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Journal articles on the topic 'Indigenous knowledge systems (IKS)'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Molise, Habasisa Vincent. "Teachers' pedagogical knowledge of integrating indigenous knowledge systems in economics education curriculum." Interdisciplinary Journal of Education Research 7, no. 1 (2025): a04. https://doi.org/10.38140/ijer-2025.vol7.1.04.

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In South Africa, the movement towards a decolonised curriculum is gaining traction. In contrast to the Western-centric emphasis of school curricula, indigenous knowledge systems (IKS) highlight and utilise indigenous materials and knowledge processes. Several research works have emphasised the importance of IKS and the necessity of incorporating them into South African educational practices in an effective manner. This study aims to assess the pedagogical competency of instructors in integrating IKS into the teaching of economics. The pedagogical competency of economics teachers regarding the

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Kumari, Dr Usha. "Sustainable Management Practices Through Indigenous Knowledge Systems: Insights from Rural Economies." International Journal of Global Humanities and Management Insights 01, no. 01 (2025): 23–28. https://doi.org/10.63665/ijghmi.v01i01.03.

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This research explores how indigenous knowledge systems (IKS) contribute to sustainable management practices in rural economies. As modern development models face increasing scrutiny for environmental degradation and social inequality, rural communities are turning to time-tested indigenous methods rooted in local wisdom, cultural values, and ecological balance. The study highlights how IKS provides an effective framework for resource conservation, agricultural resilience, water management, and community governance. Through a combination of data analysis, case studies, and survey responses, th

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U. Brownson, Sunday, Gloria Chigbu, and Christopher M. Osazuwa. "CULTURAL SECURITY AND ENVIRONMENTAL CONSERVATION: EXPLORING THE LINK BETWEEN INDIGENOUS KNOWLEDGE SYSTEMS AND SUSTAINABLE RESOURCE MANAGEMENT IN CROSS RIVERS STATE." American Journal of Management and Economics Innovations 6, no. 8 (2024): 13–40. http://dx.doi.org/10.37547/tajmei/volume06issue08-03.

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This study takes a unique approach by examining the significance of indigenous knowledge systems (IKS) in preserving the environment and managing resources in Cross Rivers State, Nigeria. The objective is to identify and record various Indigenous Knowledge Systems (IKS) activities, examine their connection to environmental practices, and evaluate their potential for inclusion into formal conservation initiatives. The study utilizes a mixed-methods approach, drawing on Traditional Ecological Knowledge (TEK) and cultural ecology frameworks. Qualitative data collection entails conducting comprehe

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Mutuku Kinyili, Benjamin. "Utilizing Indigenous Knowledge Systems on Climate Change for Forestry Conservation in Kenya." American Journal of Environment and Climate 2, no. 3 (2023): 66–72. http://dx.doi.org/10.54536/ajec.v2i3.1976.

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Forest conservation is important in climate change mitigation. The Indigenous Knowledge (IK) or Indigenous Knowledge System (IKS) has recently been recognised in forest conservation for climate change mitigation. The potential use of IKS in climate change management in Sub-Saharan Africa including Kenya is unknown. Numerous analytical postulations detailing how to integrate IKS in climate change management have been formulated. However, this information is fragmented and mostly lost in sociology literature. This paper briefly reviews the indigenous knowledge related to different aspects of for

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Kumar, Sandeep. "Incorporating Indigenous Knowledge Systems into the Teaching of Environmental Chemistry." Edumania-An International Multidisciplinary Journal 3, no. 2 (2025): 248–57. https://doi.org/10.59231/edumania/9130.

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This research explores the integration of Indigenous Knowledge Systems (IKS) into the teaching of Environmental Chemistry at the secondary and tertiary levels. The study investigates how traditional ecological knowledge, accumulated over centuries by Indigenous communities, can enhance students’ understanding of environmental processes, sustainability, and stewardship. Using a mixed-methods approach, data were collected from teachers, students, and Indigenous knowledge holders across multiple regions. The findings reveal that incorporating IKS not only improves engagement and contextual unders

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Vibha, Gupta. "Integrating indigenous knowledge systems into biological sciences: A transformative approach." International Journal of Advance Research in Multidisciplinary 3, no. 2 (2025): 72–74. https://doi.org/10.5281/zenodo.15272196.

