THE INDIGENOUS PEOPLE’S TECHNICAL SKILLS DEVELOPMENT MODEL
Abstract
The Indigenous People (IP) students need to have competitive and suitable skills for them to become self-confident and productive in life, and their technical skills learning frequently lags behind because of the deficiency in culturally based learning methods and technical skills curriculum strategies, highlighting a substantial research gap. This study aimed to develop a technical skills development model, to resolve issues on essential technical skills needed in the indigenous people community and in the industry, and to know the current knowledge of indigenous people and their skills that must be gained, improved, and applied as what industry and community need for effective operations and development. By means of a mixed-methods research design, the research involved indigenous people's high school students from the SOCSKSARGEN Region. Data were gathered by means of surveys and interviews and were analyzed through thematic analysis using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings revealed six key dimensions of technical skills learning indigenous people high school students: Career Readiness and Employability through TVL Training, Personal growth and practical learning experiences in technical-vocational education, Empowerment, entrepreneurship, and community-based learning in technical-vocational education, Application and value of technical skills for real-world impact and entrepreneurship, Integrating practical learning with cultural relevance and innovation, and Bridging traditional culture and modern technical learning in indigenous communities. The final model demonstrated strong statistical reliability and validity and was within acceptable thresholds of model fit indices. These dimensions reflect the importance of culturally responsive and student-centered technical skills learning approaches that connect to real-life contexts and Indigenous cultural practices. The study concludes that technical skills learning for Indigenous students can be enhanced by integrating present industry standards, cultural relevance, interactive teaching methods, and practical applications into the learning course, which has vital implications for educational policymakers, curriculum developers, and trainers in creating inclusive and equitable learning environments for marginalized student groups.
SDG #4: Quality Education
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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6343
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