From Page to Praxis: The Role of Regional Literature in Shaping Culturally Grounded Teaching Methods in HEIs

Blanche Belarga; Beatriz Guiquing-Clemente; Alnadzma Tulawie; Cherry Alih; Reymarie Caban; Fely Rose Manois

doi:10.63931/ijchr.v7iSI2.206

Authors

Blanche Belarga Mindanao State University Tawi-Tawi College of Technology and Oceanography
Beatriz Guiquing-Clemente Cagayan State University https://orcid.org/0009-0003-5712-7600
Alnadzma Tulawie Sulu State University https://orcid.org/0009-0006-9943-6681
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
Fely Rose Manois Don Mariano Marcos Memorial State University https://orcid.org/0009-0007-7140-6007

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.206

Keywords:

regional literature, culturally responsive pedagogy, higher education, contextualized learning, Philippine education, identity formation, curriculum integration

Abstract

This qualitative multiple-case study explored how Philippine literature influences culturally responsive teaching in Higher Education Institutions (HEIs) across the country. It examined how regional literary works are selected, interpreted, and integrated into classroom instruction, and how these practices shape both teaching and student learning. Data were gathered through interviews, focus group discussions, and classroom observations involving faculty and students from Southern Luzon State University, Southern Leyte State University, and Mindanao State University-Tawi-Tawi Institute of Oceanography and Technology. Findings revealed that educators deliberately chose regional literature for its cultural relevance, reflecting students’ languages and histories. The study highlighted the use of reflective writing and comparative analysis as effective strategies to promote cultural awareness and critical thinking. Despite challenges, such as curricular constraints and limited institutional support, regional texts enriched students' understanding of their identities and local contexts. When given the freedom to design lessons, teachers fostered meaningful, engaging learning environments. This research emphasizes that regional literature can be a powerful pedagogical tool, not merely a supplemental resource. It advocates for the inclusion of regional texts in the core curriculum and recommends ongoing professional development for teachers. Such measures ensure that regional literature holds a central place in culturally grounded higher education, reinforcing cultural pride and social relevance.

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