Cultivating Intercultural Competence through Culturally Grounded Pedagogy: A Cultural Studies Perspective in Philippine Higher Education Institutions

Rozel Sales-Batang; Munayra Jaafar; Josephine Domingo-Alejo; Marcelisa Ramirez; Fe Amanuence Varona; Jasmin Saquing

doi:10.63931/ijchr.v7iSI2.241

Authors

Rozel Sales-Batang Isabela State University https://orcid.org/0009-0005-3836-6846
Munayra Jaafar Mindanao State University Tawi-Tawi College of Technology and Oceanography
Josephine Domingo-Alejo Cagayan State University https://orcid.org/0000-0002-4386-4381
Marcelisa Ramirez Mindanao State University Tawi-Tawi College pf Technology and Oceanography
Fe Amanuence Varona Cebu Technological University https://orcid.org/0000-0003-3624-582X
Jasmin Saquing Isabela State University https://orcid.org/0009-0008-4649-9843

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.241

Keywords:

Culturally grounded pedagogy, intercultural competence, cultural studies, higher education, indigenous knowledge, inclusive education, Philippine universities

Abstract

This study investigates the integration of cultural studies perspectives and culturally grounded pedagogy in selected Philippine higher education institutions, namely Cagayan State University, Mindanao State University and Isabela State University. Anchored in the goal of fostering intercultural competence, the research aimed to analyze how teaching practices rooted in local cultures influence students’ ability to navigate, respect, and engage with cultural diversity. Utilizing a qualitative multiple-case study approach, the study drew data from focus group discussions and key informant interviews with faculty and students across the three universities. Findings revealed three dominant pedagogical practices: integration of local cultural content into classroom instruction, the use of dialogic and storytelling strategies, and community-based participatory projects. These practices enabled identity affirmation, empathy building, and real-world intercultural engagement. Participants emphasized that storytelling and dialogue allowed for the exchange of diverse cultural narratives, dismantling stereotypes and fostering mutual respect. Furthermore, experiential learning through community immersion reinforced the relevance of indigenous knowledge and traditional practices in shaping intercultural understanding. The study concludes that culturally grounded pedagogy, when guided by cultural studies perspectives, serves not only as an instructional tool but also as a transformative educational framework. It strengthens students’ cultural identities, promotes empathy, and cultivates the critical awareness necessary for meaningful intercultural interactions. The findings underscore the need for higher education institutions to adopt inclusive, culturally responsive teaching practices that prepare learners for the demands of an increasingly pluralistic and interconnected world.

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