Despite significant policy reforms, the implementation of Indigenous Peoples Education (IPEd) in the Philippine basic education system remains uneven because of variations in institutional capacity, leadership, teacher preparedness, curriculum contextualization, and community participation. This study synthesized existing evidence to develop a comprehensive institutional explanation of how Indigenous Peoples Education can be sustainably implemented. Guided by the integrative review methodology of Whittemore and Knafl (2005), the study systematically analyzed empirical studies, policy documents, legal frameworks, institutional reports, and conceptual literature using thematic synthesis and cross-theme analysis. The review identified five interrelated institutional dimensions underpinning sustainable implementation: Rights-Based Educational Reform, Institutional Capacity for Culturally Responsive Education, Curriculum Contextualization and Responsive Pedagogy, Collaborative School–Community Governance, and Institutionalization through Organizational Learning. Building on these findings, the study developed the Integrated Institutionalization Framework for Indigenous Peoples Education (IIF-IPEd), an evidence-informed conceptual model demonstrating how coordinated governance, teacher preparation, culturally responsive pedagogy, curriculum contextualization, community engagement, and continuous organizational learning collectively institutionalize Indigenous education. The study concludes that sustainable Indigenous Peoples Education depends on institutional integration rather than isolated educational initiatives. The proposed framework advances Indigenous education scholarship by offering a coherent institutional perspective and provides practical guidance for policymakers, educational leaders, teacher education institutions, schools, and Indigenous communities seeking to strengthen culturally responsive, equitable, and sustainable education.