Indigenous Knowledge Systems (IKS) in Tanzania are increasingly recognised for their potential to enhance educational practices and outcomes. These systems, grounded in local cultures and traditions, offer unique perspectives on learning and teaching. This study employed participant observation, semi-structured interviews with educators and community members, and document analysis. Data collection took place across multiple regions of Tanzania over a period of one year. Findings indicate that there is significant variation in the integration of IKS across different educational settings, with some schools incorporating traditional practices into their curriculum while others remain largely conventional. The analysis reveals both challenges and opportunities for integrating Indigenous Knowledge Systems in Tanzanian education. Key themes include cultural relevance, teacher training needs, and community engagement strategies. Recommendations include developing culturally responsive curricula, enhancing teacher professional development programmes to incorporate IKS, and fostering collaborative partnerships between schools and local communities.
Mwakwere et al. (2011) studied this question.