Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles

Abstract

An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.

Designing a deep intercultural curriculum in higher education: co-constructing knowledge with Indigenous women

“…The aforementioned connects with enhancing the importance and potential of Indigenous knowledge, for the development of science and for society as a whole, promoting culturally humble and more inclusive approaches (Demssie et al, 2020;Tervalon & Fernandez, 2006).…”

“…Furthermore, Demssie et al (2020) point out the value of Indigenous knowledge for the development of overall science and the need for the integration of both knowledge systems in the university context. Nevertheless, they also allude to the lack of recognition, exploration, and use of Indigenous knowledge by decision makers.…”

“…As a model of knowledge production and transmission, the university is Western, part of a globally dominant secular education system with a structured program, curriculum, information sources, methods, and a specific alphabet (Demssie et al, 2020; Grigorenko, 2007).…”

Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics

“… Provide an explanation of variable relationship...  Evidences can be generated from physics concepts, laws and theories  Understand tentative nature of conclusion his masters show; to accept his teachers taught. Though these practices currently do not seem to be commonly practiced in Ethiopia, deep-rooted religious practices and leaders, as well as beliefs in "holy" books, are common in most Ethiopian cultures (Demssie, Biemans, Wesselink, & Mulder, 2020), and these have an impact on modern Ethiopian pedagogy (Shishigu, 2015), which may influence children's beliefs. In such a culture, seniors are considered to be always right.…”

Business strategy design methodologies: from product design to platform design

“…для осуществления дополнительных сервисов, включая процессы доставки продукта к потребителю или его сопровождения на всем жизненном цикле. Каждая из методологий требует тщательного изучения в рамках образовательных программ, поскольку позволяет развивать медиакомпетенции Demssie et al, 2020], эмпатию, предприимчивость, инновационную открытость и др. навыки специалистов, востребованные современными организациями.…”