An assessment of the integration of indigenous knowledge into STEM curricula in Jos North LGA, Plateau State
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Background of the Study
The integration of indigenous knowledge into STEM curricula represents a progressive step towards contextualizing education and making learning more relevant to local cultures and traditions. In Jos North LGA, Plateau State, indigenous knowledge systems have historically played a central role in community life and traditional problem-solving. Recently, educational stakeholders have recognized that blending indigenous perspectives with conventional STEM subjects can create a more holistic and culturally sensitive learning environment (Okoro, 2023). Indigenous knowledge, which includes local practices, oral traditions, and community experiences, offers unique insights that can complement modern scientific methods. Integrating these elements into the STEM curriculum not only reinforces students’ cultural identity but also enhances critical thinking by presenting multiple ways of understanding natural phenomena. However, the process of integrating indigenous knowledge is complex. Educators face challenges such as a lack of standardized materials, limited teacher training on culturally responsive pedagogy, and resistance from stakeholders who fear dilution of modern science standards (Bello, 2024). In Jos North LGA, efforts to incorporate indigenous content have been sporadic and dependent on individual teacher initiative rather than systemic policy support. Moreover, the dynamic nature of indigenous knowledge—often transmitted orally and contextually—poses difficulties in aligning it with structured STEM curricula. Despite these challenges, pilot projects in selected schools have shown promising results. These projects have improved student engagement, fostered local pride, and enhanced understanding of scientific concepts by linking them with indigenous practices (Ibrahim, 2024). Nevertheless, there remains a gap between policy intentions and practical classroom application. This study aims to evaluate the extent to which indigenous knowledge is integrated into STEM curricula, identify the barriers encountered during implementation, and propose strategies to enhance integration. By doing so, it seeks to contribute to educational reforms that not only modernize STEM education but also preserve and valorize indigenous heritage. Ultimately, the integration of indigenous knowledge may lead to a more inclusive educational system that respects local traditions while equipping students with the skills necessary for global competitiveness (Musa, 2025).
Statement of the Problem (300 words)
Despite the recognized potential of integrating indigenous knowledge into STEM education, schools in Jos North LGA face numerous challenges in its effective implementation. Many educators report a lack of structured frameworks and adequate teaching materials that incorporate indigenous content alongside conventional STEM topics. This gap has led to sporadic and inconsistent integration across classrooms, which undermines the potential benefits of a culturally enriched curriculum (Okoro, 2023). Additionally, teachers often lack formal training in culturally responsive pedagogy, resulting in difficulties when attempting to merge traditional knowledge with scientific concepts. Resistance from some parents and community members, who fear that the inclusion of indigenous knowledge might compromise academic rigor, further complicates the issue. The absence of clear policy guidelines and insufficient funding for curriculum development exacerbate these challenges, leading to a situation where indigenous knowledge remains marginalized in the educational system. This problem contributes to a disconnect between students’ cultural experiences and their academic learning, thereby affecting overall student engagement and performance in STEM subjects. The study seeks to explore these issues in depth by examining the current state of indigenous knowledge integration in STEM curricula, identifying specific barriers faced by educators, and evaluating the impact of these challenges on student outcomes. Addressing these problems is critical to developing a more inclusive and effective educational framework that values both modern science and traditional knowledge. The research will employ mixed methods to gather data from teachers, school administrators, and community leaders, aiming to bridge the gap between policy and practice (Bello, 2024; Musa, 2025).
Objectives of the Study
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To assess the current extent of indigenous knowledge integration in STEM curricula.
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To identify the challenges and barriers hindering effective integration.
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To propose strategies for a more systematic inclusion of indigenous content in STEM education.
Research Questions
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How is indigenous knowledge currently incorporated into STEM curricula in Jos North LGA?
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What are the primary challenges faced by educators in integrating indigenous knowledge?
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What strategies can enhance the systematic inclusion of indigenous knowledge in STEM subjects?
Research Hypotheses
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H₁: There is a significant gap between policy intentions and the actual integration of indigenous knowledge in STEM curricula.
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H₂: Lack of teacher training in culturally responsive pedagogy negatively affects indigenous knowledge integration.
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H₃: Schools with structured indigenous content modules report higher student engagement in STEM subjects.
Significance of the Study (100 words)
This study is significant as it examines the potential of integrating indigenous knowledge into STEM curricula to create a more culturally relevant and engaging educational environment. The findings will inform policymakers and educators on effective strategies to overcome existing challenges and foster an inclusive curriculum that respects local traditions while meeting modern academic standards. By bridging the gap between indigenous heritage and contemporary STEM education, the study aims to enhance student engagement and academic performance, ultimately contributing to a more balanced and contextually enriched educational system.
Scope and Limitations of the Study
This study is limited to assessing the integration of indigenous knowledge into STEM curricula in schools within Jos North LGA, Plateau State. It focuses exclusively on curricular content and teacher practices, without addressing broader socio-economic factors.
Definitions of Terms
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Indigenous Knowledge: Local traditional knowledge, practices, and wisdom passed down through generations.
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STEM Curricula: Educational programs that integrate science, technology, engineering, and mathematics subjects.
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Culturally Responsive Pedagogy: Teaching methods that recognize and incorporate students’ cultural backgrounds into the learning process.
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