Weaving Indigenous Knowledge into EPP:Lived Experiences of an Idigenous Peoples Education Coordinator in Traching Intermediate Grades

Abstract

The integration of Indigenous Knowledge Systems and Practices (IKSPs) into formal schooling provides opportunities to make learning culturally meaningful while contributing to the preservation and transmission of Indigenous knowledge. This qualitative study explored the lived experience of an Indigenous Peoples Education (IPEd) District Coordinator who taught Edukasyong Pantahanan at Pangkabuhayan (EPP) to Grades 4–6 learners at Ganao Elementary School, Dupax del Sur, Nueva Vizcaya. Specifically, the study examined how Indigenous knowledge was integrated into EPP instruction, how community practices were connected with practical learning competencies, what challenges emerged in developing culturally responsive lessons, how community members and Indigenous knowledge holders supported instruction, and how the experience shaped the teacher-coordinator's professional identity. The study employed a phenomenologically oriented qualitative case approach. Data were gathered through in-depth semi-structured interviews and analyzed through significant statements, meaning units, thematic clustering, textural and structural descriptions, and synthesis of the essence of the experience. Six interconnected themes emerged: (1) Beginning With What Learners Know: Indigenous Knowledge as an Entry Point to EPP; (2) Learning by Doing the Community Way: Connecting Indigenous Practices With Practical Skills; (3) Elders as Partners in Learning: Bringing Community Knowledge Into the Classroom; (4) Teaching Culture With Responsibility: Preserving Authenticity and Respecting Cultural Boundaries; (5) Creating Lessons With What Is Available: Resourcefulness Amid Limited Localized Materials; and (6) Becoming a Teacher, Culture Bearer, and IPEd Advocate: Professional Growth Through Indigenous Education. The findings indicated that culturally grounded EPP instruction connected practical competencies with learners' lived experiences and strengthened the relevance of classroom learning. However, meaningful implementation required teacher flexibility, culturally validated learning resources, continuing professional development, and sustained community participation. The study highlights EPP as a potentially powerful curricular space for linking practical education, cultural identity, Indigenous knowledge, and sustainable community practices.