Abstract
The study focused on Resiliency and Challenges Encountered in the Tradition of Indigenous Education at Sto. Niño Integrated School: Input to Action Plan, explores the intricate relationship between indigenous cultural heritage and educational practices within the Dumagat-Remontado community in Tanay, Rizal, Philippines. The research aims to identify the resilience factors and challenges faced in preserving indigenous education traditions and proposes actionable strategies to strengthen these practices.Utilizing a mixed-methods approach, the study gathered data from 32 teachers stationed at Sto. Niño Integrated School through surveys, interviews, and focus group discussions. The research focuses on five key areas: curriculum design, competency and content, teaching methodologies and strategies, learning space and environment, learning resources, and classroom assessment. The study is anchored in the Culturally Relevant Pedagogy (CRP) framework, emphasizing the integration of culturally relevant content and localized materials into the curriculum. Findings reveal that while the resilience of indigenous education traditions remains robust in curriculum design, teaching methodologies, and classroom assessment, significant challenges persist, particularly in the availability and accessibility of learning resources. The study highlights that the number of trainings or seminars attended by educators does not significantly influence their perception of resilience in indigenous education, whereas the presence of culturally appropriate learning resources plays a crucial role. The research concludes with an action plan aimed at enhancing the resiliency of indigenous education at Sto. Niño Integrated School. This plan includes developing a culturally relevant curriculum, incorporating experiential learning strategies, enriching the physical learning environment to reflect indigenous traditions, and prioritizing the acquisition of indigenous learning resources. The study underscores the importance of community involvement, particularly the active participation of indigenous elders and cultural leaders, in curriculum development and educational practices. This research contributes to the broader discourse on indigenous education by providing a model for integrating traditional knowledge systems into modern educational frameworks, thereby promoting cultural preservation, self-determination, and community empowerment among indigenous populations.