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The Indian Knowledge System (IKS) represents a vast repository of traditional wisdom that has significantly contributed to various scientific disciplines, including biological sciences. Rooted in ancient texts such as the Vedas, Ayurveda, and Siddha, IKS offers valuable insights into plant-based medicine, biodiversity conservation, sustainable agriculture, and ecological balance. Integrating IKS with modern biological studies can enhance research methodologies and promote sustainability. This paper explores the role of IKS in revitalizing and enriching biological sciences b

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Joshi Rajkumar Harkishan. "Teacher Education and Indigenous Knowledge Systems: Integrating Traditional Wisdom into Modern Pedagogy." International Journal of Scientific Research in Humanities and Social Sciences 2, no. 2 (2025): 85–94. https://doi.org/10.32628/ijsrhss252219.

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This research explores the integration of Indigenous Knowledge Systems (IKS) into modern teacher education to foster culturally responsive pedagogy and sustainable learning practices. Indigenous Knowledge, rooted in generations of experience and cultural heritage, holds immense potential to enrich teaching methodologies by emphasizing community-centered, ecological, and experiential learning. The study examines current teacher education frameworks, identifies gaps in addressing cultural diversity, and analysis successful models of IKS integration globally. Findings highlight the benefits of in

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Mwapaura, Kudzai, Mildred Mushunje, Sunungurayi Charamba, Netsai Risinamhodzi, and Tapiwanashe G. Simango. "The relevance of indigenous knowledge systems in social work education and practice in Zimbabwe: A human rights perspective." Journal of Social Development in Africa 39, no. 2 (2024): 88–113. http://dx.doi.org/10.4314/jsda.v39i2.6.

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Indigenous knowledge systems (IKS) are central to communities in Africa. They shape, influence, and define the behaviour of societies. Most communities in Zimbabwe have consistently recognised the human rights of individuals. Understanding how IKS can influence social work theory and practice to uphold human rights is important. Human rights are an inherent part of the social work profession. The article explores the views of social work educators in Zimbabwe on the intersection of IKS and human rights in social work education and practice. Data were qualitatively collected from ten purposeful

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Sharma, Dr Pooja. "Integrating Indigenous Knowledge Systems in Mega-Event Management: A Case Study of Maha Kumbh Mela." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 05 (2025): 1–9. https://doi.org/10.55041/ijsrem46522.

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Abstract The Maha Kumbh Mela, the largest religious gathering in the world, offers a unique case study for understanding the application of Indigenous Knowledge Systems (IKS) in mega-event management. Rooted in ancient Indian traditions, the Mela is managed through a sophisticated blend of spiritual governance, traditional crowd management techniques, and sustainable resource utilization. This study explores how indigenous knowledge informs logistical planning, public health strategies, environmental conservation, and disaster preparedness at the Maha Kumbh Mela. Using a qualitative research m

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Anyway, Katanha, and Kadziya Lizias. ""Indigenous Knowledge Systems: Call for Institutional and Policy Changes". The Case of Dande Valley in Zimbabwe." Greener Journal of Social Sciences 4, no. 2 (2014): 78–84. https://doi.org/10.15580/gjss.2014.2.020414091.

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<strong>Purpose:</strong> Indigenous knowledge Systems is a discipline that has received acknowledgement even from United Nations forums. However, the discussion of Indigenous Knowledge Systems practiced in the Dande valley of Zimbabwe is still hazy and unclear and the concerned citizens like academics ,call for an institutional and policy change has been ignored. Though there has been a ministry of Science and technology in Zimbabwe, its focus was mainly on modern science, even though indigenous knowledge was mentioned ,evidence on the ground shows that indigenous knowledge was given ver

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Chanda, Armstrong, and Alfred Kapepe. "Ethical Integration of Indigenous and Scientific Knowledge Systems for a Sustainable Mitigation of Environmental and Climate Change Challenges." International Journal of Global Community 8, no. 1 (2025): 35–54. https://doi.org/10.33473/ijgc-ri.v8i1.222.

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This study aims to bridge the ethical gap in integrating indigenous knowledge systems (IKS) and scientific knowledge systems (WSK) to enable sustainable mitigation of environmental and climate change challenges. Indigenous knowledge and belief systems have been used to guide nature conservation in sub-Saharan Africa for many years. Traditional knowledge is passed down from generation to generation, leading to resource management practices that promote environmental protection and sustainable development. Many indigenous communities in Asia, Australia and Africa just as globally have developed

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Manyanhaire, Itai Offat, and Miriam Chitura. "Integrating Indigenous Knowledge Systems into Climate Change Interpretation: Perspectives Relevant To Zimbabwe." Greener Journal of Educational Research 5, no. 2 (2015): 27–36. https://doi.org/10.15580/GJER.2015.2.012715022.

