2026 IJRSE – Volume 15 Issue 2
Available Online: 22 February 2026
Author/s:
Pantalion, Cherry Joy
Ilocos Sur Polytechnic State College, Tagudin Campus, Philippines (cherry.pantalion001@deped.go.ph)
Abstract:
Despite the implementation of the Indigenous Peoples Education (IPEd) Program in the Philippines, gaps remain in achieving culturally responsive education. This study explores the integration of Indigenous Knowledge Systems and Practices (IKSPs) in Cervantes, Ilocos Sur, focusing on teachers’ instructional approaches, community participation, and policy contextualization. Using qualitative methods, findings show that teachers employ varied strategies such as cross-curricular integration, Indigenous pedagogies, localized materials, and community-validated content. Indigenous leaders and communities serve as knowledge holders, co-educators, and cultural validators, ensuring curricula reflect local traditions through structured consultations. Their involvement highlights shared leadership and the bridging of national directives with community realities. Challenges persist, including institutional barriers, limited teacher capacity, linguistic issues, and risks of cultural misrepresentation. Nonetheless, opportunities for transformative practices emerge, pointing to the potential of inclusive and culturally grounded education. The study underscores the importance of institutionalizing IKSP integration through teacher training, collaborative policy frameworks, and sustained community engagement. It also calls for further research on the impact of IKSP-based education on student learning and cultural identity. The findings provide evidence-based recommendations to strengthen culturally responsive, community-driven, and sustainable education for Indigenous learners.
Keywords: indigenous knowledge systems, culturally responsive education, indigenous peoples, curriculum contextualization, teacher practices
DOI: https://doi.org/10.5861/ijrse.2026.26053
Cite this article:
Pantalion, C. J. (2026). Indigenous peoples education program in Cervantes, Ilocos Sur: Basis for a contextualized policy note. International Journal of Research Studies in Education, 15(2), 269-285. https://doi.org/10.5861/ijrse.2026.26053