This study investigated the relationship between values-based campus journalism and the empowerment of Indigenous learners in public schools within the Laak North District. Using a descriptive-correlational research design, the study involved 97 Indigenous learners. Results showed that the level of teaching strategies and the level of learner empowerment were both moderate. Correlation analysis indicated no statistically significant relationship between values-based campus journalism practices and learner empowerment. However, regression analysis revealed that the combined instructional strategies demonstrated a significant predictive influence on learner empowerment. While journalism promotion and English writing support enhanced learner agency, the integration of IPED appeared to constrain empowerment, suggesting cultural misalignment in prevailing pedagogical practices. The study concludes that although campus journalism platforms exist, these must be recalibrated through Culturally Sustaining Pedagogy and the Ethics of Care to effectively bridge confidence and identity gaps among Indigenous learners. Strengthening community-led mentorship and refining culturally responsive instruction are recommended to sustain ancestral identities within contemporary academic contexts.