Literary Texts as Cultural Tools: A Study on Contextualized Learning Strategies in Philippine Higher Education

Abstract

This study examines the effectiveness of integrating local and indigenous literary texts in enhancing student engagement, cultural identity formation, and critical thinking in Philippine higher education settings. Drawing from qualitative data gathered through interviews and classroom observations in multiple universities, the research reveals that culturally grounded literature serves as a powerful pedagogical tool. When students encounter texts that reflect their own languages, customs, and community experiences, they exhibit deeper engagement and a stronger emotional connection to the material. These texts also contribute to the affirmation of cultural identity, with students expressing renewed pride in their heritage and a sense of validation within academic spaces. Furthermore, literature rooted in local and indigenous traditions prompts students to engage critically with contemporary social issues such as land dispossession, environmental degradation, and cultural marginalization. The study draws on the theoretical frameworks of Vygotsky’s sociocultural theory, Cummins’ identity texts, and Nussbaum’s narrative imagination to interpret the data. Findings emphasize that culturally responsive literature fosters inclusive and context-sensitive instruction that goes beyond literary appreciation to develop empathy, analytical skills, and cultural awareness. The integration of these texts in the curriculum aligns with the broader goals of decolonizing education and cultivating transformative learning environments. As such, the study advocates for the institutionalization of local and indigenous literature in tertiary education to ensure that pedagogy remains relevant, equitable, and rooted in the lived realities of Filipino learners.