I. INTRODUCTION

        Project T.R.I.B.E. (Tracing Roots, Inspiring Beliefs, Embracing Culture) is a school-based cultural audit initiative implemented at Milaor National High School as a collaborative and reflective endeavor involving students, teachers, and parents. This project served as a partial requirement for the Doctor of Education program, major in Educational Management, under the component of cultural school audit. It also fulfilled curriculum goals of the subject Understanding Culture, Society, and Politics (UCSP) by integrating research-based practices with civic engagement.

         The project aimed to uncover and understand the cultural narratives that shape the school environment, enhance stakeholder participation, and cultivate a stronger, inclusive, and respectful academic culture. The initiative took place from July to October 2025 and involved data gathering, participatory discussions, and the co-creation of culture-based initiatives. Project T.R.I.B.E. recognized that within the shared experiences of the school community lies a unique cultural identity that deserves to be acknowledged, respected, and nurtured.

III. RATIONALE

               In many school settings, a disconnect exists between institutional values and the lived experiences of its members. Despite ongoing efforts to promote inclusion and cultural awareness, some students feel marginalized, some teachers feel unacknowledged, and some parents remain disengaged. Project T.R.I.B.E. was developed to address these challenges by initiating a cultural audit – not simply as a compliance tool, but as a meaningful process of community engagement, shared learning, and collaborative action.

           This project aligns with DepEd Orders No. 42, and is based on the inclusive education tenets and the Philippine Professional Standards for Teachers (PPST). 2017 as well as Nos. 32 and 21 s. 2019. By investigating cultural values like paggalang, pakikipagkapwa-tao, and bayanihan and converting them into practical educational practices, it sought to localize the UCSP curriculum.

V. Implementation

           The Culturally Responsive School Audit Project was implemented over several weeks through a structured and participatory process integrated into the UCSP curriculum. It began with an orientation led by the UCSP teacher, where Grade 12-GAS A students were trained to act as facilitators in data collection and workshop activities.

                 Surveys were distributed to 20 teachers, 25 Grade 11 students, 25 Grade 12 students, and 10 parents, using tools aligned with PPST and UCSP standards. This was followed by interviews, focus group discussions, and student reflections through journals and class-based sharing, which provided deeper insights into the school’s cultural environment.

                Collaborative workshops were then held to review data and co-design culturally responsive initiatives. Facilitated by the students, these sessions encouraged active stakeholder participation and shared decision-making.

          The Grade 12 students, under their teacher’s supervision, played a vital role in promoting civic engagement and participatory learning. The project was an eye-opener for the school community, highlighting the importance of inclusion, cultural understanding, and student-led action. Through this initiative, the school strengthened its commitment to building a culturally responsive learning environment rooted in collaboration and shared insight.

2.  Teachers on Students' Reflective

  Teachers at Milaor National High School shared that students consistently exhibit key Filipino cultural values, particularly respect for elders, religious devotion, community cooperation (Bayanihan), and modesty. These values are evident in students’ classroom interactions, group activities, and behavior during school-led cultural events. Such practices reflect the deep cultural roots within the student population and highlight the importance of recognizing these traditions in the learning environment.

               When asked how the school could further support inclusive and culturally responsive teaching, teachers emphasized the importance of sustained professional development. They noted the need for targeted training sessions on contextualizing instruction using local cultural references, as well as workshops on handling diversity and cultural sensitivity in the classroom. These initiatives would help educators feel more confident and equipped to deliver instruction that resonates with learners’ cultural backgrounds.

           In addition, the respondents suggested strengthening community-school linkages by involving local cultural leaders, parents, and stakeholders in designing and implementing culturally relevant programs. They proposed more inclusive school activities that celebrate diversity and promote intercultural understanding among students. These recommendations point to a shared vision among teachers for an educational environment that not only values cultural identity but also uses it as a foundation for meaningful and inclusive teaching.

3. Suggestions for Culture-Based Activities

             The majority of the 20 SHS teachers who responded at Milaor National High School suggested a classroom display of student cultures to foster unity and cultural awareness. Additional recommended activities included digital storytelling initiatives, school-wide murals, and community-led forums. It was believed that these were significant methods of celebrating diversity and involving students.

           A few educators also suggested extra events like food fairs and cultural film screenings. Many reaffirmed in their reflections their commitment to incorporating culturally appropriate material into classes and encouraging inclusivity through candid conversations and group projects. Teachers want to create a respectful, inclusive learning environment that celebrates and values cultural diversity, according to the results.

          In summary, the findings indicate that the school successfully fosters a culturally respectful and inclusive learning environment, with notable strengths in promoting equality, unity, and cultural sensitivity.

                  The survey results from Grade 11 and Grade 12 students, with 25 respondents each, reveal positive perceptions of school culture, particularly in the areas of respect, inclusivity, and cultural responsiveness. The data gathered from their responses to ten key indicators show a consistent pattern of agreement and strong agreement across both year levels.

