The Role of Indigenous Cultural Values in Shaping Educational Experiences in Rural Assam: A Philosophical Perspective with Reference to Nagaon District, Assam

Abstract

The present study examines the role of indigenous cultural values in shaping the educational experiences of students in rural Assam from a philosophical perspective, with special reference to Nagaon district. The study aims (1) to compare indigenous cultural values among students with respect to gender, class, and indigenous community, and (2) to examine the relationship between indigenous cultural values and the educational experiences of students in rural Assam. Indigenous communities of Assam possess rich cultural traditions, indigenous knowledge systems, languages, and learning practices that emphasize community participation, experiential learning, moral values, and ecological awareness. The study employed a qualitative and philosophical approach supported by empirical analysis. Statistical techniques such as t-test, ANOVA, Tukey HSD, and Pearson correlation were used for data analysis. The findings revealed that students possessed a considerable level of indigenous cultural values (M = 27.96, SD = 4.34). No significant differences were found based on gender (t = -0.166, p = 0.868) and class level (F = 0.187, p = 0.905). However, significant differences were observed among indigenous communities (F = 55.534, p < .001). The relationship between indigenous cultural values and educational experiences was found to be weak and statistically insignificant (r = 0.056, p = 0.623). The study highlights the importance of integrating indigenous knowledge systems, local languages, and cultural practices into formal education to promote culturally responsive and inclusive learning environments in rural Assam.