Incorporating indigenous knowledge perspectives in integrated STEM education: a systematic review

Abstract

Background: Indigenous knowledge systems (IKS) are increasingly perceived as a top global priority for empowering local communities towards a more inclusive and sustainable national development trajectory. However, there are persistent challenges that indigenous learners are facing in terms of access to and success in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Purpose: This review sought to find out how IKS can be and are being integrated into STEM education. It was grounded on the view that adopting a culturally responsive STEM curriculum provides indigenous learners with enhanced opportunities to engage with scientific knowledge and to improve their efficacy towards STEM disciplines. Method: We searched for publications from 2018 to 2023 through the following databases: Google Scholar, ResearchGate, ERIC, Teacher Reference Centre, and Education Source. The final 22 articles were included after a stringent screening and selection process for eligibility. Findings: After a rigorous exercise of iteratively revising and rearranging identified codes, four themes emerged from the studies. We established that there is a lot of traditional knowledge embedded within local communities that are largely ignored, and not capitalised on, in the development and delivery of STEM content in schools. The review found that indigenous real-world contexts, that learners are familiar with, provide fertile ground for more meaningful and motivating learner engagement with STEM concepts. Local artifacts provide a scaffolding effect to the learner’s thinking processes, supported by other psychological tools. Recommendation: We cogently recommend that curriculum designers, community representatives, and STEM practitioners should work synergically to develop a STEM curriculum that is sensitive and responsive to cultural perspectives.