The Integration of Indigenous Knowledge Systems and Practices (IKSPs) in the

Curriculum of Mabalacat City College

Carol Robles Arboleda
¹Department of Social Studies, Institute of Teacher Education, Mabalacat City College, Mabalacat City, Pampanga,
2010 Pampanga, Philippines

*Corresponding Author: Carol Arboleda: carol.arboleda@mcc.edu.ph

INTRODUCTION
Aside from being an archipelagic country in Southeast Asia, the Philippines is noted for
its cultural diversity, with an estimated 14–17 million Indigenous Peoples (IPs) belonging to 110
ethno-linguistic groups. Most indigenous communities are concentrated in Northern Luzon
(33%) and Mindanao (61%), with some communities in the Visayas area (UNDP, 2010).
Among the local knowledge developed through the research and experimentation of our
ancestors and passed orally from generation to generation are the Indigenous Systems and
Practices (IKSPs). It is the tribe's total way of life and survival, based on the total elements of
nature such as land, water, plants, wildlife, air, sun, light, energy, noises, and spirits (Saway,
2007). Not only does this knowledge include know-how, skills, innovations, practices, processes,
learning, and teaching, but it also includes biodiversity, traditional lifestyles, and natural
resources (WIPO 2012). However, these knowledge systems and practices are frequently
disregarded in the educational system, despite the fact that they have a lot to teach us. Similarly,
research that links indigenous knowledge and practices to academic curricula is thought to be
influential in their preservation and actual research demonstrating the necessity of environmental
protection and cultural preservation is encouraged. In addition, these knowledge, systems, and
practices are deteriorating at an increasing rate due to constant absorption, which has come from
people's continued lack of interest in these traditions, particularly among the children and youth.
According to Jose P. Rizal, the Philippines' national hero, these younger generations are
the country's hope. They will shape the future. They play an important part in preserving our
country's rich culture and heritage. Their academic education prepares them to use their
knowledge, skills, and experiences to actively contribute to addressing the problems and
challenges of their societies. Thus, Indigenous knowledge (IK) should be viewed as one of many
domains of knowledge rather than as distinct knowledge. This point of view inspires higher
education institutions (HEIs) that serve both IP and non-IP students to be more aggressive in
developing culturally responsive courses.
Prior to the issuance of CHED Memo No. 2, s. 2019, or the integration of Indigenous
Peoples' (IP) studies and education into relevant higher education curricula, some faculty
members from the Institute of Teacher Education, Institute of Arts and Sciences, Institute of
Business and Computing Education, and Institute of Hospitality and Tourism Management of
Mabalacat City College had already incorporated Indigenous Knowledge Systems and Practices
(IPSKPs) into their teaching strategies in their respective fields of expertise. Understanding and
experiencing this Indigenous Knowledge (IK) in a non-IP school such as Mabalacat City College
would not only promote a more inclusive approach to teaching for Indigenous students but also
educate all students about the richness of Indigenous culture. By connecting the past, present,
and future, it will also assist students and instructors in adopting these indigenous skills and ways
of being equipped and creating their own contributions to the community's sustainability and
development. With this background, this paper seeks to identify the relevance of indigenous
knowledge systems and practices into teaching several programs offered at Mabalacat City
College and where teachers experience multicultural students.
The study will examine MCC faculty members' initiatives for integrating IKSPs into
teaching and how well they know these systems and practices and their relevance to education.
Identify the challenges they face in integrating IKSPs into the tertiary curriculum and generate
specific recommendations for policy making that ensure strict implementation, promote
inclusivity, and address the strengths and weaknesses encountered.