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This study explores the potential role of African Indigenous Knowledge Systems (AIKS) in transforming STEM education in Ghana. It advocates for the holistic integration of AIKS into the Ghanaian primary school STEM curriculum to support student learning and engagement. Using an Indigenous research methodology, data were collected from twenty (20) teachers in Ghana through sharing circles and follow-up conversational inquiry. The findings reveal the enduring impact of coloniality on curriculum content and pedagogical approaches which continue to shape the teaching and learning of STEM in Ghanaian schools. The study also shows that Ghana’s current primary school STEM curriculum largely privileges Euro-Western knowledge systems, leaving limited space for Indigenous Ghanaian scientific and mathematical knowledges. Teachers in this study expressed strong, positive beliefs about the value of integrating AIKS into STEM education. These findings highlight the pedagogical significance of integrating Indigenous knowledges into STEM lessons to help students better connect with the curriculum.
Kenneth Gyamerah (Fri,) studied this question.