Integrating Sama Dilaut culture: a case study for inclusion in the Philippine school improvement plan

Abstract

This qualitative case study examined the integration of Sama Dilaut (Badjao) culture into the School Improvement Plan (SIP) to foster inclusive education in the Philippines. Framed by Vygotsky’s sociocultural theory and the Department of Education’s Indigenous Peoples Education (IPEd) framework, this study explored how cultural integration creates equitable learning environments for Indigenous learners. A qualitative case study design was employed. Data were collected through key informant interviews with eight educators from public schools in Bongao, Tawi-Tawi, who implemented culturally responsive SIP initiatives. The data were analyzed using thematic analysis. Thematic analysis identified five core strategies: (1) inclusive leadership practices, (2) cultural programming in schools, (3) cultural awareness and appreciation, (4) curriculum integration of Indigenous content, and (5) community and stakeholder partnerships. These strategies fostered a culturally grounded pedagogy, learner confidence, participation, and identity affirmation. However, persistent challenges, including poverty, early marriage, and language barriers, continue to hinder educational continuity. The findings suggest that embedding Badjao culture within SIP transforms schools into culturally meaningful environments that empower learners and strengthen community ties. The study recommends institutionalizing Indigenous pedagogy training, enhancing school-community collaboration, and developing policy frameworks to sustain cultural inclusivity. Ultimately, the research affirms that education becomes most transformative when aligned with learners’ cultural lifeworlds, promoting identity, equity, and social cohesion.