A systematic literature review on the integration of Indigenous Knowledge Systems (IKS) into STEM education

Indigenous Knowledge Systems (IKS) encompass a complex web of wisdom, practices, and worldviews developed through the deep-rooted relationships of the Indigenous communities with their environment, culture, and society. The growing recognition of IKS’s role in enhancing sustainability and community resilience has motivated efforts to incorporate IKS into Science, Technology, Engineering, and Mathematics (STEM) curricula. This study utilized a systematic literature review to examine the integration of IKS into STEM education between 2019 and 2024. Utilizing the PRISMA method, a comprehensive search was conducted across Scopus, Web of Science, and ScienceDirect databases. Of the 548 initially identified articles, 19 met the final inclusion criteria. The analysis revealed that integrating IKS into STEM education significantly enhanced students’ mastery of scientific concepts, creative thinking skills, and environmental awareness, while simultaneously fostering cultural identity, inclusivity, and social justice. Despite these benefits, several challenges were identified, including epistemological conflicts, lack of formal guidelines, limited teacher preparedness, resource constraints, and difficulties in authentic community engagement. To address these issues, strategies, such as co-developing an inclusive curriculum with Indigenous communities, emphasizing continuous professional development for teachers and implementing culturally responsive assessment methods were recommended. The findings underscore that integrating IKS into STEM is a transformative approach that enriches educational paradigms and promotes holistic student development. Ultimately, this review highlights the need for sustained policy support, long-term community partnerships, and systemic reforms for effective and sustainable integration of IKS in STEM education.