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The theoretical paper argues for the Integration of Indigenous Knowledge Systems (IKS) with modern climate change science as a basis for sustainable comprehensive community based response to the impacts of climate change. Climate change is a long-term change in weather patterns resulting from natural and human activity. Human beings have a rich history of oral interpretation of climate change and variability through observing changes in behaviour of living organisms within their localities. Such knowledge could be used in determining timing of important agricultural activities, predicting disa

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Mrs. Dedun Nirmabahen Vaksibhai and Dr. Ruchi Thakar. "Examine the Role of Women in IKS and the Gendered Dimensions of Traditional Knowledge." International Journal of Scientific Research in Humanities and Social Sciences 2, no. 2 (2025): 38–43. https://doi.org/10.32628/ijsrhss252210.

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Indigenous Knowledge Systems (IKS) encapsulate the unique cultural, ecological, and historical wisdom of indigenous communities globally. Within these frameworks, women often emerge as the primary custodians, responsible for the preservation, dissemination, and innovation of traditional knowledge. This paper explores the gendered dimensions inherent in IKS, emphasizing the contributions of women and the multifaceted challenges they encounter. The aim is to underscore the crucial importance of recognizing and supporting women's roles in IKS, not only for the survival of indigenous cultures but

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Warvadkar, Rohit Rajendra. "Indian Knowledge Systems And The Role Of Tribes: Preserving Indigenous Wisdom." Young Researcher 13, S1 (2024): 106 to 115. https://doi.org/10.5281/zenodo.14566831.

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<em>The Indian knowledge system (IKS) is a vast repository of traditional wisdom encompassing diverse domains such as health, ecology, linguistics, art, and spirituality. Tribal communities, with their unique lifestyles, traditions, and ecological knowledge, are integral to this system. This paper explores the intersection of IKS and tribal knowledge, emphasizing its relevance in contemporary challenges such as sustainability, climate change, and cultural preservation. It examines how tribal knowledge has enriched Indian culture and highlights the urgent need to document and integrate these sy

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Rishabh Aswal. "A Systematic Review of Teaching Strategies for Incorporating Indigenous Knowledge Systems in Physical Education." International Journal of Scientific Research in Science, Engineering and Technology 12, no. 2 (2025): 313–17. https://doi.org/10.32628/ijsrset25122136.

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The abstract of this research paper highlights a methodological review of different teaching strategies aimed at incorporating Indigenous Knowledge Systems (IKS) into physical education. The study emphasizes how integrating Indigenous cultures, traditional sports, and physical activities can enhance students' learning experiences. Indigenous Knowledge Systems refer to the unique, traditional, and community-based knowledge developed over generations within Indigenous communities. These knowledge systems include traditional games, rituals, and movement practices that hold cultural and educationa

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Ayi, N. A., and U. C. Undiandeye. "Indigenous Knowledge Systems (IKS) and Adaptation of Climate Smart Agriculture (CSA) in Nigeria." International Journal of Agriculture and Earth Science 8, no. 5 (2023): 62–74. http://dx.doi.org/10.56201/ijaes.v8.no5.2022.pg62.74.

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This review is focused on Indigenous knowledge systems (IKS) and adaptation of climate smart agriculture (CSA) in Nigeria. Specifically, this paper discusses the role of indigenous knowledge in farmers’ perception of climate change; indigenous knowledge used by farmers in responding to climate change; challenges in applying IKS in CSA adaptation and opportunities to integrate indigenous knowledge and CSA into extension education. The impacts of climate change are observed at various spatial scales; from local to global and are a threat to global environmental sustainability, particularly its c

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Mzimela, Jabulile H., and Inocent Moyo. "On the Efficacy of Indigenous Knowledge Systems in Responding to the COVID-19 Pandemic: Unsettling Coloniality." International Journal of Environmental Research and Public Health 21, no. 6 (2024): 731. http://dx.doi.org/10.3390/ijerph21060731.

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Indigenous groups across Africa mobilized Indigenous Knowledge (IK) practices, albeit not without challenges, to respond to the COVID-19 pandemic. Yet Indigenous Knowledge Systems (IKS) continue to be sidelined in formal healthcare policies and programmes. This underscores the urgency to liberate Africa’s epistemologies. Employing the decoloniality lens, this paper examined the colonial influences inherent in African responses to COVID-19 while also exploring the role of IKS in the uMkhanyakude District Municipality (UKDM). The argument is made that, in the case of the UKDM, the efficacy of IK

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Mbewe, Mabvuto, A. Phiri, and N. Siyambango. "Indigenous Knowledge Systems for Local Weather Predictions: A Case of Mukonchi Chiefdom in Zambia." Environment and Natural Resources Research 9, no. 2 (2019): 16. http://dx.doi.org/10.5539/enrr.v9n2p16.

