Life Sciences Teachers’ Views on Using Interactive Whiteboards to Integrate Indigenous Knowledge in Cellular Respiration Teaching

This study critically examines Grade 11 Life Sciences teachers’ perceptions of using interactive whiteboards (IWBs) to integrate Indigenous Knowledge (IK) into teaching cellular respiration, a complex and abstract topic. While curricula such as South Africa’s Curriculum and Assessment Policy Statement (CAPS) advocate for IK integration, its implementation remains inadequate, particularly for technologically inclined learners. Employing quantitative research design, the study utilized a questionnaire administered to 153 Life Sciences teachers from schools in Johannesburg and Ekurhuleni. Descriptive and inferential statistics were used to analyze the data. Findings reveal that teachers value IWBs as effective tools for enhancing learner engagement and understanding by bridging cultural contexts and aligning with learners’ technological preferences. However, the integration process faces significant challenges, including limited access to reliable IK resources, insufficient professional development, and technical issues with IWBs. The study argues for systemic reforms to address these challenges, emphasizing the need for improved access to IK materials, targeted teacher development, and institutional support for teaching IK. By fostering meaningful IK integration through IWBs, Life Sciences education can become more culturally responsive, enhancing learners’ connection to scientific concepts. Policymakers must prioritize resource allocation and capacity-building to achieve this goal.