Implementation of National Indigenous People’s Education Policy Framework and the Level of Indigenous Knowledge System Practices of Blaan Tribe in Sultan Kudarat

The Blaan tribe, one of over 110 Indigenous Peoples in the Philippines, primarily residing in Mindanao, has traditionally passed down knowledge through oral tradition and apprenticeship, but now faces challenges reconciling their cultural practices with the formal education system. This descriptive correlational study assessed the implementation of the National Indigenous Peoples Education Policy Framework (NIPEPF) and the level of Indigenous Knowledge System Practices (IKSPs) among the Blaan tribe in Sultan Kudarat. Fifty-one teachers from elementary schools in Columbio and Lutayan participated through total enumeration. A guided-response questionnaire was used to gather data, which was analyzed using descriptive statistics and Pearson correlation. Findings revealed that curriculum design, competencies, and content were fully implemented (M = 4.36, SD not indicated). In contrast, teaching methodologies (M = 4.16), learning space and environment (M = 4.20), learning resources (M = 4.20), teacher training (M = 3.82), and classroom assessment (M = 3.99) were primarily implemented. Cultural inclusivity was highly practiced (M = 4.35), while productivity (M = 3.88) and empowerment (M = 4.19) were mainly practiced. A moderate positive correlation (r = 0.49, p < .05) was found between the level of NIPEPF implementation and the practice of IKSPs, with a coefficient of determination (r² = 0.24) indicating that 24% of the variance in IKSP practices is explained by NIPEPF implementation. Significant challenges included the lack of qualified Indigenous teachers, limited professional development, and the exclusion of Indigenous languages and knowledge in instructional materials. The study concludes that while significant progress has been made in culturally responsive education, teacher training and curriculum contextualization improvements are essential. Strengthening teacher capacity and integrating local cultural elements can further enhance Indigenous learners’ educational experience and preserve cultural heritage.