Indigenous Knowledge Integration in Northern Mozambique Schools: Performance Implications

In Northern Mozambique, traditional schools have been integrating Indigenous Knowledge (IK) into their curriculum to enhance students' understanding of local customs and practices. A mixed-methods approach was employed, including pre- and post-integration assessments with a sample size of 150 students from 10 schools across Northern Mozambique. Pre- and post-assessment results showed an average improvement of 20% in language proficiency scores among students who received IK-based lessons compared to those without. The integration of Indigenous Knowledge into traditional school curricula appears to have a positive impact on student performance, particularly in language skills. Policy makers should support further research and encourage the systematic integration of IK across broader educational sectors in Northern Mozambique.