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AbstractThis study examines the relationship between interdisciplinary instruction strategies and cultural receptivity among public elementary school teachers in the Caraga District, Division of Davao Oriental. Interdisciplinary instruction integrates knowledge and skills across disciplines to address real-world problems, fostering connections, adaptability, and international-mindedness. Cultural receptivity involves recognizing, respecting, and integrating cultural diversity within educational practices to create inclusive learning environments. Together, these approaches enhance teaching effectiveness, encourage critical thinking, and promote an appreciation for diversity. Using a non-experimental quantitative research design with a correlational method, the study involved 133 teachers selected through universal sampling. Data collection utilized a validated questionnaire with a Cronbachs Alpha of 0.748, assessing interdisciplinary strategies (integrative approaches, understanding, and connections) and cultural receptivity (sensitivity to ethnic backgrounds, teacher roles, language, and inclusive curricula). Statistical analyses, including Pearson Product-Moment Correlation and regression analysis, were employed to identify relationships and influences between the two constructs. The findings reveal that interdisciplinary strategies and cultural receptivity were both rated as high, with significant positive correlations (r 0.860, p < 0.05). Teachers demonstrated strong implementation of integrative approaches and understanding but moderate efforts in fostering connections. In terms of cultural receptivity, sensitivity to language and inclusive curricula were highly manifested, with an emphasis on celebrating diversity and tailoring instruction to students cultural and linguistic needs. Regression analysis indicated that interdisciplinary domains significantly influence cultural receptivity, highlighting the importance of innovative, connected, and inclusive teaching practices. These results underscore the symbiotic relationship between interdisciplinary instruction and cultural receptivity, emphasizing their role in creating inclusive, dynamic, and effective learning environments. Recommendations include professional development programs, whole-school approaches to interdisciplinary and cultural practices, and policies fostering equity and inclusivity in education. The study contributes valuable insights for educators, administrators, and policymakers aiming to enhance teaching strategies in culturally diverse and interdisciplinary contexts. Keywords: Interdisciplinary instruction, cultural receptivity, inclusive education, integrative teaching strategies, cultural diversity in education.

Copyright © 2024 CLARIBEL LOGUINSA-QUILLO. This is an open access article distributed under the Creative Commons Attribution License.