For generations, African communities have developed knowledge about their local environments through observation, experience and practices passed from one generation to another. This indigenous knowledge includes understanding seasonal changes, water sources, plants, soil, biodiversity and ways of managing natural resources. However, much of this knowledge remains outside formal education systems, where Western scientific approaches continue to dominate. A research study funded by the NRF explored how Indigenous Knowledge Systems (IKS) could be better integrated into environmental education in Africa. The study was guided by the isiZulu proverb Indlela Ibuzwa Kwabaphambili, meaning that the path forward is found by seeking guidance from those who came before us.

Rather than conducting new fieldwork, the study reviewed existing research, policies and African case studies. A total of 84 scholarly and policy sources published between 1990 and 2024 were examined. The study also considered examples from South Africa, Ethiopia and Ghana to understand how indigenous environmental knowledge is passed between generations and how it could contribute to formal education. The research study findings highlights the important role of elders as custodians of environmental knowledge. This includes knowledge about rainfall patterns, soil fertility, water sources, biodiversity and sustainable agricultural practices. In South Africa, for example, the study discusses indigenous water-management knowledge among Nguni communities, where elders may use observations of rainfall, vegetation and animal behaviour to understand water availability. However, several challenges remain. Indigenous knowledge is still sometimes regarded as informal or unscientific, while limited documentation, inadequate teacher training, institutional barriers and the gradual loss of oral traditions can make integration difficult.

The study proposes an environmental education model in which indigenous and scientific knowledge are valued alongside each other. It recommends stronger partnerships between schools and communities, greater involvement of elders and indigenous knowledge holders in education, improved teacher training and better recognition of indigenous knowledge within education policy. The study concludes that drawing on knowledge passed down through generations could help create environmental education that is more culturally relevant while contributing to sustainability and the preservation of indigenous knowledge.