Indigenous Knowledge and Cultural Practices of Secondary Learners: Implications for Culturally Responsive Social Studies Education in Mountain Province, Philippines

Abstract

This study explored the indigenous knowledge and cultural practices of secondary learners in Mountain Province, Philippines, and examined their implications for culturally responsive Social Studies education. Anchored on Culturally Responsive Pedagogy and Indigenous Knowledge Systems Theory, the study investigated how local traditions, community values, cultural beliefs, and indigenous practices shape learners’ identities, worldviews, and learning experiences. Utilizing a descriptive qualitative case study design, data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving secondary learners and Social Studies teachers from selected public secondary schools in Mountain Province. Thematic analysis revealed four major themes: (1) preservation of indigenous cultural identity and traditions, (2) community-centered knowledge and environmental stewardship, (3) indigenous practices as foundations for experiential learning, and (4) challenges in integrating indigenous knowledge into formal Social Studies instruction. Findings showed that learners continue to practice indigenous traditions such as community cooperation, oral storytelling, traditional rituals, indigenous farming practices, and respect for elders and nature. These cultural experiences significantly influenced learners’ understanding of history, governance, community relationships, and social responsibility. However, participants also identified concerns regarding cultural erosion, limited instructional materials, insufficient contextualized curriculum integration, and lack of teacher preparation in culturally responsive pedagogy. The study highlights the importance of integrating indigenous knowledge systems and local cultural practices into Social Studies education to strengthen cultural preservation, learner engagement, and contextualized learning experiences among secondary learners.