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The purpose of the study was to unravel constituents of the indigenous knowledge systems (IKS) and appreciate people&rsquo;s experiences in predicting the weather in daily undertakings. The objectives of the study were; to identify factors or systems used, establish the knowledge used in predicting the weather and compare the indigenous and current scientific method of predicting the weather. Qualitative and quantitative research designs were used. Primary data was collected through semi structured, face-to-face and in-depth interviews. This was complemented by secondary data collected thr

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Kadonsi, Kaziya. "Harnessing Indigenous Knowledge Systems to Transform Mathematics Instruction in Rural Zambian Schools: A Case Study from Kalomo District." International Journal of Social Science and Education Research Studies 05, no. 03 (2025): 332–54. https://doi.org/10.5281/zenodo.15115972.

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Abstract : Despite the increasing global discourse on decolonizing education, mathematics instruction in rural Zambian schools remains predominantly aligned with Western epistemologies, marginalizing Indigenous Knowledge Systems (IKS) and their pedagogical significance. This study examined the extent to which IKS is integrated into mathematics instruction in Kalomo District and proposes a structured pedagogical framework that harmonizes Indigenous mathematical reasoning with formal education. Grounded in ethnomathematics and decolonial education theory, the study employs a qualitative case stu

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Madlela, Benkosi. "Prospect and challenges of integrating indigenous knowledge systems into the Natural Science curriculum in schools." EUREKA: Social and Humanities, no. 3 (May 31, 2023): 3–19. http://dx.doi.org/10.21303/2504-5571.2023.002867.

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The study explored the prospect and challenge of integrating Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum in schools. An interpretivist research philosophy was employed to guide the data collection process that utilized a qualitative research approach and a case study research design. Interviews and focus group discussions were used to collect data from purposively selected NS Heads of Departments (HODs), NS teachers and Head masters in Phongola schools. Findings revealed that IKS has benefits in the NS curriculum, such as contextualising education and acting as

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Nweke, Nkem E. "Sustainable Digital Transformation In Africa: Integrating Indigenous Knowledge Systems With Modern Technology." IOSR Journal of Computer Engineering 26, no. 5 (2024): 48–54. http://dx.doi.org/10.9790/0661-2605024854.

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Today, the continent of Africa is at an epoch in its digital transformation journey. As the continent embraces modern technologies, it often encounters a disconnect between them and its indigenous cultural practices and environmental contexts. This paper proposes a radical shift from the Western-centric technological paradigms to a model that integrates Indigenous Knowledge Systems (IKS) with digital transformation efforts. This study offers a unique view on sustainable and culturally congruent technological development by examining the limitations of current digital frameworks and presenting

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Soni, Amit. "Indigenous Knowledge System in Formal Education." Indian Journal of Research in Anthropology 10, no. 1 (2024): 7–9. http://dx.doi.org/10.21088/ijra.2454.9118.10124.1.

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The knowledge system of a community or a OOHG POWHG WK WPH WKK WKH QGHWQGQ QGQ HO OH HHHQH EQO WHKQO QG OH KK WPH WHWHG GQ WKQ QH HQHWQ QG HG Q WGWQ can be termed as Indigenous Knowledge System (IKS).It is also referred to astraditional knowledge (TK), Local Knowledge, Folk Knowledge, Tribal Knowledge, Indigenous Technical Knowledge (ITK), and many more similar terms. Indigenous knowledge is an integral part of the culture of a native community.

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Neethling, Bertie. "Xhosa Onomastics as Part of Indigenous Knowledge Systems (IKS)." Names 62, no. 4 (2014): 218–28. http://dx.doi.org/10.1179/0027773814z.00000000092.

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Banes, Gigy G., and Kristine Baniqued Dela Cruz. "The Integration of Indigenous Knowledge Systems (IKS) in the Tertiary Level Curriculum of Benguet State University La Trinidad Campus." Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal) 81, no. 1 (2021): 19–36. https://doi.org/10.70884/mjsir.v81i1.279.

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The marginalization of indigenous cultures by western-based educational systems bawls the urgency to revitalize the Indigenous Knowledge Systems (IKS) of the Indigenous Peoples to be at par with the era of globalization. The study aimed to establish baseline data on the experiences of the faculty members of Benguet State University in the integration of IKS in the curriculum. Key Informant Interviews (KII) and Focus Group Discussions (FGDs) were used to surface information from 33 key informants from the seven colleges and two institutes of Benguet State University-La Trinidad Campus. Findings

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Timilsena, Narayan Prasad. "Theorizing Chemistry Learning in Higher Education: An Indigenous Perspective." Spandan 13, no. 1 (2023): 68–76. https://doi.org/10.3126/spandan.v13i1.75514.

