Investigating Pre-Service Teachers’ Perceptions and Attitudes on the Integration of Indigenous Knowledge in Life Sciences Curriculum: A Qualitative Approach

Abstract

This paper investigates pre-service Life Sciences teachers’ perceptions, attitudes, and readiness to integrate Indigenous Knowledge (IK) into the Life Sciences curriculum in the Further Education and Training (FET) phase in South Africa. It aims to explore their preparedness after formal exposure to relevant coursework and the challenges they perceive in doing so. A qualitative research approach was employed, using semi-structured interviews with a purposive sample of 46 Postgraduate Certificate in Education (PGCE) pre-service teachers at a South African university. Data were analyzed thematically to uncover patterns and insights related to attitudes, IK understanding, institutional support and pedagogical readiness. Findings reveal that while Life Sciences pre-service teachers recognize the educational and cultural value of IK integration, they feel inadequately prepared to apply it in their teaching practices. Major barriers include insufficient training, a lack of contextual examples in teaching materials, and minimal curriculum guidance. Despite these challenges, participants strongly support the integration of IK to promote cultural relevance and inclusivity in Life Sciences education. The study concludes that without targeted training and curricular support, efforts to integrate IK meaningfully into Life Sciences education may remain ineffective. Teacher education programs must intentionally incorporate structured content, methodologies, and resources on Indigenous Knowledge to improve pedagogical confidence and foster the decolonization of the Life Sciences curriculum. These insights are crucial for educators, curriculum developers, and policymakers aiming to bridge cultural and epistemological gaps in Life Sciences education.