INTEGRATING INDIGENOUS KNOWLEDGE AND PRACTICES INTO THE CURRICULUM FOR A SUSTAINABLE SCIENCE EDUCATION IN NIGERIA

Abstract

Indigenous knowledge and practices represent a rich and underutilized resource for enhancing sustainable science education in Nigeria's secondary schools. Rooted in centuries of interaction with the local environment, indigenous knowledge systems encompass practical, ecological, medicinal, and technological insights that align closely with sustainability principles. This paper explores the integration of indigenous knowledge into the science curriculum as a culturally relevant approach to teaching and learning. It highlights how traditional practices—such as herbal medicine, local farming techniques, weather prediction, and resource conservation—can complement modern scientific concepts, fostering environmental awareness and community engagement among students. The study also examines the challenges of incorporating indigenous content, including curriculum rigidity, teacher preparedness, and societal attitudes toward traditional knowledge. Ultimately, the paper argues for a blended pedagogical framework that values both indigenous and Western scientific perspectives, thereby promoting inclusive, context-specific, and sustainable science education in Nigerian secondary schools.