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This review article explores the integration of Indigenous knowledge systems (IKS) into chemistry education in higher education, focusing on how these perspectives can enhance learning. Traditional chemistry education has been dominated by Western models, which frequently exclude the rich, practical knowledge developed by Indigenous communities over centuries. The article argues that incorporating IKS into chemistry education fosters inclusivity and engages students, particularly in regions like Nepal, where Indigenous knowledge plays a significant cultural role. From interdisciplinary studies

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Tanyanyiwa, Vincent Itai. "Indigenous Knowledge Systems and the Teaching of Climate Change in Zimbabwean Secondary Schools." SAGE Open 9, no. 4 (2019): 215824401988514. http://dx.doi.org/10.1177/2158244019885149.

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Indigenous African education grew out of the immediate environment, real or imaginary, where people had knowledge of the environment. Indigenous education inculcated a religious attitude that imbued courtesy, generosity, and honesty. At colonization, Africans were thought of as primitive although they had their own systems, contents, and methods of education. Colonialism signified the decline in the importance of indigenous knowledge systems (IKS). By shifting focus in the core curriculum from teaching/learning based on Western science to teaching/learning through IKS as a foundation for all e

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Jumba, Hillary A., and Faith Mwendwa Mwiti. "Teachers’ Perception on Integration of Indigenous Knowledge Systems in Competence Based Curriculum at Selected Primary Schools in Buuri East Sub-County." International Journal of Professional Practice 10, no. 1 (2022): 1–15. https://doi.org/10.71274/ijpp.v10i1.122.

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Globally, the discourse on integration of indigenous knowledge in school curriculum in Sub-Saharan African countries, Kenya included, is and continues to be a dominant theme. Despite the numerous pleas for integration of indigenous knowledge in school curriculum, the majority of stakeholders feel there is need to integrated indigenous knowledge in formal school curriculum. This study sought to explore how various indigenous knowledge systems (IKs) are integrated in primary schools in Buuri east sub-county in the wake of new competence-based curriculum in Kenya. The objectives of the study were

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Oyekunle, A. A. "Ideating African Indigenous Knowledge Systems for Africa’s Participation in the 4IR: From Content Framework to Process Formation." Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 10, no. 3 (2021): 29–44. http://dx.doi.org/10.4314/ft.v10i3.3.

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With its envisioned benefits of increased productivity, enhanced decision making with digital-based tools, qualitative and efficient processes, improved life expectancy rate, etc., the Fourth Industrial Revolution (4IR) is a desideratum for contemporary society. The need to prioritize skills and knowledge needed for the participation of Africa in the 4IR thus becomes imperative. This paper argues for indigenous knowledge systems (IKS) as a possible approach to enhance African participation in the 4IR. Consequently, the paper examines the methodical perspectives that would be appropriate for fr

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Diko, Mlamli. "Advancing agriculture through Indigenous Knowledge Systems (IKS) in South African indigenous or black communities." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 2 (2023): 266–77. http://dx.doi.org/10.20525/ijrbs.v12i2.2333.

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The primary aim of this scholarly discourse is to demonstrate how South African indigenous people advanced agricultural practices without the dominant aid of globalisation and modernity that, to a certain degree, discredits Indigenous Knowledge Systems (IKS) that have existed from time immemorial. Qualitative research inquiry and IKS are synergetically used as approaches to this scholarly discourse to form juxtaposition and triangulation – a balancing act. The main discussions and findings of the article underline that incontrovertibly, South African indigenous people had their traditional way

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Priyadarsani, Dr. Subhashree. "Indigenous Knowledge System and Their Educational Value in Modern Times." Brāhmī, International Multidisciplinary Research Journal 02, no. 01 (2025): 38–45. https://doi.org/10.5281/zenodo.15605677.

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This article explores the relevance of Indigenous Knowledge Systems (IKS) in contemporary education, emphasizing their roots in India’s Vedic traditions. Ancient Indianeducation promoted holistic development through oral pedagogy, spiritual inquiry, and moral discipline. Core elements included the Vedas, Upanishads, and six schools of philosophy, supporting values like Dharma, Artha, Kama, and Moksha. Today, IKS offer solutions for global challenges by fostering environmental stewardship, cultural preservation, health awareness, and moral education. Integrating IKS into modern curricula

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Kayira, Jean, Sara Lobdell, Nicolette Gagnon, et al. "Responsibilities to Decolonize Environmental Education: A Co-Learning Journey for Graduate Students and Instructors." Societies 12, no. 4 (2022): 96. http://dx.doi.org/10.3390/soc12040096.

