BRIDGING WORLDS: INTEGRATING INDIGENOUS KNOWLEDGE SYSTEMS WITH SCIENCE EDUCATION AND AI: A CASE OF THE LUBOMBO REGION SCHOOLS

Abstract

This research investigates integrating indigenous knowledge systems with science education in Eswatini 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 inclusive 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 study uses Cultural Historical Activity Theory to analyze interactions between indigenous knowledge AI and educational practices. Literature review reveals AI's potential to enhance indigenous knowledge recognition and incorporation while highlighting cultural sensitivity and access challenges. Educators' perceptions and professional development needs are examined. Mixed methods approach with pragmatist philosophy employs exploratory case study design in ten Lubombo region schools. Data collection includes questionnaires focus groups observations and document analysis targeting principals, teachers, and students. Thematic analysis and descriptive statistics are used with ethical considerations prioritized. Findings show indigenous knowledge positively influences child development and academic achievement promoting holistic learning cultural identity and engagement. AI is used for cultural heritage digitization knowledge sharing and improving science curricula accessibility. Challenges include digital divide, technologically knowledge and cultural sensitivity while opportunities include authentic integration global education and personalized learning. AI's potential to transform science education by integrating indigenous knowledge through innovative culturally respectful methods is highlighted. Recommendations include enhancing digital infrastructure providing educator professional development and developing AI powered educational content incorporating local language and culture. 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.