Harnessing Indigenous Knowledge (Ik) for Sustainable Ecd Centres in Rural Karanga Communities of Zimbabwe

The Karanga people possess beliefs and practices that have significant implications for environmental management. Traditionally, the Shona—of which the Karanga are a dialectical subgroup—were strong environmental stewards. However, this ethos has diminished due to the imposition of Western hegemony (Mabvurira, Muchinako & Smit, 2021). This exploratory qualitative study investigates how rural Karanga communities currently utilize local flora and fauna for sustainable development, particularly in the context of Early Childhood Development (ECD) centres. The study is grounded in Afrocentricity and Heritage-Based Education within the framework of Zimbabwe's Education 5.0. Data were collected using semi-structured interviews with participants from diverse community sectors. Findings show that Indigenous Knowledge (IK) plays vital roles in nutrition, medicine, and employment generation. We conclude that rural Karanga communities can effectively harness IK to promote sustainable ECD practices.