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We share our collective stories as instructors and graduate students with an interest in decolonial education on how we learned together in a course on Indigenous knowledge systems (IKS). The course occurred in the environmental studies department at a predominantly White graduate school in the Connecticut river basin in the area now known as the USA. The topic of IKS is steadily gaining interest in the environmental education (EE) field, as evidenced by an increase (albeit small) in the number of publications in peer-reviewed journals. At the same time, decolonial educators are looking for wa

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Gautam, Sahadev, and Ananta Aryal. "Students’ perspectives on Indigenous Knowledge Systems (IKS) for promoting tourism in contemporary Nepal." Journal of Tourism and Himalayan Adventures 7, no. 1 (2025): 78–87. https://doi.org/10.3126/jtha.v7i1.80913.

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Nepal, renowned for its rich historical, cultural, and ecological diversity, holds immense potential for the tourism industry. The nation’s Indigenous Knowledge Systems (IKS), encompassing both tangible and intangible resources, form the bedrock of its tourism assets. Ancient engineering practices, rooted in the IKS, have contributed to the development of remarkable historical artifacts and structures that continue to attract visitors. However, despite the diverse range of tourism products available, the contemporary generations often overlook the significance of these inherited resources. Thi

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Tiwari, Abhishek. "Indian Knowledge Systems in the Cinematic Frame: Past, Present, and Future." Integrated Journal for Research in Arts and Humanities 5, no. 3 (2025): 285–89. https://doi.org/10.55544/ijrah.5.3.33.

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From philosophy to medicine, environmental ethics to spiritual traditions, Indian Knowledge Systems (IKS) cover a great and varied corpus of indigenous knowledge that has enriched India's intellectual and cultural legacy for millennia. This research paper examines the depiction of IKS in Indian cinema on three time-based dimensions: past, present, and future. The research looks into how early movies represented mythological and historical epics based on IKS, how current film fuses age-old knowledge with contemporary issues, and how cinema trends in the future might expand the inclusion of IKS

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Mafongoya, Owen, Paramu Leslie Mafongoya, and Maxwell Mudhara. "Using Indigenous Knowledge Systems in Seasonal Prediction and Adapting to Climate Change Impacts in Bikita District in Zimbabwe." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 21, no. 1 (2021): 195–209. http://dx.doi.org/10.1177/0972558x21997662.

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The use of indigenous knowledge systems (IKS) in seasonal forecasting and adaptation to devastating vagaries of climate change has gained attention in academic discourses. The debates opened contrasting views with the first over-romanticizing IKS’ potentials, while the other arguing that it has many setbacks. In this study, we interrogated IKS’ roles in seasonal forecasting and chances of informing adaptation among poorly resourced smallholder farmers in ward 24, Bikita. Using focus group discussions, in-depth interviews, and key informant interviews, we identified diverse indigenous indicator

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Chinenye Nwokocha, Godson, and Dagogo Legg-Jack. "Reimagining STEM Education in South Africa: Leveraging Indigenous Knowledge Systems Through the M-Know Model for Curriculum Enhancement." International Journal of Social Science Research and Review 7, no. 2 (2024): 173–89. http://dx.doi.org/10.47814/ijssrr.v7i2.1951.

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This conceptual paper investigates the integration of indigenous knowledge systems (IKS) into South African Science, Technology, Engineering, and Mathematics (STEM) education, exploring its conceptions, historical roots, significance, and the challenges and benefits associated with such integration. The objective was to understand the role of IKS in enriching STEM education and its potential contributions to global scientific knowledge. A culturally sensitive research approach was employed, with criteria set for selecting relevant literature on IKS and STEM. The results highlighted the profoun

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Assan, Never. "Integrating Gender and Indigenous Knowledge in Sub-Saharan African Animal Agriculture: Pathways to Climate Resilience and Food Security." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 133–56. https://doi.org/10.47772/ijriss.2025.90400010.

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Problem: Climate change exacerbates gender disparities and undermines IKS in Sub-Saharan African animal agriculture. Objective: Explore synergies between gender equity, IKS, and climate resilience. Methods: Systematic review of peer-reviewed literature and policy documents. Findings: Women’s empowerment and indigenous knowledge systems enhance adaptive capacity. Implications: Policy integration of gender-responsive and IKS-based strategies.

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Mlotshwa, Nombuso Petunia S., and Maria Tsakeni. "Exploring Indigenous Knowledge Systems Integrated in Natural Sciences Practical Work in Selected South African Schools." International Journal of Learning, Teaching and Educational Research 23, no. 9 (2024): 383–400. http://dx.doi.org/10.26803/ijlter.23.9.20.

