Research on the Transformation of African Indigenous Knowledge Systems in Primary and Secondary STEM Education

Abstract

Under the dual background of the global localization transformation of STEM education and the strategic advancement of African
indigenous knowledge systems, this study focuses on the deep integration of African indigenous knowledge systems with primary and secondary STEM education. By constructing a three-dimensional culture-cognition-practice transformation model, developing interdisciplinary
dual-coding curriculum modules, and establishing a community-school-government collaborative platform, this research explores a localized STEM education pathway with African characteristics. The study aims to resolve the tension between scientific universality and cultural
rootedness, promote the synergistic development of scientific literacy and cultural identity among African youth, and provide an African paradigm for global multicultural education transformation. Through field investigations, the Delphi method, mixed research approaches, policy
analysis, and practical case studies, this paper systematically demonstrates the feasibility and innovativeness of indigenous knowledge transformation, offering theoretical and practical support for educational equity and cultural diversity preservation in Africa and globally.