Challenges and Opportunities in Integrating Indigenous Culinary Practices into the Technology and Livelihood Education Curriculum

Indigenous culinary practices (ICP) in culturally rich regions such as the Cordillera are vital for cultural heritage, sustainability, and local identity. However, these practices receive limited attention in the Grade 9 Technology and Livelihood Education (TLE) curriculum in Philippine secondary schools. This study explores the challenges and opportunities faced by TLE teachers in integrating ICP into lessons to enhance both skills and cultural appreciation among students. A qualitative descriptive design was used, employing purposive sampling of five TLE teachers from public secondary schools in Sagada District, Mountain Province. Data were gathered through face-to-face interviews and analyzed thematically. Findings revealed that teachers integrate ICP through cooking activities, ingredient substitution, and storytelling despite the lack of formal curriculum support. Challenges include limited resources, curriculum rigidity, lack of training, cultural sensitivity issues, low student engagement, inadequate assessment tools, minimal community collaboration, and weak institutional support. Teachers address these through community partnerships, creative curriculum adaptations, capacity building, and available funds. Recommendations highlight financial assistance, teacher training, curriculum flexibility, resource development, and stronger community engagement. The study underscores teachers’ role as cultural stewards, stressing that institutional support and culturally responsive pedagogy are crucial for sustaining ICP integration in education.