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This study used the nature of indigenous knowledge (NOIK) framework to explore indigenous knowledge systems (IKS) practices that were integrated when practical work in natural sciences was facilitated. In this interpretive explorative case study, data were collected by semistructured interviews, lesson observations and a focus group interview conducted with three purposively selected natural sciences teachers and two natural sciences district officials in the province of KwaZulu-Natal in South Africa. Thematic analysis techniques were used to analyze the data that were collected. Three finding

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Dibya, Dan. "Role of Indian knowledge systems in promoting gender equality and empowerment." International Journal of Trends in Emerging Research and Development 3, no. 2 (2025): 17–22. https://doi.org/10.5281/zenodo.15063636.

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The Indian Knowledge System (IKS) embodies centuries of ancient customs, traditions, and pre-existing knowledge. These elements helped mould and shape social norms and values in society. Schemes of IKS are found in numerous ancient texts, folklore, and community knowledge systems in India and have shaped multiple domains like Philosophy, Medicine, Agriculture, and even Spirituality. IKS flora and fauna feature women who have historically been subjugated and oppressed, leading to their significance being marginalised through patriarchal societies. This study aims to construct and comprehend IKS

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Madlela, Benkosi. "Techniques and a Model for the Incorporation of Indigenous Knowledge Systems Into the Natural Science Curriculum in Schools." Studies in Learning and Teaching 5, no. 1 (2024): 42–58. http://dx.doi.org/10.46627/silet.v5i1.310.

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The study explored the techniques and a model that could be used to incorporate Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum. An interpretivist research philosophy and a qualitative research approach guided the collection of in-depth data from participants in their natural settings in schools. Data was collected from Headmasters through face-to-face interviews using an interview guide, and from NS Heads of Departments (HODs) and NS teachers through a focus group discussion guide. In each of the five selected schools in Pongola, three NS teachers, one Headmaster a

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Jaxa, Nontembiso Patricia. "Enhancing Indigenous Knowledge Systems in Education through Folklore: A Case Study at the Further Education and Training Phase in South Africa." Journal of Culture and Values in Education 7, no. 4 (2024): 132–48. https://doi.org/10.46303/jcve.2024.45.

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This article critically examines the role of folklore in teaching indigenous knowledge systems (IKS) within the Further Education and Training (FET) phase in South Africa, specifically in Home Languages curricula. Despite the recognised importance of indigenous knowledge systems in enhancing the relevance and effectiveness of education as articulated in the Curriculum and Assessment Policy Statement (CAPS), their integration into formal education remains hypothetical. Utilising a culturally relevant pedagogy framework iteratively and the decolonial theory, this article explores how folklore co

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TURYASINGURA, Benson, Natal AYIGA, Brahim BENZOUGAGH, et al. "The complementary role of indigenous knowledge systems in landslide disaster management in Kanungu District, Uganda." Nova Geodesia 3, no. 4 (2023): 157. http://dx.doi.org/10.55779/ng34157.

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This study aimed to investigate the use and effectiveness of Indigenous Knowledge Systems (IKS) in managing landslides in Kanungu District, Uganda. The study used the Likert scale and the multivariate probit (MVP) model and found that marginalization was a significant challenge facing local interventions in landslide disaster management. Factors such as farm size, credit availability, social group membership, access to extension services, farming experience, accessibility of weather and climatic information, and perception of climatic changes influenced the adoption of IKS, both positively and

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Talekar, P. R. "A Survey of Technologies for Integrating Indian Knowledge Systems into Mathematics Education in India." International Journal of Advance and Applied Research 5, no. 12 (2024): 66–69. https://doi.org/10.5281/zenodo.11653519.

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The article discusses the outcomes of a study that explored existing endeavours integrating Indian Knowledge Systems (IKS) into mathematics education in Navi-Mumbai, India. Through an exploratory case study, researchers analysed the utilization of both contemporary and traditional technologies among pre-service and in-service faculty enrolled in faculty certification programs. The study aimed to evaluate the viability of incorporating traditional technologies and IKS into mathematics education at the college level. A total of 45 faculty members took part in a 23-item online survey, examining t

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Muchandiona, Cosmas, Fortunate Mwaruta, and Charity Chiromo. "Revitalising Indigenous Knowledge Systems (IKS) in ECD Environments: A Pathway to Heritage Preservation in Mazvihwa Community of Zvishavane District." International Journal of Contemporary Research in Multidisciplinary 4, no. 2 (2025): 92–100. https://doi.org/10.5281/zenodo.15083173.

