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The marginalization of indigenous cultures by western-based educational systems bawls the urgency to revitalize the Indigenous Knowledge Systems (IKS) of the Indigenous Peoples to be at par with the era of globalization. The study aimed to establish baseline data on the experiences of the faculty members of Benguet State University in the integration of IKS in the curriculum. Key Informant Interviews (KII) and Focus Group Discussions (FGDs) were used to surface information from 33 key informants from the seven colleges and two institutes of Benguet State University-La Trinidad Campus. Findings show that some faculty members employed various initiatives in integrating IKS in their teaching methodologies even prior to the issuance of CHED Memorandum No. 2, s. 2019. Specifically, the IKS integration is evident mostly in the social sciences, and community development subjects. However, various challenges encountered by the educators affect the in-depth integration of IKS in the tertiary level curriculum. The absence of explicit university policy/memorandum and monitoring scheme on the IKS integration in the curriculum, teaching methodologies, and pedagogies impede the sustainable integration of IKS in the different subjects. Coupled with other factors like limited reference materials/resources on IKS, limited knowledge, exposure, and appreciation of IKS further weaken the hope for the faculty to integrate IKS in teaching. Despite these challenges, some faculty members do in-depth integration of IKS in the subjects they are handling, as reflected in their teaching pedagogies over the years. This finding implies that in-depth IKSP integration in the curriculum is a teacher’s initiative and cultural advocacy.
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