Edumania-An International Multidisciplinary Journal
Vol-03, Issue-2 (Apr-Jun 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
Incorporating Indigenous Knowledge Systems into the Teaching of Environmental Chemistry
Kumar, Sandeep
Professor of Chemistry, and ‘by courtesy of Psychology’, School of Applied and Behavioral Sciences, NIILM University Kaithal Haryana
DOI: https://doi.org/10.59231/edumania/9130
Page No.: 248–257
Subject: Environmental Chemistry / Behavioral Sciences / Education
Received: Jan 14, 2025
Accepted: Feb 18, 2025
Published: April 01, 2025
Thematic Classification: Indigenous Knowledge Systems (IKS), Environmental Education, Sustainable Chemistry, Ethnoscience.
Abstract
This research explores the integration of Indigenous Knowledge Systems (IKS) into the teaching of Environmental Chemistry at the secondary and tertiary levels. The study investigates how traditional ecological knowledge, accumulated over centuries by Indigenous communities, can enhance students’ understanding of environmental processes, sustainability, and stewardship. Using a mixed-methods approach, data were collected from teachers, students, and Indigenous knowledge holders across multiple regions. The findings reveal that incorporating IKS not only improves engagement and contextual understanding but also promotes respect for cultural diversity and environmental ethics. The study provides pedagogical frameworks and strategies for effective curriculum integration and recommends policy reforms to institutionalize the inclusion of IKS in science education.
Keywords: Indigenous Knowledge Systems, Environmental Chemistry, Science Education, Curriculum Integration, Traditional Ecological Knowledge, Sustainability, Cultural Relevance
Impact statement
Incorporating Indigenous Knowledge Systems (IKS) into environmental chemistry education will foster a more holistic and culturally relevant understanding of environmental issues. This approach will empower students to appreciate diverse perspectives on ecological balance, sustainable resource management, and the interconnectedness of natural systems. By integrating traditional practices and scientific principles, students can develop innovative solutions to contemporary environmental challenges, promoting community engagement and stewardship. This interdisciplinary approach will not only enrich their academic experience but also cultivate a deeper respect for Indigenous cultures and their invaluable contributions to environmental sustainability.
About The Author
Dr Sandeep Kumar is working as Professor of Chemistry and ‘by courtesy of psychology’ NIILM University Kaithal Haryana, and have more than two decades experience in teaching, research, curriculum development, counselling and leadership. His areas of interest are chemical education, research, behavioural science, teacher education and practices. As resource person, he has conducted more than 225 training programs for the school and higher education teachers. He has been awarded with numerous prestigious National and International Awards. He has participated and presented research articles in more than 200 National and International conferences. He has been invited as keynote speaker, guest of honour, conference chair, and resources person in various National and International Conferences. He is associated with various National and International Organizations.
Cite this Article
APA: Kumar, S. (2025). Incorporating indigenous knowledge systems into the teaching of environmental chemistry. Edumania-An International Multidisciplinary Journal, 3(2), 248–257. https://doi.org/10.59231/edumania/9130
MLA: Kumar, Sandeep. “Incorporating Indigenous Knowledge Systems into the Teaching of Environmental Chemistry.” Edumania-An International Multidisciplinary Journal, vol. 3, no. 2, 2025, pp. 248-257.
Chicago: Kumar, Sandeep. “Incorporating Indigenous Knowledge Systems into the Teaching of Environmental Chemistry.” Edumania-An International Multidisciplinary Journal 3, no. 2 (2025): 248–257.
Statements & Declarations
Peer-Review Method: This manuscript has undergone a rigorous double-blind peer-review process involving two independent, external experts in the fields of Chemical Education and Anthropology. The reviewers evaluated the manuscript based on its original contribution to ethnoscience, the accuracy of its chemical frameworks, and the pedagogical feasibility of its proposals. All revisions suggested by the reviewers were addressed by the author to ensure the highest scholarly quality.
Competing Interest: The author, Sandeep Kumar, declares that he has no financial, professional, or personal affiliations that could be construed as having a direct or indirect influence on the research findings, analysis, or conclusions presented in this article. There are no competing interests that might bias the objectivity of this work.
Data Availability: The research presented is primarily qualitative and theoretical, drawing upon a synthesis of existing literature on Indigenous Knowledge Systems (IKS) and environmental curricula. All primary sources, traditional ecological case studies, and secondary data analyzed are fully cited in the references. Any additional conceptual models developed during the study are included within the manuscript itself.
Funding: This research was conducted under the academic auspices of the School of Applied and Behavioral Sciences, NIILM University, Kaithal. The author did not receive any specific grants or financial support from external agencies in the public, commercial, or non-profit sectors for the research, authorship, or publication of this paper.
License: © 2025 by Kumar, S. This article is an open-access publication distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits the community to share, copy, and adapt the work, provided appropriate credit is given to the original creator and the journal is cited as the original publisher.
Ethical Approval: This study was conducted in accordance with the ethical research standards of NIILM University. The author has ensured that all references to indigenous practices are handled with cultural sensitivity and intellectual respect. As the study did not involve clinical trials or invasive procedures on human or animal subjects, it was exempt from full ethics board review but maintains compliance with all institutional integrity policies.
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