Intercultural Competence in the Classroom: A Basis for Developing Programs for the Indigenous People Learners

Authors

  • KIMBERLY TUMAPANG Graduate School Quirino State University/Cabarroguis National School of Arts and Trades/Department of Education-Quirino Author

DOI:

https://doi.org/10.64358/sih.v2i1.73

Keywords:

Intercultural competence, Indigenous People (IP) learners, culturally responsive teaching, Indigenous Knowledge Systems and Practices (IKSP), teacher professional development

Abstract

 

In an increasingly diverse educational landscape, intercultural competence has become vital for educators to ensure inclusive teaching. This study assessed the intercultural competence of public high school teachers in Cabarroguis, Quirino, Philippines  during the 2025–2026 school year. It aimed to identify teachers' strengths and weaknesses in managing multicultural classrooms, specifically focusing on their ability to support Indigenous People (IP) learners and promote indigenous-led development.

The research utilized a descriptive-inferential quantitative design. Data was collected via a researcher-developed Likert-scale questionnaire administered to 138 stratified randomly selected teachers. The instrument, anchored in Deardorff’s Intercultural Competence Model, measured five dimensions: cultural knowledge, attitude, communication skills, motivation of learners, and promotion of indigenous-led development. Statistical tools included mean, t-test, and ANOVA.

Findings revealed that teachers perceive themselves as highly competent, across all dimensions. Most respondents were female and lacked formal intercultural training. While generally consistent, significant differences were found in the recognition of indigenous contributions based on age and in highlighting indigenous leadership based on training levels

Despite high self-perceived competence, the lack of formal training suggests a need for institutionalized professional development. The study proposes "PROJECT BIDA ANG KULTURA," a program focusing on cultural sensitivity and the integration of Indigenous Knowledge Systems and Practices (IKSP) to enhance inclusive education and cultural sustainability.

 

Keywords: Intercultural competence, Indigenous People (IP) learners, culturally responsive teaching, Indigenous Knowledge Systems and Practices (IKSP), teacher professional development

 

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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