Integrating South Sulawesi Local Cultural Values into English Language Teaching through Digital Platforms: Teachers’ Suggestions and Challenges

Abstract

This study examines English teachers’ competency practices, perceptions, challenges, and expectations regarding the integration of local cultural values into English language teaching (ELT) in South Sulawesi. Using a descriptive qualitative design supported by quantitative indicators, the research investigates how teachers incorporate digital media, multimodal resources, and culturally relevant materials, and how these practices contribute to culturally responsive pedagogy. The findings show that teachers increasingly adopt digital tools, such as social media, YouTube, and e-modules, to facilitate contextual and multimodal learning, reflecting a shift toward technology-supported and student-centered approaches. Teachers also demonstrate positive perceptions toward culture-based instruction, acknowledging its role in enhancing engagement, cultural awareness, and identity development. However, several challenges remain, including limited technological facilities, insufficient professional training, time constraints in preparing digital cultural materials, and the scarcity of authentic local cultural resources. Additional barriers include learners' reduced cultural awareness and the influence of globalization, which diminishes interest in local values. Teachers propose several recommendations, including the development of culturally grounded teaching materials, sustained professional development aligned with TPACK principles, stronger curriculum support, improved school infrastructure, and increased community involvement in cultural learning. Overall, this study highlights that successfully integrating local culture into ELT requires coordinated efforts across pedagogical, technological, and institutional domains to ensure sustainable, culturally meaningful, and contextually relevant English language learning practices.