Weaving Wisdom into the Classroom: Exploring Teachers’ Experiences in Integrating Indigenous Sagada Practices into Contemporary Teaching

Abstract

Integrating Indigenous Knowledge Systems and Practices into formal education offers opportunities to make learning culturally meaningful while sustaining community knowledge, identity, and heritage. This qualitative phenomenological study explored the lived experiences of secondary teachers  in Sagada, Mountain Province, as they integrated Indigenous Sagada practices into contemporary teaching. Specifically, the study examined how teachers incorporated local narratives, cultural practices, community values, oral traditions, and Indigenous knowledge into classroom lessons; the pedagogical benefits they observed; the challenges they encountered; the strategies they used to maintain cultural authenticity; and the meanings they attached to culturally grounded instruction. Participants were purposively selected from among teachers with experience contextualizing instruction using Sagada culture and community knowledge. Data were generated through semi-structured interviews and analyzed phenomenologically through significant statements, meaning units, thematic clustering, textural and structural descriptions, and synthesis of the essence of the experience. The findings suggest that culturally grounded instruction can strengthen learner engagement, comprehension, participation, cultural pride, and communicative confidence when Indigenous knowledge is integrated respectfully rather than treated as decorative content. The study underscores the importance of community consultation, teacher preparation, contextualized resources, and culturally sustaining pedagogy in Indigenous education.