Linking educational exposure, experiential learning, socio-cultural background and modernization to scientific attitudes: the mediating role of indigenous knowledge

Purpose This study examines how educational exposure, experiential learning, socio-cultural background and modernization are associated with students' indigenous knowledge and scientific attitudes, and tests whether indigenous knowledge mediates these relationships across rural and urban Indonesian schools. Design/methodology/approach A cross-sectional online survey was conducted with 498 senior high school students from rural and urban areas in Indonesia. Data were analysed using partial least squares structural equation modelling, including direct effects, mediation tests and multi-group comparison. Findings Educational exposure, experiential learning, socio-cultural background and modernization are significantly associated with indigenous knowledge and scientific attitudes. Indigenous knowledge operates as a central mediator, strengthening the pathways from the four predictors to scientific attitudes. Modernization shows a relatively stronger association with indigenous knowledge than with scientific attitudes directly, indicating an indirect contribution via indigenous knowledge. Multi-group results suggest the socio-cultural background-indigenous knowledge relationship is stronger in rural schools, while most other paths are comparable across regions. Originality/value The study positions indigenous knowledge as a key mechanism linking educational and socio-cultural influences to scientific attitudes and provides evidence from rural–urban comparisons in Indonesia.