Cultural Identity and Historical Consciousness: A Study of Philippine History Instruction in Tertiary Education

Aniza Gadaza; Alma Manera; Reymarie Caban; Cherry Alih; Alnadzma Tulawie; Hannah Picpican

doi:10.63931/ijchr.v7iSI2.135

Authors

Aniza Gadaza Don Mariano Marcos Memorial State University
Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Reymarie Caban Apayao State College https://orcid.org/0009-0009-3305-1510
Cherry Alih Mindanao State University - Tawi-Tawi College of Technology and Oceanography https://orcid.org/0009-0009-9602-7710
Alnadzma Tulawie Sulu State University https://orcid.org/0009-0006-9943-6681
Hannah Picpican Saint Louis College https://orcid.org/0009-0007-1755-4172

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.135

Keywords:

Philippine History instruction, Cultural identity, National pride, Historical consciousness, Culturally Responsive Teaching, Decolonizing curriculum

Abstract

This qualitative multiple-case study explores how Philippine History instruction in tertiary education contributes to students' cultural identity, national pride, and historical consciousness, while examining the challenges and opportunities faced by educators in delivering culturally responsive and historically grounded education. Drawing from five geographically and culturally diverse higher education institutions across the Philippines, the study engaged 25–30 participants—including history instructors and students—through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis revealed that affirming cultural roots through localized content, reclaiming identity from colonial narratives, and forging emotional connections to ancestral memory significantly enhance cultural self-awareness and national pride among students. Instructional approaches that prioritize multi-perspectival analysis, real-world contextualization, and reflective, hands-on learning were found to foster critical historical consciousness and civic engagement. However, findings also highlighted systemic constraints such as curricular rigidity, institutional prioritization of technical disciplines, and cultural disconnect, which limit educators’ capacity to implement context-sensitive instruction. Despite these barriers, faculty demonstrated pedagogical agency through innovative practices like digital storytelling, local history projects, and interdisciplinary collaboration. The study concludes by emphasizing the need for policy reform, curricular flexibility, and strengthened support for culturally grounded pedagogy to ensure history education serves as a meaningful tool for national identity formation and critical societal participation.

Author Biographies

Alma Manera, Cagayan State University

Professor, Cagayan State University

Reymarie Caban, Apayao State College

Faculty, Apayao State College

Cherry Alih, Mindanao State University - Tawi-Tawi College of Technology and Oceanography

Associate Professor, Mindanao State University Tawi-Tawi College of Technology and Oceanography

Alnadzma Tulawie, Sulu State University

Professor, Sulu State UNiversity

Hannah Picpican, Saint Louis College

Faculty, Saint Louis College La Union

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