Background and Aim: The Implementation of Indigenous Peoples Education (IPEd) is important because it ensures that the educational system respects and integrates the culture, traditions, and knowledge systems of Indigenous communities. It also promotes inclusive and equitable learning opportunities, empowering Indigenous learners while preserving their heritage and identity. This study addresses the critical gap in understanding how teachers in indigenous communities perceive and implement the Indigenous Peoples Education (IPEd) program in the Philippines, particularly in Ozamis Integrated School. Materials and Methods: Grounded in constructivist learning principles and frameworks of cultural competence, this research employs a phenomenological qualitative design to explore the core focus areas of teacher readiness, instructional materials, and support systems. Results: Findings reveal that approximately 75% of teachers exhibited limited knowledge of indigenous cultures, and the scarcity of culturally relevant teaching resources emerged as a significant barrier. The analysis further identified three main competency gaps: cultural awareness, pedagogical adaptation, and resource accessibility. These results contribute to the growing literature on indigenous education by offering nuanced insights into practical challenges and opportunities for policy and teacher training improvements. Conclusion: Ultimately, the study underscores the importance of enhancing culturally responsive practices to foster equitable education, with implications extending beyond the local context to inform national strategies for indigenous inclusion.
Sánchez et al. (Sat,) studied this question.