Indlela Ibuzwa Kwabaphambili: integrating indigenous knowledge systems into African environmental education

Abstract This conceptual study explores the integration of Indigenous Knowledge Systems (IKS) into African environmental education, using the Zulu proverb Indlela Ibuzwa kwabaphambili (The path forward is to enquire from those who have preceded us). IKS are rich in environmental knowledge and education, yet formal education and training sideline them. Drawing on the wisdom and practices of African ancestors or elders, the study aims to improve environmental education. Central to the study is an argument for a more inclusive and sustainable environmental education framework that values IKS alongside Western scientific approaches. Key themes explored include the role of elders in knowledge transmission, the limitations of Western-centric models, comparative epistemologies, strategies for integrating IKS into the curriculum and teacher training, and case studies of best practices. Both the benefits and challenges of IKS integration are further discussed. To address these challenges, the study proposes policy reforms, teacher capacity building and community engagement as crucial strategies for IKS incorporation. Additionally, the study calls for a shift in environmental education that acknowledges the interconnectedness of indigenous wisdom and scientific knowledge, fostering a holistic, culturally relevant and sustainable learning experience.