The sustainability of using AI to integrate indigenous knowledge systems in science education: a case of the Lubombo region of Eswatini

Abstract

This research investigates viability of integrating indigenous knowledge systems with science education using artificial intelligence technologies. The study addresses limited recognition of indigenous knowledge in science curricula and explores AI's potential for culturally sensitive incorporation. The study objectives include examining indigenous knowledge's influence on child development and academic achievement, exploring AI's role in presenting indigenous knowledge in science curricula, identifying integration challenges and opportunities assessing educators' perceptions and recommending sustainable implementation strategies. Focusing on Eswatini's Lubombo region, the study aims to advance culturally responsive teaching methods aligning with educational digitization trends and diverse knowledge system recognition. The research significance extends to educational institutions cultural preservation and technological advancement in Eswatini's education. The research used the mixed methods approach. Data collection included questionnaires focus groups observations and document analysis targeting principals, teachers, and students. The study concludes AI could develop an inclusive stimulating efficient educational system honouring cultural heritage while preparing students for future challenges. Ongoing teacher professional development is highly encouraged