Reviving the Past, Teaching the Future: The Role of Philippine Cultural Heritage in Curriculum Development of Teacher Education Programs Focus

Aniza Gadaza; Alma Manera; Sharmina Santos; Cherry Alih; Reymarie Caban

doi:10.63931/ijchr.v7iSI2.169

Authors

Aniza Gadaza Don Mariano Marcos Memorial State University
Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Sharmina Santos Mindanao State University - Tawi-Tawi College of Technology and Oceanography https://orcid.org/0009-0005-9422-3380
Cherry Alih Mindanao State University - Tawi-Tawi College of Technology and Oceanography https://orcid.org/0009-0009-9602-7710
Reymarie Caban Apayao State College https://orcid.org/0009-0009-3305-1510

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.169

Keywords:

cultural heritage, teacher education, Philippine higher education, indigenous knowledge, culturally responsive pedagogy, curriculum localization, national identity

Abstract

In the evolving context of Philippine higher education, the integration of cultural heritage into teacher education programs has emerged as a vital component of pedagogical relevance, identity formation, and inclusive instruction. This study investigates how Filipino cultural heritage—comprising indigenous knowledge, values, oral traditions, and historical narratives—is embedded in the curricula of teacher education programs in selected higher education institutions (HEIs). Using qualitative thematic analysis based on interviews with teacher educators and pre-service teachers, the research identifies three major findings. First, many institutions are actively localizing curriculum content by incorporating cultural modules and community-based resources, yet the depth of integration varies. Second, cultural heritage significantly shapes the teaching identity and instructional philosophy of educators, influencing classroom management, moral instruction, and learner engagement. Third, institutional cultural preservation efforts—such as heritage mapping, indigenous studies centers, and community immersions—have informed innovative, culturally responsive curricular frameworks. However, the study also reveals ongoing tensions between cultural relevance and standardized academic expectations, highlighting a need for systemic reforms. The findings advocate for policy alignment, faculty development, and curriculum redesign that elevate cultural heritage from symbolic representation to a core dimension of teacher formation. By doing so, HEIs can cultivate globally competent educators who are deeply rooted in Filipino cultural identity.

Author Biographies

Alma Manera, Cagayan State University

Alma B. Manera is a full-fledged, accredited professor at Cagayan State University, Philippines.

Sharmina Santos, Mindanao State University - Tawi-Tawi College of Technology and Oceanography

Sharmina Dais Santos is currently affiliated with Mindanao State University – Tawi-Tawi College of Technology and Oceanography (MSU-TCTO).

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

Cherry B. Alih is a researcher and faculty member at Mindanao State University.

Reymarie Caban, Apayao State College

Reymarie M. Caban is a faculty researcher at Apayao State College.

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