Exploring students’ lived experiences in contextual play-Based learning: an interpretative phenomenological study of cultural literacy development in Indonesia

This study explores how students make sense of lived experiences in contextual play-based learning and how these experiences contribute to cultural literacy development. Using a qualitative Interpretative Phenomenological Analysis (IPA) design, data were collected through semi-structured interviews and classroom observations involving ten early childhood learners aged 5–6 years at a PAUD centre in Jakarta, Indonesia. Analysis followed iterative IPA procedures, including coding, theme development, and cross-case comparison. Findings identify three interconnected processes: embodied meaning-making through sensory engagement, collaborative interpretation through social interaction, and gradual internalisation of cultural knowledge. These findings indicate that cultural literacy develops dynamically through experience, interaction, and reflection rather than as a fixed learning outcome. The study highlights contextual play-based learning as a culturally relevant, experiential, and learner-centered approach to supporting young children’s cultural literacy.