Abstract
The support system is essential to Aeta’s educational success. Self-determination is a very important factor in attaining success in finishing tertiary education. Nevertheless, this dream will not become a reality without the support of the family, peers, school, and community. The study aimed to examine the importance of the support system in enabling Aeta individuals to pursue education as a pathway to success. It discusses the support received from school, family, peers, and the Indigenous community. This quantitative descriptive research investigated the extent of support from these groups among 143 Aeta from different ethnolinguistic groups in Zambales. The researchers employed a researcher-made questionnaire to assess the level of support, utilizing a 5-point Likert scale to interpret the data. The collected data were analyzed using frequency, percentage, and weighted mean to interpret respondents’ perceptions of the support system's role. The analysis revealed a moderate level of support from the school. The findings also demonstrated support from peers and family. However, support from the Indigenous community was minimal, indicating limited involvement in Aeta educational initiatives. The results also highlight the insufficient integration of Indigenous cultural values and practices into the academic framework. Therefore, improving the level of support within the system could foster a sense of belonging and empowerment. This, in turn, would help transform the Aeta’s insights on education as a pathway to success into a tangible reality.