Students' Perceptions on Culturally Responsive Pedagogy in Science Learning in Tanzanian Secondary Schools for Sustainable Development

Abstract

Purpose: Quality education is a vital element in ensuring the sustainable development of a country, and a culturally responsive curriculum is one of the ingredients needed to achieve it. This study explored the extent to which elements of culturally responsive pedagogy have been included in the teaching and learning of science subjects in Tanzanian secondary schools, focusing on students' perceptions of teaching methods and assessment techniques. Methodology: Six secondary schools in Dodoma Region were randomly selected to represent urban and suburban contexts, with 300 Form Three and Four students purposively selected. A concurrent mixed-methods design was used, combining closed-ended items for measurable data with open-ended items for deeper insights into students’ perceptions and experiences. Findings: The study found only limited integration of culturally responsive elements in science teaching and learning, particularly in the exploration of students' prior knowledge, collaborative learning, and field-based instruction, while formative and observational assessment practices were more consistently reported. Unique Contribution to Theory, Practice and Policy: The discussion reads these findings critically against current scholarship on culturally responsive pedagogy, Tanzania's ongoing shift to a competency-based curriculum, and the methodological limits of self-report data, situating them within the country's wider effort to close persistent gender gaps in science participation. Practically and for policy, the study recommends that curriculum developers and implementers deliberately embed culturally responsive elements particularly collaborative, dialogic, and field-based learning into the science curriculum to better support sustainable development.