Decolonizing Pedagogy: Integrating Indigenous Knowledge and Philippine Historical Narratives in Higher Education Curricula

This qualitative multi-site study examined how indigenous knowledge systems and Philippine historical narratives are integrated into higher education curricula across six institutions in Northern Luzon. Anchored in Decolonial Theory and Culturally Responsive Pedagogy, the study explored faculty and student perceptions, current practices, and emerging strategies that align with decolonization goals. Findings revealed that while there is strong support for the inclusion of culturally rooted content, its integration remains inconsistent and often dependent on individual faculty initiatives. Participants identified key challenges such as lack of institutional frameworks, training, and authentic resources. Nevertheless, they proposed innovative pedagogical strategies, including community immersion, storytelling, interdisciplinary design, and co-creation with cultural elders, that foster inclusive, identity-affirming, and historically grounded education. The study concludes that decolonizing higher education requires a systemic reimagining of curriculum design, teaching practices, and epistemic authority, shifting from Eurocentric models to localized, culturally respectful frameworks.