Amid growing globalization and educational homogenization, this research delves into how indigenous Filipino cultural practices may be used as the ground for culturally responsive and inclusive pedagogy in Philippine HEIs. Grounded in Decolonial Theory and Culturally Responsive Pedagogy, the study used qualitative approaches such as ethnographic record, interviews, and observations of classroom interactions to investigate the incorporation of values like bayanihan (solidarity), pagtutulungan (mutual aid), kuwentuhan (narrative sharing), and indigenized rituals into teaching practices. Findings indicate that these practices not only enrich student commitment and identity formation but also develop critical thinking, empathy, and intercultural competence. By thematic analysis, the study evolved the Culturally Rooted Pedagogical Framework (CRPF) as a localized model that synchronizes academic rigor with cultural rootedness. The CRPF prioritizes curriculum significance, faculty cultural awareness, and world-scale adaptability while authenticating local knowledge systems. The study concludes that the incorporation of indigenous pedagogies into HEI practices not only seeks educational equity but also reclaims oppressed epistemologies, making the classroom a culturally affirming and socially transformative environment. This project provides a disciplined and scalable model for decolonizing Philippine higher education.
Camiring-Picpican et al. (2025) studied this question.