               Grade 11 students generally agreed that the school fosters cultural awareness and mutual respect. Specifically, they strongly agreed that pakikipagkapwa-tao is evident during group work and that teachers promote equal treatment and inclusivity in classroom activities. They also strongly agreed on the significance of unity-building school programs and the importance of respecting others' beliefs and customs. Meanwhile, other indicators, such as showing paggalang, observing cultural traditions during school events, and resolving conflicts peacefully, were marked as “Agree,” suggesting these values are present and practiced, though with slightly less intensity.

                  On the other hand, Grade 12 students showed an even stronger affirmation of cultural values. They strongly agreed that they show paggalang, recognize the importance of respecting cultural beliefs, and feel pride in their heritage. Like their Grade 11 counterparts, they agreed on the respectful and inclusive environment promoted through school rules and events. The responses from both year levels consistently reflect a learning environment that upholds respect for diversity, supports cultural pride, and cultivates harmonious relationships among students and staff.

The result indicates that the school has successfully embedded cultural values in its practices, as reflected in the students’ recognition of efforts to promote inclusivity, equality, and mutual respect within the educational setting.

2.Findings on Students' Reflective

               Student responses emphasize the need to further strengthen the Filipino value of bayanihan within the school setting. They recognize that fostering unity and cooperation among peers contributes significantly to collaborative learning and a supportive academic environment.

            Furthermore, students expressed their willingness to promote respect and appreciation for cultural differences by practicing active listening, demonstrating empathy, and engaging in inclusive school initiatives. These behaviors reflect their growing awareness of the importance of diversity and mutual respect.

         Overall, the reflections suggest that learners value the school’s efforts in promoting a culture of inclusivity and are committed to upholding positive values that contribute to a harmonious and respectful learning environment.

3.  Suggestions and Recommendations

        Students provided insightful suggestions to further enrich the school’s culture-based initiatives. One prominent recommendation is the implementation of a Cultural Heritage Week, dedicated to showcasing regional traditions, indigenous attire, native cuisine, folk dances, and musical performances. This proposed event is seen as an opportunity to foster cultural pride, unity, and awareness among learners from diverse backgrounds.

               Additionally, learners recommended organizing storytelling sessions led by community elders to preserve and pass on indigenous knowledge, values, and oral histories to younger generations. This initiative not only strengthens intergenerational ties but also reinforces respect for ancestral wisdom and cultural continuity.

To promote a more inclusive learning environment, students suggested:

·         Integrating culturally relevant content across subject areas, ensuring that lesson examples and discussions reflect learners' varied cultural backgrounds.

·         Conducting cultural sensitivity workshops for both students and teachers to build empathy, respect, and inclusivity in daily interactions.

·         Creating culture-themed classroom projects, such as heritage mapping, digital storytelling, or community-based cultural research, to encourage learner engagement and deeper understanding.

             These initiatives aim to strengthen respect for diversity, uphold Filipino values, and promote an inclusive and culturally responsive school environment. They also align with the goals of holistic education, bridging academic learning with character development and cultural awareness.

                 A survey of ten parents shows a strong positive perception of Milaor National High School’s culture-based practices. Most respondents strongly agreed that the school promotes Filipino values, respects cultural diversity, models respectful behavior, and celebrates heritage.

                Statements 1 and 4–9 received full Strongly Agree ratings, while Statements 2, 3, and 10 were rated Agree, indicating satisfaction with minor areas for improvement, such as deeper parent involvement and inclusive teaching strategies.

These results affirm that the school fosters a respectful and inclusive learning environment aligned with PPST Domain 2: Learning Environment.

2.  Suggestions and Recommendations

          Based on the feedback of ten parent-respondents, several recommendations were provided to strengthen the school’s initiatives in promoting cultural awareness and inclusivity. A number of respondents proposed the implementation of programs such as a Cultural Diversity Week, which may include traditional food fairs, ethnic costume exhibits, cultural performances, and storytelling sessions to celebrate both local and global cultures.

         In terms of improving interaction among students and teachers regarding cultural beliefs and values, the respondents recommended the conduct of values-based seminars and cultural sensitivity training. Additionally, the formation of a parent-led cultural committee was suggested to provide sustained support and participation in school-based cultural programs.

        These suggestions highlight the parents' commitment to fostering a school environment that is inclusive, respectful, and appreciative of cultural diversity.

VIII. CULTURE-BASED INITIATIVES DEVELOPED

1.  Kulturang Pilipino Exhibit
A visual display of regional and ethnic traditions, highlighting Filipino heritage.

2.  Voice of the Community Wall
An interactive board where students and parents share reflections on culture and unity.

3.  Unity Circle Time
Weekly homeroom sessions focused on cultural storytelling and value-based discussions.

4.  Parent-Teacher Cultural Dialogues
Forums that foster cultural exchange between parents and teachers through shared insights and traditions.

These initiatives were designed to extend the project’s impact beyond the UCSP class and into the whole school culture.