Students’ View on Indigenizing General Education: A Qualitative Analysis
This phenomenological study investigated student perspectives on indigenizing General Education courses at Basilan State College, Philippines, examining how cultural backgrounds and personal experiences shape their understanding and receptiveness to indigenous knowledge integration. Through in-depth, one-on-one interviews with ten purposively selected students from diverse cultural backgrounds (indigenous Yakan, Tausug, and non-indigenous), the research explored students' conceptualization of indigenization, the influence of personal and familial experiences, and the impact of prior exposure to indigenous cultures on their educational engagement. The findings reveal that both indigenous and non-indigenous students value the integration of indigenous knowledge systems in their education, though their perspectives are significantly influenced by their cultural backgrounds and previous exposure to indigenous practices. Indigenous students viewed indigenization as a validation of their cultural heritage, while non-indigenous students reported enhanced cross-cultural understanding and appreciation for local wisdom.