This qualitative multiple-case study investigates how teaching indigenous and traditional literature in Philippine Higher Education Institutions (HEIs) influences student learning outcomes. Grounded in the principles of culturally responsive pedagogy, the research explores how the use of local literary texts affects both teaching strategies and student engagement. It also examines how students relate to indigenous and traditional literature, and how these texts shape their understanding of identity, emotions, and society. The study involved three culturally diverse institutions and gathered data from 12 teachers through semi-structured interviews, 15 students through focus group discussions, as well as classroom observations, student outputs, and instructional materials. Using Braun and Clarke’s (2006) thematic analysis, the study found that indigenous and folk literature fosters self-esteem, critical thinking, empathy, and intercultural dialogue among students. Teachers integrated these texts using experiential and context-based strategies but faced challenges such as limited resources and rigid curricula. Despite these obstacles, indigenous literature inspired cultural pride, deeper discussions, and transformative learning experiences. The findings reveal the educational value of local narratives and advocate for their stronger presence in higher education. The study calls for HEIs to expand support for indigenous storytelling and make course content more culturally inclusive. By doing so, regional literature can become a core component of Philippine higher education, enhancing student development and honoring the nation’s diverse cultural heritage.
Sonia Belarde (Fri,) studied this question.