Uncovering the Challenges Experienced by Blaan Students Handled by Non-IP Teachers: A Phenomenological Inquiry

This study explored the lived experiences of Blaan learners taught by non-Indigenous (non-IP) teachers at Kyumad Integrated School in the Municipality of Maasim, Division of Sarangani, Philippines, during the School Year 2025–2026. While previous studies on Indigenous Peoples Education (IPEd) have primarily focused on teachers’ competencies, instructional practices, and policy implementation, limited attention has been given to the perspectives of Indigenous learners themselves. Guided by a qualitative descriptive phenomenological design, the study employed Colaizzi’s (1978) phenomenological method to examine how Blaan learners perceived and interpreted their educational experiences in culturally diverse classrooms. Ten Blaan learners were purposively selected based on their direct experiences of being taught by non-IP teachers. Data were gathered through semi-structured interviews, classroom observations, and document analysis and analyzed using Colaizzi’s systematic framework, with trustworthiness ensured through triangulation, member checking, reflexive journaling, and an audit trail. The findings revealed four major themes describing the learners’ challenges: learner-centered demands, participation barriers in classroom interaction, issues on fairness management, and difficulties in language use. Participants coped with these challenges through peer and resource support, personal and family support, handling difficulties calmly, and continuous learning effort. They likewise gained valuable insights emphasizing cultural and language alignment, continuous clarity in teaching, and the importance of self-directed learning. The study concludes that culturally responsive, linguistically inclusive, and learner-centered instructional practices are essential for improving classroom engagement, academic confidence, and educational equity among Indigenous learners. The findings provide practical implications for strengthening teacher preparation, contextualizing curriculum, enhancing school leadership, and informing policies that promote culturally sustaining education for Indigenous communities in the Philippines.