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In the evolving context of Philippine higher education, the integration of cultural heritage into teacher education programs has emerged as a vital component of pedagogical relevance, identity formation, and inclusive instruction. This study investigates how Filipino cultural heritage—comprising indigenous knowledge, values, oral traditions, and historical narratives—is embedded in the curricula of teacher education programs in selected higher education institutions (HEIs). Using qualitative thematic analysis based on interviews with teacher educators and pre-service teachers, the research identifies three major findings. First, many institutions are actively localizing curriculum content by incorporating cultural modules and community-based resources, yet the depth of integration varies. Second, cultural heritage significantly shapes the teaching identity and instructional philosophy of educators, influencing classroom management, moral instruction, and learner engagement. Third, institutional cultural preservation efforts—such as heritage mapping, indigenous studies centers, and community immersions—have informed innovative, culturally responsive curricular frameworks. However, the study also reveals ongoing tensions between cultural relevance and standardized academic expectations, highlighting a need for systemic reforms. The findings advocate for policy alignment, faculty development, and curriculum redesign that elevate cultural heritage from symbolic representation to a core dimension of teacher formation. By doing so, HEIs can cultivate globally competent educators who are deeply rooted in Filipino cultural identity.
Gadaza et al. (2025) studied this question.