A Systematic Review of Indigenous Knowledge Integration in Science Teaching

Abstract

The integration of culturally responsive pedagogy and Indigenous Knowledge Systems (IKS) in science education has gained attention as a strategy to enhance learner engagement, critical thinking, and contextual understanding. This systematic review, guided by the PRISMA framework, synthesizes recent literature on science teachers’ perceptions, practices, challenges, and effective strategies related to culturally responsive science teaching (CRST) and IKS integration. A comprehensive search of electronic databases identified 46 records, of which 20 met the inclusion criteria and were analysed. Data were extracted on study focus, methodology, and key findings. Thematic synthesis was used to identify patterns across studies. Results reveal that science teachers recognize the value of culturally responsive pedagogy and IKS in enhancing student learning and engagement, yet challenges persist, including limited teacher preparedness, socio-cultural constraints, and lack of contextualized resources. Effective strategies identified include connecting lessons to students’ prior knowledge, using local and indigenous artefacts, engaging community knowledge holders, and employing context-based and problem-solving pedagogies. The review underscores the importance of teacher professional development, curriculum alignment, and resource provision to support culturally responsive and contextually relevant science teaching. Findings have implications for policymakers, curriculum developers, and educators seeking to promote equitable, inclusive, and culturally grounded STEM education.