Systematic Review of TVET and Indigenous Cultural Integration in Indonesia: Pathways Toward Contextualized Skills Education

<ns3:p>Incorporating Indigenous knowledge into Technical and Vocational Education and Training (TVET) is recognized as one of the key strategies to support culturally responsive and inclusive education. In the sections that follow, we draw upon current international literature and studies to identify approaches with respect to embedding Indigenous knowledge into TVET curricula - strategies and challenges; outcomes. Eighty-five peer-reviewed articles between 2020 and 2025 were reviewed according to PRISMA 2020, concentrating on pedagogical models and methods, curriculum construction process, community involvement and student performance. The outcomes reveal that effective integration is grounded on culturally relevant teaching resources and active engagement with indigenous communities, along with traditional knowledge systems coupling to technical skills. Some of the challenges involve institutionalized barriers, a lack of teacher training and resources can restrict the ways in which we see Indigenous perspectives incorporated in meaningful ways. Notwithstanding these obstacles, there is evidence that students who experience Indigenous knowledge in TVET display higher levels of cultural awareness and identity formation, and engagement with learning; their communities are more empowered to participate in education. The review emphasizes the necessity for an overall framework and policies supporting sustainable integration, and advises that long-term effects on employability, social inclusion and community development be investigated in future studies. By highlighting the importance of Indigenous knowledge in TVET, this study adds to discussions on culturally-responsive pedagogical practice and offers practical advice for educators, policy makers and researchers aiming to improve TVET practices across the world.</ns3:p>