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This study explores revitalising Indigenous Knowledge Systems (IKS) in Early Childhood Development (ECD) environments as a strategy for heritage preservation in Mazvihwa community of Zvishavane District. The study merged the Indigenous Knowledge Systems (IKS) Theory and the Heritage Preservation Theory (HPT) forming the crux under which the theoretical framework for this research was built upon. IKS Theory (Dei, 2012; Semali & Kincheloe, 1999) emphasises on the importance of IKS in preserving cultural heritage and promoting sustainable development in diverse cultural contexts, while Herita

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Balogun, Tolulope, and Trywell Kalusopa. "A framework for digital preservation of Indigenous knowledge system (IKS) in repositories in South Africa." Records Management Journal 31, no. 2 (2021): 176–96. http://dx.doi.org/10.1108/rmj-12-2020-0042.

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Purpose The purpose of this study is to assess the digital preservation policies and plans for long-term digital preservation in selected repositories in South Africa, with a view to develop a digital preservation framework for the preservation of Indigenous knowledge system (IKS) in South Africa. Design/methodology/approach Through the multiple case study research design, data was obtained from eight respondents in four Indigenous Knowledge Systems Documentation Centers (IKSDCs) in institutions that are part of the National Recordal Systems (NRS) initiative across four provinces in South Afri

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Chandel, Yogita, and Deepak Johnson. "Contribution of Indian Knowledge System in Multidisciplinary & Current Educational Research." International Journal of Education, Modern Management, Applied Science & Social Science 07, no. 02(II) (2025): 28–34. https://doi.org/10.62823/ijemmasss/7.2(ii).7514.

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This research explores the significant contributions of the Indian Knowledge System (IKS) in contemporary educational research across multiple disciplines. Using a mixed-methods approach, this study analyzes the integration of ancient Indian epistemological frameworks within modern research paradigms. Findings indicate that IKS offers valuable methodological approaches, philosophical foundations, and pedagogical strategies that enhance educational research. The study reveals a growing but still limited integration of IKS in formal educational research frameworks, highlighting both opportunitie

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Hambati, Herbert. "The Role of Indigenous Knowledge Systems (IKS) in Improving Farm Productivity in Kainam Village, Mbulu District –Tanzania." University of Dar es Salaam Library Journal 16, no. 2 (2022): 34–52. http://dx.doi.org/10.4314/udslj.v16i2.4.

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This article aims to contribute to the current debate on the role of Indigenous Knowledge Systems (IKS) in arable land productivity. The study uses the Kainam Village ecosystem as a case study to describe the Iraqw community-based knowledge that supports their livelihoods. The study applied both qualitative and quantitative research methods to analyse the indigenous knowledge practices applied in arable land resources utilization. The conceptual framework around which most of the IKS analyses have hinged over time are narrated. It is conceived that IKS have demonstrated a synergetic relationsh

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Mugambiwa, S. S., and J. C. Makhubele. "Indigenous knowledge systems based climate governance in water and land resource management in rural Zimbabwe." Journal of Water and Climate Change 12, no. 5 (2021): 2045–54. http://dx.doi.org/10.2166/wcc.2021.183.

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Abstract This paper interrogates indigenous knowledge systems (IKS) based climate governance in water and land resource management in under-resourced areas of Zimbabwe. Water and land resources are fundamental for smallholder farmers and their productivity. The concept of IKS plays a significant role in climate change adaptation in Zimbabwe's rural communities. Climate change has a considerable influence on the success of agricultural production in the rural communities of Zimbabwe. Hence, it becomes fundamental to assess the community-based methods of climate governance. Qualitative multiple

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Maheshkumar S and Soundarapandian M. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2023): 2177–85. http://dx.doi.org/10.30574/wjarr.2024.21.3.0940.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Maheshkumar, S., and M. Soundarapandian. "Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study." World Journal of Advanced Research and Reviews 21, no. 3 (2024): 2177–85. https://doi.org/10.5281/zenodo.14175406.

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Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and

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Saswati Bordoloi. "Mayong’s Folk Traditions and the Colonial Gaze: Reclaiming Indigenous Knowledge in the Shadow of Superstition and Nationalism." Journal of Information Systems Engineering and Management 10, no. 48s (2025): 1393–403. https://doi.org/10.52783/jisem.v10i48s.10026.

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This research delves into the intersection of Indian Knowledge Systems (IKS) and Mayong's folk traditions within the context of colonial encounters, exploring the impact of colonialism on the indigenous knowledge of this unique Assamese region. Mayong, long misunderstood through colonial stereotypes as a land of black magic and superstition, offers a fertile ground for examining the resilience of its cultural and folk practices amidst the shadow of colonial influence. Colonial narratives, shaped by European romanticism and nationalism, painted Mayong’s traditions as mystical and backward, lead

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