Abstract
This systematic literature review seeks to investigate the pedagogical practices that can be used to encourage the inclusion of Indigenous knowledge in science classrooms. By adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline method, past studies on pedagogical practices in integrating Indigenous knowledge in science classrooms were explored, resulting in the analysis of 25 papers as part of this review. The research findings revealed several strategies for incorporating Indigenous knowledge systems (IKS) into science education in schools, such as engaging students in argumentative discussions, the use of contextualised Indigenous instructional materials, working with Indigenous knowledge keepers and elders, and engaging students in experiential learning activities. The study also emphasised the advantages of the different pedagogies that can be used in integrating IKS into science education, including the enhancement of critical thinking skills and the generation of new knowledge. The reviewed studies showed that acknowledging and utilising a range of approaches assists teachers in successfully integrating IKS into their science instruction. The implications of these findings are anticipated to be valuable for policymakers, curriculum developers and educators.