Culture-Responsive Pedagogy and Student Learning in Araling Panlipunan:A  Qualitative Case Study of Indigenous People Education (IPED) Implementation at a Rural National High School in Mountain Province, Philippines

Authors

  • MARJORIE PADONGA DepeD Author

DOI:

https://doi.org/10.64358/sih.v2i1.56

Keywords:

culture-responsive pedagogy, Araling Panlipunan, Indigenous Peoples Education, student learning, rural education, qualitative case study

Abstract

Culture-responsive pedagogy has gained increasing attention as an essential approach to addressing educational inequities experienced by Indigenous learners. In the Philippine context, the Indigenous Peoples Education (IPED) framework institutionalizes culturally grounded teaching practices aimed at recognizing Indigenous knowledge systems, identities, and lived experiences. This qualitative case study examined the implementation of IPED in Araling Panlipunan and its influence on student learning in a rural national high school in Mountain Province, Philippines. Focusing on the pedagogical practices of a Teacher I, the study explored how culture-responsive instruction was enacted and how it shaped learners’ engagement, understanding, and participation. Data were collected through semi-structured interviews, classroom-related documents, lesson plans, and reflective teaching notes, and were analyzed using thematic analysis. Findings revealed that contextualized instruction grounded in Indigenous history and culture, learner-centered and dialogic pedagogy, and the integration of Indigenous knowledge systems enhanced student learning and classroom engagement. Teacher agency and reflective practice were central to sustaining IPED implementation despite contextual challenges. The study underscores the pedagogical value of culture-responsive and decolonial approaches in social studies education and offers implications for teachers, school leaders, and education policy.

Keywords: culture-responsive pedagogy, Araling Panlipunan, Indigenous Peoples Education, student learning, rural education, qualitative case study

References

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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