INTEGRATING LOCAL KNOWLEDGE SYSTEMS INTO PUBLIC SECONDARY SCHOOL CURRICULUM: STUDENTS’ AWARENESS, ENGAGEMENT AND CULTURAL IDENTITY IN ANAMBRA STATE, NIGERIA

Abstract

This study examined students’ awareness, engagement and perceptions of the integration of Local Knowledge Systems (LKS) into public secondary school curriculum in Anambra State, Nigeria. The study was anchored on a descriptive survey research design. The sample comprised 243 senior secondary school students drawn from three purposively selected education zones and twelve schools that offered culturally grounded learning opportunities and incorporated indigenous knowledge into subjects such as Social Studies, Cultural and Creative Arts and Civic Education. Data were collected using a structured questionnaire developed from a comprehensive review of related literature and validated by experts in Curriculum Education and Measurement and Evaluation. The instrument demonstrated high internal consistency, with a Cronbach’s alpha coefficient of 0.86. The questionnaire measured students’ awareness and understanding of LKS, their engagement in culturally grounded classroom and community-based activities, their sense of cultural identity and pride and their perceptions of the relevance of LKS integration to learning and motivation. Descriptive statistics, including mean and standard deviation, were used to answer the research questions. The findings revealed that students demonstrated moderate to high awareness and understanding of Local Knowledge Systems, actively participated in culturally grounded learning experiences and reported enhanced cultural identity and pride. Furthermore, students perceived that the integration of LKS into the curriculum improved the relevance of learning and motivated their active participation in classroom activities. The study accentuates the importance of systematically integrating Local Knowledge Systems into the curriculum to promote culturally responsive pedagogy, enhance students’ engagement and strengthen their appreciation of indigenous heritage. It was concluded that the integration of Local Knowledge Systems into the curriculum contributes meaningfully to improving students’ engagement, cultural identity and perceived relevance of learning in public schools. The study recommended that school administrators and policymakers should promote the systematic integration of Local Knowledge Systems into teaching and learning by providing teachers with adequate training and instructional resources.