Assessing the Digital Expertise of Non- Indigenous People Teachers Serving the IP Schools

Ednalene R. Lariego1* & James L. Paglinawan, PhD2
1Professional Education Department, Central Mindanao University, Philippines
2Professional Education Department, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81017

Abstract

This qualitative phenomenological study investigated the lived experiences of nine non-Indigenous teachers in Bulacao Integrated School, Bukidnon, focusing on their digital expertise and technology integration practices in an Indigenous Peoples (IP) learning environment. The study aimed to understand the digital trainings received, application of digital tools for Indigenous learners, encountered challenges, and recommendations for improving digital education. Data were collected through in-depth interviews and analyzed thematically.

Four major themes emerged from the findings. First, Capacity Building in Technology Integration highlights how teachers gained skills through structured training programs such as School Learning Action Cells and in-service trainings, focusing on AI and digital platforms like Canva, Kahoot, and Khan Academy. Second, the Contextualized and Indigenized Use of Digital Tools theme reveals teachers deliberate efforts to adapt and localize digital content, catering to Indigenous languages, culture, and community context, which enhanced learner engagement and relevance. Third, Infrastructure, Cultural, and Capacity Barriers emphasize key obstacles such as unstable internet, lack of devices, intermittent electricity, and limited parental support which hindered effective technology use. Fourth, Community-Driven, Culturally Contextualized Support underscores the crucial involvement of IP elders, parents, and community members to ensure culturally appropriate and sustainable integration of technology.

These insights demonstrate that meaningful digital transformation in IP education requires more than access to technology; it depends on continuous professional development, culturally responsive pedagogy, adequate infrastructure, and active community collaboration. The study offers practical guidance for educators and policymakers in bridging the digital divide while respecting Indigenous identity, essential for creating inclusive, equitable learning opportunities. Future research could explore scalable community-based digital initiatives and their long-term impact on Indigenous learners’ academic and cultural outcomes.

Keywords: Indigenous People Education, Digital Expertise, Non- Indigenous People Teachers, Culturally Contextualized and Indigenized resources.

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