Implementing Indigenous Knowledge Systems and Practices (IKSP) in Araling Panlipunan: Practices, Challenges, and Perceived Outcomes

This study examined the implementation of Indigenous Knowledge Systems and Practices (IKSP) in Araling Panlipunan, focusing on teachers’ practices, challenges, and perceived outcomes. Using a descriptive qualitative design, data were gathered through semi-structured interviews with eight (8) IKSP teachers in La Trinidad District, Benguet. Thematic analysis revealed that teachers implemented IKSP through (1) contextualization of lessons using local stories, indigenous terms, and community-based examples; (2) integration of culturally responsive strategies such as storytelling, project-based learning, and performance tasks; and (3) collaboration with elders and use of community-validated resources. However, teachers encountered significant challenges including limited availability of validated IKSP materials, insufficient training and cultural familiarity, lack of instructional resources and funding, time constraints within the curriculum, and difficulties in aligning IKSP with standardized competencies and assessment practices. Despite these constraints, findings indicated that IKSP integration enhanced student engagement, strengthened cultural identity, improved knowledge retention, and promoted meaningful learning. It also contributed to teachers’ professional growth and strengthened school-community partnerships. The study highlights the need for a comprehensive intervention program focusing on teacher training, development of localized materials, culturally responsive assessment, and strengthened institutional and community support systems.