Indigenous Knowledge Systems in Education Practice within Guinea-Bissau's Context

Indigenous Knowledge Systems (IKS) are a vital component of educational practices in many communities around the world, including those within Guinea-Bissau's diverse cultural landscape. This research employed a mixed-methods approach, combining qualitative interviews with focus groups to gather insights from educators, students, and community leaders. Data were analysed using thematic analysis to uncover patterns and themes related to IKS integration in education. A significant proportion (35%) of the respondents reported that incorporating Indigenous Knowledge Systems into their curriculum significantly enhanced student engagement and cultural understanding, while over half noted challenges such as limited resources and inadequate teacher training for effectively integrating these systems. The findings suggest a promising path forward for educators looking to incorporate Indigenous Knowledge Systems in their teaching practices, but also highlight the need for further support and professional development initiatives. Educational institutions should prioritise teacher training programmes that focus on integrating IKS into existing curricula. Additionally, partnerships with local communities can provide valuable resources and knowledge for educational innovation.