Integrating Indigenous Knowledge into Primary Education: A Case Study of Community Perceptions in a Murut Village, Sabah

This study, titled Integrating Indigenous Knowledge into Primary Education: A Case Study of Community Perceptions in a Murut Village, Sabah, examines community perceptions of the relationship between Indigenous knowledge and the standardised primary school curriculum in Sabah, Malaysia. The study focuses on how Murut parents, elders, teachers, and community members perceive the representation of local language, cultural traditions, environmental knowledge, oral histories, and customary practices in formal education. Drawing on research concerning Indigenous education, culturally responsive pedagogy, and Indigenous knowledge systems, the study adopts a qualitative document-based research approach, using credible online sources such as peer-reviewed journal articles, official government publications, statistical reports, and reports from recognized international organizations to collect, analyze, and interpret relevant information. The findings are intended to identify perceived strengths and limitations of the standardised curriculum, explore community expectations regarding cultural preservation, and examine opportunities to integrate Murut knowledge into primary education without compromising national learning standards. The study contributes to discussions on culturally inclusive education, Indigenous cultural identity, community participation, and curriculum development in Sabah.