INDIGENOUS KNOWLEDGE SYSTEMS AND PRACTICES: THEIR ENDURING INFLUENCE ON THE BELIEFS AND DAILY LIVES OF TEACHERS

This study explores the enduring impact of Indigenous Knowledge Systems and Practices (IKSPs) on the beliefs, values, and daily experiences of educators in the Cordillera Administrative Region, particularly at the University of Baguio Science High School. Through a qualitative, descriptive phenomenological approach, data were collected from semi-structured interviews with seven teachers to understand how ancestral knowledge, cultural values, and community customs shape their identities and professional behaviors. Findings reveal that indigenous knowledge profoundly influences teachers' ethical principles, social responsibilities, and resilience. Core values such as inayan (ethical principle), bayanihan (community cooperation), and respect for nature remain integral to their personal and professional lives. Participants highlighted the role of ancestral teachings in fostering cultural sensitivity, community engagement, and environmental awareness. Moreover, educators actively integrate indigenous knowledge into their teaching practices to ensure its transmission to future generations. Despite the influence of modernization, many educators successfully balance contemporary perspectives with traditional customs, demonstrating the adaptability of indigenous knowledge. This study underscores the importance of preserving IKSPs within educational settings and advocates for stronger institutional support to incorporate indigenous perspectives into curricula. By recognizing the role of IKSPs in personal and professional development, this research contributes to broader discussions on cultural sustainability and indigenous identity in modern education, offering valuable insights for educators, policymakers, and cultural advocates. Keywords: Indigenous Knowledge, Education, Cultural Value