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Published in
Academic Frontiers
Sagpangan Elementary School as a Community Development Hub: Integrating Indigenous Knowledge Systems into Formal Education in a Rural Setting
Academic Frontiers, 2(6), 346-356, ISSN: 3082-4400, 2026.
Recommended Citation:
Abrina, G. G. T., Bajala, D. U., Bulonan, J. C., & Luceñara, D. E. M. (2026). Sagpangan Elementary School as a Community Development Hub: Integrating Indigenous Knowledge Systems into Formal Education in a Rural Setting. Academic Frontiers, 2(6), 346–356. https://doi.org/10.5281/zenodo.20963027
Author(s)
Abrina et al.
Abstract
This study examined the role of Sagpangan Elementary School in Aborlan, Palawan, as a community development hub through the integration of Indigenous Knowledge Systems (IKS) into formal education. Using a mixed-methods design, the study gathered quantitative and qualitative data from learners, teachers, the school principal, and selected community members, including indigenous elders, parents, community leaders, and Indigenous Peoples Mandatory Representatives. Researcher-made questionnaires, interviews, descriptive statistics, Pearson r correlation, and thematic analysis were used to determine the extent of IKS integration, stakeholder perceptions, organizational and contextual influences, challenges, and possible interventions. Results showed that teachers and learners often experienced the integration of IKS in curriculum, teaching strategies, and learning resources. Community members strongly perceived the school as a culturally responsive partner in preserving indigenous identity and supporting community participation. However, the correlation between community involvement and overall IKS integration was not statistically significant, suggesting that community participation alone does not determine the extent of integration. Key challenges included the lack of localized materials, language barriers, crowded curriculum requirements, and limited teacher preparation. The qualitative findings further emphasized the value of storytelling, Tagbanua language use, experiential learning, and school-community collaboration. The study recommends teacher capacity-building, a cultural resource center, a locally validated IKS integration manual, and sustained partnerships with elders and community stakeholders.
Keywords
Indigenous Knowledge Systems, culturally responsive education, community development hub, Indigenous Peoples Education, Tagbanua learners, rural education
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