Culturally Rooted Pedagogies in Technical-Vocational Education: Teaching Practices and Cultural Integration among TVL-TLE Instructors and Professors in Philippine Higher Education

Randulph Navasca; Jolina Abaquita-Espiritu; Mylene Calaranan; Mayeth Navasca; Nel Bryan Tugelida; Shially Tamayo

doi:10.63931/ijchr.v7iSI2.207

Authors

Randulph Navasca DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY https://orcid.org/0009-0004-7739-5028
Jolina Abaquita-Espiritu Pangasinan State University- Lingayen Campus https://orcid.org/0009-0001-7387-6420
Mylene Calaranan Mariano Marcos State University https://orcid.org/0009-0006-0429-2372
Mayeth Navasca DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY https://orcid.org/0009-0002-0610-3855
Nel Bryan Tugelida DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY https://orcid.org/0009-0007-4150-3260
Shially Tamayo Cagayan State University https://orcid.org/0009-0004-2180-2042

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.207

Keywords:

Culturally Rooted Pedagogies, Culturally Responsive Teaching, Teaching Practices, Technical-Vocational Education, Cultural Integration, Philippine Higher Education

Abstract

The focus on culturally responsive teaching in technical-vocational education highlights the importance of integrating local culture and native knowledge in the classroom, particularly in the Philippines, where a standardized national curriculum governs instructional delivery. This study examines how teachers in the Bachelor of Technical-Vocational Teacher Education (BTVTEd) and Bachelor of Technology and Livelihood Education (BTLEd) programs in the Philippines use cultural components in their work to meet this standard. A qualitative multiple-case approach was employed to explore culturally responsive teaching across technical-vocational education. Twelve faculty members from DMMMSU, PSU, MMSU, and CSU served as key informants in the study. Their insights revealed how educators apply localized knowledge, community values, and cultural resources in instructional delivery, classroom assessments, and other pedagogical practices. Findings indicate that faculty members enhance instructional engagement by incorporating localized examples and community-based resources such as neighborhood crafts and cultural activities into lesson delivery. These culturally grounded strategies not only foster relevance but also promote learner motivation and self-esteem. Teachers emphasized the value of performance-based assessments aligned with students lived experiences and cultural contexts. However, their efforts were constrained by institutional limitations, including rigid school policies, inadequate support systems, and the pressure to comply with national competency standards. Despite these challenges, meaningful collaborations with local elders and cultural practitioners enriched classroom dynamics and strengthened students’ connections to real-world cultural issues. The study highlights the need to reconcile standardized curriculum mandates with culturally responsive practices by advocating for flexible curricular frameworks and enabling institutional policies in technical-vocational education.

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