LIFE SCIENCES TEACHERS’ NEEDS AND CHALLENGES WHEN INTEGRATING INDIGENOUS KNOWLEDGE USING INTERACTIVE WHITEBOARDS

The South African Curriculum and Assessment Policy Statement (CAPS) document for Life Sciences mandates the integration of Indigenous Knowledge (IK) in teaching to foster inclusivity and relevance of concepts taught.However, previous studies reveal that the meaningful and effective integration of IK remains challenging for Life Sciences teachers, particularly when using tools like Interactive Whiteboards (IWBs).The study reported herein sought to determine Life Sciences teachers' needs and challenges in using IWBs to integrate IK into teaching cellular respiration in Grade 11 classrooms.The study was underpinned by the Cognitive Justice framework, which advocates for equal recognition of diverse knowledge systems, and the Cognitive Theory of Multimedia Learning (CTML), which emphasizes the role of multimedia in enhancing learners' understanding.Using qualitative case study research design, 10 Grade 11 Life Sciences teachers were purposefully selected as participants from Johannesburg and Ekurhuleni Districts.Each teacher was interviewed once using a semi-structured interview schedule to establish their perceived needs and challenges using interactive whiteboards to integrate IK.Thereafter, each teacher was observed twice when teaching cellular respiration whilst integrating IK using an interactive whiteboard to examine their practices.Data was analyzed thematically, and two themes emerged: 1. Life Sciences teachers encounter challenges when using IWBs to integrate IK; and 2. Life Sciences teachers' needs in using IWBs to integrate IK.The findings revealed many challenges teachers encountered, which included a lack of appropriate infrastructure, persistent electricity cuts, unreliable internet connectivity, and insufficient institutional and policy support.Some teachers also acknowledged and demonstrated the affordances of IWBs when integrating IK.Based on the findings, it is recommended that: 1.There be an alignment between the Life Sciences curriculum stipulations and infrastructural development in schools and resource provisions for effective implementation; 2. There should be collaborative initiatives like Professional Learning Communities (PLCs) to facilitate the sharing of best practices and foster peer learning among teachers; and 3.Both pre-service and in-service teacher professional development programs should incorporate Information and Communication Technology (ICT) tools and IK integration as core components to provide practical, hands-on training to teachers.