Integration of Ifugao Indigenous Knowledge Systems and Practices (IKSPs) in teaching Philippine studies in multicultural classrooms

Abstract

Elements of culture and indigenous knowledge are integral to instruction and foundational to meaningful learning experiences. Using an embedded mixed-method design, this study examined instructional strategies and their extent of usage in integrating Ifugao indigenous knowledge systems and practice (IKSPs) in the teaching of Philippine Studies at the Ifugao State University-Potia Campus. Equally, the difficulties of the 24 Philippine Studies teachers experienced in integrating Ifugao culture and IKSPs were investigated via interviews. Results showed that behavioural and attitudinal teaching strategies were employed primarily in integrating Ifugao IKSPs while output-driven and project-based teaching strategies were used to a lesser extent. Qualitative data analysis revealed that felt problems and predicaments encountered primarily encompassed pedagogical and instructional skills, classroom management, and teachers' attitudes towards cultural differences. Implications of this study include the need for collaboration between and among teachers, educational managers, and community stakeholders to craft responsive interventions to capacitate teachers about the principles of culturally responsive instruction in the University.