Navigating Intercultural Teaching in Indigenous Peoples' Education Schools: A Case Study on the Lived Experiences of Non-IPED Teachers Working with Subanen Learners

Background and Aim: Culturally responsive education, grounded in sociocultural theory, affirms that learning is mediated by cultural tools, social interaction, and community knowledge systems. In the Philippines, Indigenous Peoples Education (IPEd) requires teachers to navigate culturally diverse classrooms while integrating Indigenous Knowledge Systems into instruction. However, many educators assigned to IPEd-implementing schools lack specialized training in this area. This study explored the lived experiences of non-IPED teachers in schools serving Subanen learners, focusing on their expectations, preparations, pedagogical approaches, challenges, coping mechanisms, and perceived administrative support. Materials and Methods: This qualitative case study, anchored in Merriam's (2009) framework, involved ten non-IPED teachers from IPEd-implementing schools in the District of Sominot, Zamboanga del Sur, selected through purposive sampling. Data were collected through semi-structured interviews, field observations, and document analysis, and were analyzed using thematic analysis guided by Vygotsky's (1978) sociocultural theory. Results: The findings revealed three interconnected dimensions of teachers' experiences. First, teachers entered IPEd assignments with apprehension rooted in cultural unfamiliarity, prompting self-initiated preparations including community immersion and self-directed cultural learning. Second, their pedagogical adaptations—contextualization, translanguaging, use of indigenous materials, and collaborative learning—demonstrated efforts to create culturally mediated learning environments. Third, persistent challenges comprising language barriers, scarcity of culturally appropriate materials, cultural dissonance, and geographic constraints were managed through community engagement, peer collaboration, personal reflexivity, and resourcefulness. Administrative support remained limited to encouragement without adequate resources, training, or consistent policy implementation. Conclusion: Non-IPED teachers demonstrate significant adaptive capacity in creating culturally responsive learning environments despite systemic constraints. Their experiences illustrate how teachers function as cultural mediators who, through interaction with community members and peers, scaffold Indigenous learners' understanding while simultaneously developing their own intercultural competence. The study contributes to culturally responsive pedagogy by revealing how sociocultural processes operate in Indigenous education contexts and by identifying systemic gaps that hinder sustainable implementation. Recommendations include strengthening teacher preparation through community-embedded training, developing culturally appropriate materials with Indigenous elders, and establishing formal community partnership structures at the school level to enable effective IPEd implementation.