Role of Traditional Ecological Knowledge in Enhancing Biology Instruction for Indigenous Communities

Abstract

This study assessed the integration of Traditional Ecological Knowledge (TEK) in the Grade 10 Biology curriculum among Junior High School students in the indigenous community of North Cotabato, Philippines. Specifically, it examined the degree to which TEK was incorporated into instructional methods, examples, instructional materials, assessments, cultural sensitivity, and student engagement for third-quarter topics, including biodiversity conservation, stability, energy flow, population growth, and carrying capacity. Using a descriptive survey design, data were collected from 7 educators and 3 teachers and analyzed to determine average scores and degrees of TEK integration across nine indicators. Results revealed that TEK integration was generally moderate, with the highest levels observed in cultural sensitivity in lesson delivery (M = 3.13, Moderate) and alignment of lesson content with TEK principles (M = 3.17, Moderate). Conversely, the inclusion of TEK in instructional materials (M = 2.0, Low) and integration in teaching methods (M = 2.46, Low) were less evident, highlighting gaps in resources and teacher adaptation of indigenous knowledge. The study underscores the importance of developing contextually relevant instructional materials and training programs to enhance TEK integration in science education. Findings provide insights for educators, curriculum developers, and policymakers aiming to foster culturally responsive and ecologically grounded teaching practices.