Abstract
This paper explores the integration of multicultural perspectives in the teaching and learning of the Grade 11 Life Sciences topic Human Impact on the Environment within South African schools. Grounded in Ladson-Billings' Culturally Responsive Pedagogy and Vygotsky's social constructivist theory, the study adopts a qualitative interpretive research design to examine how culturally responsive approaches influence learner engagement and understanding of environmental issues. Data were generated through semi-structured interviews with three Life Sciences teachers, lesson observations, and focus group discussions with learners from three multicultural high schools in Gauteng Province. Thematic analysis revealed that teachers integrated multicultural perspectives through indigenous environmental practices, locally relevant and global case studies, and culturally informed classroom debates. Learners reported increased engagement, a stronger sense of inclusion, and improved ability to relate scientific concepts to their lived experiences. However, challenges such as limited instructional time, inadequate resources, insufficient teacher training, and tensions between cultural beliefs and scientific explanations constrained effective implementation. The findings suggest that integrating multicultural perspectives enhances the relevance and inclusivity of Life Sciences education by connecting scientific knowledge to learners' cultural and environmental contexts. The study concludes that sustained professional development, culturally inclusive curriculum materials, and stronger policy support are essential to promote equitable and culturally responsive science teaching that advances environmental awareness and sustainability education.