Transmission of indigenous knowledge systems under changing landscapes within the vhavenda community, South Africa

Indigenous Knowledge (IK) and techniques benefit not only humankind but also benefit the environment. Nevertheless, the transmissions of indigenous knowledge are threatened and replaced by Western knowledge and ideologies. The focus of the study was to demonstrate the various Indigenous knowledge transmission methods, the driving forces behind their disappearance, and how they added value to the resilience of such knowledge forms in sustaining Indigenous and local communities throughout the centuries. To achieve this, the study used questionnaires consisting of open-ended and closed-ended questions (n = 136). Participants were selected and identified through purposeful sampling from five remote indigenous villages in South Africa. The data were collected only from principal elderly participants above 50 due to their profound knowledge and experiences with their local environment. The most prevalent indigenous knowledge within the Vhavenda people is folklore, which is orally transmitted from one generation to the next through traditional songs, stories, dances, myths, customs, and rituals. Drivers such as invasion of technology, reluctance on the part of custodians to pass on the knowledge, knowledge being forgotten, and knowledge being less effective were ranked to be highest in the hindrance of IK transmission in the study area. Solutions such as revitalising knowledge systems through proper documentation, such as building online libraries, integrating Western and indigenous knowledge, and introducing indigenous knowledge into mainstream education systems and media could assist in preserving such knowledge. • The disappearance of indigenous knowledge is a global matter. • Colonialism and modernity have led to extinction of indigenous knowledge systems. • Technology and innovation are the drivers of indigenous knowledge disappearance. • Mainly, the mode of transmitting indigenous knowledge is through folklore. • Global formal education systems do not incorporate indigenous ways of learning.