Integrating Indigenous Ecological Knowledge into Modern Education: A Study of Its Impact on Environmental Conservation in Zambia

Liambela Muyunda Leakey and Mandume Kakukwena
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Liambela Muyunda Leakey: Levy Mwanawasa Medical University, Zambia, Assistant Registrar Senate
Mandume Kakukwena: Levy Mwanawasa Medical University, Zambia, Assistant Registrar Senate

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 7309-7325

Abstract: Zambia continues to grapple with pressing environmental challenges such as deforestation, biodiversity loss, land degradation, and climate change. These issues highlight the urgent need for innovative approaches to environmental education that not only draw from scientific knowledge but also integrate Indigenous Ecological Knowledge (IEK). IEK, developed over generations through close interaction with the natural environment, encompasses practices such as sacred forest preservation, rotational farming, and customary land management. However, modernization and formal education systems have often marginalized these traditional systems of knowledge, leading to their gradual erosion. This study investigated the potential of integrating Indigenous Ecological Knowledge into modern education and its impact on environmental conservation in Zambia. Specifically, the research sought to assess the current representation of IEK in school curricula, explore teachers and learners’ perceptions of IEK, evaluate its influence on environmental attitudes and behaviors, and identify opportunities and challenges associated with its integration. A mixed-methods approach was employed, combining surveys, interviews, focus group discussions, and curriculum analysis across three districts Lusaka (urban), Chongwe (peri-urban), and Mongu (rural). The study engaged students, teachers, curriculum developers, and community elders to provide a holistic perspective. The findings show that students are generally aware of common environmental practices like tree planting and protecting water sources, yet their knowledge of traditional, locally rooted practices such as sacred groves and customary wildlife protection is limited. Teachers, while mostly open to integrating IEK into their lessons, often feel unprepared due to lack of training and guidance in the curriculum. Interestingly, students in rural Mongu displayed stronger understanding of IEK than their peers in Lusaka and Chongwe, highlighting the influence of local community practices. Interviews revealed the value of IEK in making lessons more relatable and engaging, but also pointed to challenges like negative perceptions, policy gaps, and limited teaching resources. Curriculum review further confirmed that IEK is scarcely represented in textbooks or syllabi. Overall, the study shows that IEK has great potential to enrich environmental education, strengthen cultural identity, and inspire students to act as responsible stewards of their environment—but realizing this potential requires curriculum reform, teacher support, and active community involvement.

Date: 2025
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