Abstract
The increasing enrollment of Indigenous Peoples learners nationwide and in local areas like Dinalupihan reflects a growing trend of IP participation in formal education, underscoring the need for culturally responsive and sustaining teaching practices. This qualitative study explored the lived experiences of science teachers in Bataan, Philippines, who implement culturally sustaining pedagogy (CSP) in classrooms with Indigenous learners. Amid the Department of Education's push for inclusive education, this research addressed the need to contextualize science instruction through cultural relevance and Indigenous knowledge systems. The study aimed to understand how teachers navigate pedagogical practices, cultural integration, and institutional challenges while fostering inclusive and responsive science education. Using a phenomenological approach, the study engaged ten high school science teachers from various Indigenous Peoples Education (IPED) schools in Bataan. Data were collected through semi-structured interviews and document analysis. Participants were purposively selected based on their experience with CSP and involvement in teaching Indigenous learners. Thematic analysis revealed twelve key themes, including integrating Indigenous knowledge into science content, adapting learning materials to cultural contexts, employing constructivist and inquiry-based approaches, using multimedia tools, and leveraging environmental resources. Findings highlighted that culturally sustaining practices foster student engagement, affirm cultural identity, and enhance the relevance of science education. However, teachers also faced notable challenges such as language barriers, limited teaching resources, and insufficient cultural training. The study proposed the I-CARE (Integrating Cultural Awareness and Responsive Education) training plan to support teachers in delivering inclusive and culturally grounded science instruction. This study contributes to the discourse on equity in education by emphasizing the value of embedding cultural knowledge in science pedagogy. It underscores the importance of systemic support, community engagement, and professional development to sustain inclusive practices in diverse classrooms.
