Authors : Patrick Anthony Q. Atim III

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/59a5x7k5

Scribd : https://tinyurl.com/2zc6rcze

DOI : https://doi.org/10.38124/ijisrt/26May744

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : As a representation of Filipino identity, tradition, and cultural nationalism, Baybayin, one of the country's historic writing systems, has drawn more and more attention. Baybayin is still little incorporated into official Philippine education, despite increased public interest and legislative initiatives supporting indigenous writing systems. The viability, importance, and difficulties of incorporating Baybayin instruction into the Philippine curriculum are examined in this qualitative case study. The paper investigates the cultural, pedagogical, and institutional ramifications of Baybayin inclusion in basic and higher education through document analysis, literature review, and thematic synthesis of previous educational studies. The results show that Baybayin integration can help the decolonization of Philippine education while enhancing cultural identity, historical awareness, and learner involvement. Significant obstacles still exist, nevertheless, such as curriculum congestion, irregular orthographic procedures, a lack of standardized educational resources, and a lack of teacher training. The study comes to the conclusion that, with the help of digital innovation, teacher preparation, and regulatory changes, incorporating Baybayin into Philippine education can be a transformational cultural endeavor.

Keywords : Baybayin, Philippine Education, Indigenous Writing Systems, Cultural Preservation, Curriculum Development, Decolonization.

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