What type of study is this?

This is a Qualitative study (also classified as: Multiple-case study).

September 10, 2025

Cultivating Intercultural Competence through Culturally Grounded Pedagogy: A Cultural Studies Perspective in Philippine Higher Education Institutions

Key Points

Culturally grounded pedagogy significantly enhances intercultural competence among students in Philippine higher education.
Findings indicated that classroom strategies incorporating local culture and storytelling fostered identity affirmation and empathy.
Qualitative multiple-case study methodology utilized focus group discussions and interviews with faculty and students in three universities.
These pedagogical approaches highlight the importance of adopting inclusive teaching practices that prepare students for diverse environments.

Abstract

This study investigates the integration of cultural studies perspectives and culturally grounded pedagogy in selected Philippine higher education institutions, namely Cagayan State University, Mindanao State University and Isabela State University. Anchored in the goal of fostering intercultural competence, the research aimed to analyze how teaching practices rooted in local cultures influence students’ ability to navigate, respect, and engage with cultural diversity. Utilizing a qualitative multiple-case study approach, the study drew data from focus group discussions and key informant interviews with faculty and students across the three universities. Findings revealed three dominant pedagogical practices: integration of local cultural content into classroom instruction, the use of dialogic and storytelling strategies, and community-based participatory projects. These practices enabled identity affirmation, empathy building, and real-world intercultural engagement. Participants emphasized that storytelling and dialogue allowed for the exchange of diverse cultural narratives, dismantling stereotypes and fostering mutual respect. Furthermore, experiential learning through community immersion reinforced the relevance of indigenous knowledge and traditional practices in shaping intercultural understanding. The study concludes that culturally grounded pedagogy, when guided by cultural studies perspectives, serves not only as an instructional tool but also as a transformative educational framework. It strengthens students’ cultural identities, promotes empathy, and cultivates the critical awareness necessary for meaningful intercultural interactions. The findings underscore the need for higher education institutions to adopt inclusive, culturally responsive teaching practices that prepare learners for the demands of an increasingly pluralistic and interconnected world.

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