The Integration of Indigenous Knowledge into Life Sciences in Developing Human Reproduction Pedagogy in the Further Educational Training Phase

Abstract

This study explores how teaching Human Reproduction in the Life Sciences curriculum for Further Education and Training (FET) might be enhanced by including ancestry, spirituality, the natural environment, and Indigenous Knowledge systems. The study takes a conceptual, interpretive, and transformative approach that prioritizes theoretical understanding and curriculum reflection over scientific measurement. It is based on the Theory of Ancestral Life Sciences (TALSc.), which offers a framework for integrating Indigenous perspectives into science education. It draws attention to how Indigenous viewpoints are frequently marginalized by the present Eurocentric emphasis in science education, making it challenging for students to relate scientific material to their heritages and real-world experiences. The article advocates for a more inclusive and culturally appropriate approach to instruction by putting out a paradigm that honors different ways of learning. It promotes scientific education that considers the varied realities of South African students and emphasizes the significance of epistemic justice. According to the research, integrating Indigenous knowledge with ecological, ancestral, and spiritual conceptions of reproduction can promote meaningful educational change and increase student involvement. In the end, the study provides useful advice for instructors and curriculum designers who want to match the teaching of life sciences with the values of fairness, applicability, and cultural sensitivity.