Contextualizing Technical and Livelihood Education: Pedagogical Innovations Rooted in Philippine Culture and History in BTVTED and BTLED Programs

Shially Tamayo; Nel Bryan Tugelida; Mayeth Navasca; Randulph Navasca; Shirley Milanes; Adoracion Gante

doi:10.63931/ijchr.v7iSI2.224

Authors

Shially Tamayo Cagayan State University https://orcid.org/0009-0004-2180-2042
Nel Bryan Tugelida Don Mariano Marcos Memorial State University https://orcid.org/0009-0007-4150-3260
Mayeth Navasca Don Mariano Marcos Memorial State University https://orcid.org/0009-0002-0610-3855
Randulph Navasca Don Mariano Marcos Memorial State University https://orcid.org/0009-0004-7739-5028
Shirley Milanes Pangasinan State University https://orcid.org/0009-0009-5040-3469
Adoracion Gante Pangasinan State University- Asingan Campus https://orcid.org/0009-0009-3069-6137

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.224

Keywords:

culturally responsive teaching, technical-vocational education, Philippine culture, contextualized instruction, heritage-based learning

Abstract

This study explored culturally and historically grounded pedagogical approaches in teaching technical and livelihood subjects within the Bachelor of Technical-Vocational Teacher Education (BTVTEd) and Bachelor of Technology and Livelihood Education (BTLEd) programs in selected Philippine Higher Education Institutions (HEIs). It examined how teachers contextualize their lessons, utilize innovative strategies, and perceive the advantages and limitations of various instructional methods. Using a qualitative multiple-case study design, the research drew data from twelve teachers across four state universities: Don Mariano Marcos Memorial State University (DMMMSU), Pangasinan State University (PSU), Mariano Marcos State University (MMSU), and Cagayan State University (CSU). Data collection involved semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that teachers incorporated cultural and historical content by aligning lessons with students lived experiences, employing project-based learning anchored in heritage, and integrating community-based knowledge. Innovative strategies included culturally responsive modules, the use of local languages, and the inclusion of oral histories and traditional practices. These approaches fostered student engagement, strengthened cultural identity, and enhanced community relevance. However, challenges included student disinterest, limited institutional support, and difficulties aligning with national curriculum standards. Despite these barriers, the study highlights meaningful efforts by educators to promote inclusive education. Findings underscore the need for systemic changes in policy, curriculum development, and institutional backing to sustain culturally sensitive teaching. This research contributes to the advocacy for culturally responsive pedagogy in technical and vocational education in the Philippines.

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