaboration with elders, and teacher training initiatives to ensure cultural authenticity in materials and teaching practices.The study highlighted that integrating IKS into the curriculum requires a multifaceted approach involving contextualization, cultural sensitivity, language preservation, and community collaboration. This approach not only ensures academic rigor but also empowers students to preserve their heritage. Teachers, despite facing resource limitations and insufficient support, demonstrated commitment to authentic IKS integration through collaboration with elders and continuous professional development.The integration of IKS has profound impacts on students’ cultural identity, academic achievement, and emotional well-being. By connecting students to their heritage and fostering academic success, IKS integration provides a holistic educational experience that strengthens students' sense of self. Recommendations include allocating funds for culturally sensitive curriculum materials, promoting teacher training, and strengthening partnerships with Indigenous communities to ensure the successful integration of IKS in education. Keywords: Indigenous Knowledge Systems, Curriculum Integration, Narrative Inquiry, Cultural Education, & Educational Challenges and Opportunities