International sharing on culture-based education: A global dialogue on indigenous and multilingual learning

Students pursuing JWL Professional Certificate Courses at APC-Bendum Community Learning Center (CLC) engage with global higher education community while keeping rooted to their Pulangiyēn cultural identity.

Bridgit Ann Cuevas-Garcia

Education is not a one-size-fits-all system. Across the world, communities are striving to ensure that learning reflects their identities, languages, and traditions.

This was the central theme of the webinar hosted by Jesuit Worldwide Learning (JWL) in partnership with the Apu Palamguwan Cultural Education Center (APC) on 23 April 2025 and featured diverse reflections on the integration of mother tongue-based multilingual education (MTB-MLE), community-centered learning, and indigenous knowledge systems in educational practice.

A case study video was also shared on how culture-based education in APC helps young learners connect with their heritage while also gaining skills for engaging with broader society.

The International Sharing on Culture-based Education brought together nearly a hundred educators, experts, and cultural advocates in a global dialogue to examine how culture and language shape learning and how these can be used as tools for equity and empowerment.

Reflections from global practitioners

Dr Pedro Walpole SJ, APC Executive Director, offered a grounded overview of the Center’s approach to education across all levels – from early childhood to secondary education up to higher education. APC’s model of culture-based multilingual education blends local language and culture with a values-based curriculum that engages learners in land-based knowledge, blended learning, and indigenous community guardianship rom Kinder to Grade 6, high school and then higher education.

Dr Edilberto De Jesus, former Secretary of the Philippines’ Department of Education and former Director of the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat, provided a compelling look at the historical and political dimensions of MTB-MLE in the Southeast Asian and Philippine contexts. He emphasized that while national policy exists, its implementation depends on strong institutional backing and the empowerment of local educators, especially those from indigenous communities.

Dr Tom McFarland, an expert on inclusive education and program developer for JWL, shared how JWL’s higher education initiatives, including those connected with APC, demonstrate the strength of community-based learning. He highlighted the power of localized content and learning facilitation in making higher education accessible and relevant to learners from marginalized contexts.

APC has an ongoing partnership with JWL with 19 undergraduate students from Bendum taking up certificate courses in Learning Facilitation, Educational Innovation and Leadership, Reimagining Democratic Foundations for Peace, Youth Sports Facilitation, Peace Leader course, and Liberal Studies.

Dr. Marina Tsoi of the Catholic University of Eichstätt-Ingolstadt in Germany added a global dimension, sharing her work with over 800 learning facilitators through JWL. Her focus on intercultural competency and inclusive pedagogy reinforced the importance of preparing educators to bridge multiple cultural perspectives. Dr. Tsoi says this of Learning Facilitation students from Bendum:

“These students are multilingual, multitalented and deeply spiritual. They speak many languages not nearly as linguistic identities but as expressions of a worldview that prides respect for elders, harmony with nature, and collective well-being.”

Critical questions and reflections

The discussions raised key questions for educators:

• How does language shape what is learnt and valued?
• What is the role of indigenous knowledge systems in enriching mainstream education?
• How can educators bridge multiple cultural perspectives in their teaching?
• What values are central to culture-based education, and how do these differ from conventional education systems?

Reflections from participants offered an emotional and professional weight of these questions. Jimboy, a math and science teacher in Alaska with roots in the Philippines, called attention to the need for equal government support and certification pathways for indigenous teachers. Martha, from the Lepcha community in the Eastern Himalayas, shared her deep concern over the fading support for her people’s language and traditions and called for institutional recognition and proactive policy support.

Other participants, such as former students and volunteers from APC, shared how learning in Bendum motivates them to make learning meaningful and responsive to community realities.

Moving forward culture-based education, a shared responsibility

The international webinar brought forward the reality that education is deeply tied to culture, language, and identity. Sustaining culture-based education requires more than curriculum design and calls for inclusive dialogue, sustained advocacy, and policies that place indigenous voices and local expertise at the center.

In reflecting on the insights shared, it is evident that the path forward for culture-based education lies in recognizing the knowledge held within communities, supporting localized teacher development, and protecting linguistic diversity as a cornerstone of learning. Through shared learning and collaboration, education is broadened beyond knowledge transmission but contributes to sustaining and enriching the cultures served.

For APC, the pathways following from the online event are encouraging and there is a desire to keep the dialogue moving. Further engagement with one of the connecting schools in a nearby village is planned to focus on facilitating Internet access so that teachers can join JWL courses.

Bridgit Ann Cuevas-Garcia coordinates the JWL partnership activities with APC in Bendum, Bukidnon, Philippines, and assists APC teachers and staff enrolled in JWL courses.