Indigenous Science and School Science Curriculum: Possibilities for Integration in Nepal

Purpose This paper mainly focuses on the scenario underpinned by the possibilities of integration of Indigenous science and school science curriculum in Nepal. Design/Approach/Methods This study utilized a literature review in the field of national and international educational policies of indigeneity, Western science practice, curricular policy, and reformative approach to the science curriculum. It used a PRISMA flow diagram for the inclusion and exclusion of literature. Finally, 57 documents were included for this conceptual study. Findings Different knowledge practices by Indigenous and cultural peoples before scientific discoveries were made, were eco-friendly and empirically handed down through generations via cultural transmission. However, the hegemonic and imperative Western knowledge system denies the life-world knowledge of cultural peoples. The Nepali science curriculum largely emphasizes Western scientific practices, portraying them as modern and superior, while Indigenous knowledge is often overlooked or dismissed as dogmatic. Revisiting the curriculum to integrate Indigenous science is crucial for fostering inclusivity and recognizing its value. Originality/Value Cultural assimilation and acculturation are prioritized in science teaching rather than enculturation due to political and policy-level obstruction. Dialogue with different stakeholders and political commitment is a prerequisite for present science teaching and curriculum reforming.