Abstract
This study explored the lived experiences of Junior High School teachers in Lucena City in integrating cultural mapping outputs and media-based cultural documentation into contextualized instruction. Grounded in the principles of culture-based education and guided by Republic Acts 10533 and 11961, the study sought to address the gap between policy and classroom practice, particularly the limited accessibility and use of local cultural resources in lesson design. Using a qualitative phenomenological design, the research captured teachers’ authentic perspectives, teaching strategies, and reflections as they utilized media-based cultural resources to create culturally responsive lessons. Data were collected through structured in-person and online interviews, supplemented with optional visual documentation, following a systematic and ethical process including institutional clearances and participant consent. Findings revealed that teachers accessed cultural materials through various sources such as online platforms, community narratives, and personal research, although formally documented resources specific to Lucena City remained limited. Teachers utilized these materials by integrating local examples, storytelling, multimedia resources, and culturally relevant discussions to contextualize lessons and enhance students’ understanding of academic content. However, participants also reported challenges including limited documentation of local cultural resources, difficulty validating information from digital sources, and the additional time required to locate and adapt cultural materials for classroom use. Despite these challenges, teachers observed positive outcomes, including increased student engagement, active participation, enhanced creativity in learning tasks, and improved awareness and appreciation of local culture. The findings highlight the potential of media-based cultural documentation and cultural mapping outputs as valuable resources for promoting contextualized and culturally responsive teaching practices in public secondary schools.
Keywords: contextualized lessons, cultural mapping, culture-based education, media-based cultural documentation, teacher narratives
https://doi.org/10.65494/pinagpalapublishing.358
