Amid growing global interest in culturally responsive education, integrating local knowledge into higher education curricula has become a key focus of reform, especially in culturally distinct regions. This qualitative study investigates how universities in Aceh, Indonesia, implement curriculum innovation by embedding local cultural, ecological, and philosophical values within the national Merdeka Belajar (Freedom to Learn) framework. Drawing on semi-structured interviews and focus group discussions with 100 participants, including lecturers, curriculum developers, and education policymakers, this study explores both the opportunities and constraints surrounding this integration process. Local knowledge was incorporated through thematic modules on adat (customary law), oral literature, and traditional ecology, as well as community-based learning and assessment methods such as reflective journals and participatory mapping. Key challenges included limited institutional guidelines, inadequate pedagogical training, and accreditation systems prioritizing standardized indicators over local relevance. Despite challenges, factors such as faculty autonomy, leadership support, and community collaboration have fostered innovative practices. This study provides empirically grounded insights into how local knowledge can strengthen higher education in underrepresented and culturally diverse contexts.
Ramli et al. (2025) studied this question.