Integrating indigenous knowledge into life skills curriculum: Enhancing learners' world and word reading strategies

Thivhavhudzi Muriel Badugela and Tawanda Runhare
Additional contact information
Thivhavhudzi Muriel Badugela: University of Venda
Tawanda Runhare: University of Venda

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 7, 585-592

Abstract: This paper aims to examine the effects of innovative teaching strategies that incorporate learners lived experiences into the implementation of the South African Life Skills curriculum. It also aims to evaluate how current pedagogical approaches align with or diverge from learner-centred methodologies that value indigenous knowledge systems. Employing a qualitative research design grounded in the interpretive paradigm, we conducted semi-structured interviews and focus group discussions with 23 purposively selected Life Skills educators from primary schools. These participants were chosen based on their extensive experience in teaching the subject. The collected narratives were analysed thematically through post-colonial and Afrocentric theoretical lenses to reveal underlying pedagogical trends and epistemological biases. Findings from the study demonstrate that (i) despite the transformative goals of the Life Skills curriculum, many educators still rely on teacher-centred, Eurocentric methods; (ii) such approaches marginalise the learners’ socio-cultural backgrounds and exclude their indigenous knowledge from classroom discourse; and (iii) there is a significant gap between curriculum intentions and instructional practices, which hampers effective learner engagement and inclusivity. The study recommends a shift towards learner-centred pedagogies that recognise and integrate home-brewed knowledge systems and cultural experiences as legitimate and valuable. Such an approach not only fosters inclusivity and relevance but also enhances learners’ identity formation and critical thinking. These findings contribute to ongoing debates about decolonising education in South Africa and provide practical guidance for curriculum designers, teacher educators, and policymakers. Key Words: Integration; Indigenous knowledge; Collaboration

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://ssbfnet.com/ojs/index.php/ijrbs/article/view/3970 (application/pdf)
https://ssbfnet.com/ojs/index.php/ijrbs/article/view/3970 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:rbs:ijbrss:v:14:y:2025:i:7:p:585-592

Access Statistics for this article

International Journal of Research in Business and Social Science (2147-4478) is currently edited by Prof.Dr.Umit Hacioglu

More articles in International Journal of Research in Business and Social Science (2147-4478) from Center for the Strategic Studies in Business and Finance Editorial Office,Baris Mah. Enver Adakan Cd. No: 5/8, Beylikduzu, Istanbul, Turkey. Contact information at EDIRC.
Bibliographic data for series maintained by Umit Hacioglu ().