Status of Inclusive Learning Environment in a Public Secondary School with Multi-Ethnic Culture Learners: Basis for Advanced Strategic Management of Indigenous Knowledge Systems and Practices

Abstract

This study assessed the cultural inclusivity of the learning environment at Bintawan National High School using a descriptive-correlational research design. It determined how the school supported Indigenous learners within a culturally diverse educational setting and explored how systemic factors such as cultural sensitivity, communication, and resource allocation relate to the school’s learning environment and served as the basis for developing an Advanced Strategic Management of Indigenous Knowledge Systems and Practices (IKSP). The respondents included 9 administrators (total enumeration), 70 teachers (from 85 using Slovin's formula), and 331 learners (from 1,906 learners, using Slovin's formula). The school administrators include one principal, two head teachers, and 6 master teachers since they are part of the school’s Executive Committee. The 331 learners were randomly selected from grades 8 to 12 to ensure representation from all grade levels. Based on survey data, findings show that the school demonstrates a highly evident culturally inclusive learning environment characterized by safety, respect, cultural representation, and institutional commitment. Although challenges related to cultural sensitivity, communication, and resource allocation were identified, these were generally moderate and manageable. The study also found that culturally responsive practices, such as Indigenous cultural celebrations, localized instruction, community collaboration, and mother tongue support, positively contributed to the perceived inclusiveness of the school environment. Based on the findings, an Advanced Strategic Management of Indigenous Knowledge Systems and Practices was proposed to strengthen Indigenous education, preserve cultural heritage, promote educational equity, and sustain culturally responsive practices within the school. The study highlights the importance of strategic leadership, community engagement, and continuous improvement in fostering an inclusive and culturally affirming educational environment for Indigenous learners.