Abstract
Indigenous Knowledge (IK), which encompasses the cultural practices, experiences, and knowledge systems of local communities, plays an important role in making science education more relevant and meaningful to learners. In the South African context, the Curriculum and Assessment Policy Statement (CAPS) advocates for the integration of Indigenous Knowledge Systems in Life Sciences teaching. However, the integration of IK into science classrooms remains limited, particularly in abstract topics such as anaerobic respiration. Anaerobic respiration is a fundamental biological process that is often perceived as difficult and abstract by learners, resulting in challenges in conceptual understanding. To address this challenge, the use of culturally familiar contexts drawn from IK has the potential to enhance meaningful learning. The study explored Life Sciences teachers' perspectives on the integration of IK in the teaching of anaerobic respiration in Grade 11. Guided by a qualitative research approach and framed within a phenomenological research design, data were collected from five Grade 11 Life Sciences teachers from different provinces in South Africa using online open-ended questionnaires. The data were analysed using thematic analysis. The findings revealed that teachers recognise the value of Indigenous Knowledge in promoting learner engagement and contextualised understanding through practices such as traditional beer brewing and food fermentation. However, the study also found that limited teacher training, insufficient resources, and a lack of clear policy guidance constrain effective classroom integration. The findings highlight the need for targeted professional development, resource provision, and stronger collaboration between schools and communities to support the meaningful integration of IK in Life Sciences teaching.