Integrating Indigenization in the Instructional Practices of Secondary School Teachers: Toward the Development of a Faculty Training Design
DOI:
https://doi.org/10.65339/ijsair.V2.I2.303Keywords:
Assessment Practices, Culture-Based Education, Indigenous Knowledge Systems and Practices, Indigenization, Instructional Materials, Instructional Strategies, Professional Development, Secondary EducationAbstract
This study examined the extent of indigenization integration in the instructional practices of secondary school teachers in Ifugao and developed a context-specific training design to address identified gaps. Anchored on the Indigenous Peoples Education (IPEd) Framework and the Indigenous Peoples Rights Act (IPRA), the study focused on integrating Indigenous Knowledge Systems and Practices (IKSP) into instructional strategies, materials, and assessment. A descriptive-comparative quantitative research design was employed, involving 215 secondary school teachers from selected public schools. Data were collected using a validated self-developed questionnaire (Cronbach’s alpha = 0.946), supplemented by focus group discussions and key informant interviews, and analyzed using frequency, mean, t-test, and ANOVA. Findings revealed that teachers generally demonstrate a high level of indigenization integration across instructional strategies, materials, and assessment. Instructional strategies showed the strongest integration, followed by materials, while assessment practices exhibited comparatively weaker and less participatory implementation. Despite this, integration remains largely contextual and teacher-driven rather than fully transformative and community-anchored. Significant differences were observed based on subject area and training exposure, while sex showed no significant influence. Limited training exposure emerged as a critical constraint affecting the depth and consistency of indigenization practices. The study concludes that while indigenization is present in classroom practices, it remains procedural and insufficiently embedded within community-based epistemologies. It recommends the institutionalization of structured, progressive professional development programs, strengthened policy support, and enhanced collaboration with Indigenous communities to achieve deeper integration. This study supports SDG 4 (Quality Education) by promoting inclusive and culturally responsive teaching, as well as SDG 10 (Reduced Inequalities) and SDG 11 (Sustainable Cities and Communities) through the preservation of Indigenous knowledge systems. Its sustainability impact lies in strengthening educational and cultural sustainability by enhancing teacher capacity, supporting cultural preservation, and fostering community-engaged and contextually relevant learning systems.
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