Integrating Indigenous Knowledge Systems into Environmental Education for Biodiversity Conservation: A Study of Sociocultural Perspectives and Ecological Outcomes

Abstract

As the global world seeks effective biodiversity conservation measures, the incorporation of Indigenous Knowledge Systems (IKS) into environmental education emerges as a promising route for holistic and sustainable approaches. This study investigates the intersection between sociocultural viewpoints and ecological effects that occur from incorporating IKS into environmental education. This study illustrates the transformative potential of IKS integration in building a better understanding of the environment and supporting conservation actions anchored in traditional knowledge by exploring the experiences of an Indigenous community. Through qualitative approaches including interviews, participant observation, and document analysis, we demonstrate how IKS not only enhances perspectives on biodiversity, but also adds to measurable ecological benefits, such as enhanced ecosystem management and conservation efforts. Our findings highlight the importance of connecting formal education with Indigenous epistemologies, highlighting the symbiotic relationship between cultural legacy and contemporary conservation imperatives. However, obstacles related to cultural sensitivity, information transfer, and institutional alignment continue to exist. This study serves as a call to action for educators, policymakers, and researchers to enhance the role of IKS in influencing contemporary environmental education, paving the way for more comprehensive and effective biodiversity conservation initiatives.