Local Wisdom in Deeper Learning: Cultivating Academic Identity and Cultural Sustainability in EFL Writing

Abstract

The hegemony of Anglo-American rhetorical conventions in English as a Foreign Language (EFL) instruction often forces learners to negotiate between global literacy demands and the marginalization of their indigenous epistemologies. This study investigates the integration of Bugis-Makassar local wisdom—specifically the philosophies of Siri' na Pacce (honor and empathy) and Sulapa Eppa (holistic worldview)—into a Deeper Learning framework for teaching academic writing. Conducted as a qualitative case study in South Sulawesi, the research involved undergraduate English Literature students engaged in a Project-Based Learning curriculum. Data from writing portfolios, in-depth interviews, and reflective journals revealed that embedding local wisdom significantly improved structural coherence, elevated psychological capital, and transformed students' academic identities. The Local Wisdom-Based Deeper Learning model empowered students to transition from passive language reproducers to confident cultural ambassadors, demonstrating that cultural sustainability and rigorous global academic standards are mutually reinforcing goals in modern language education.