Abstract
The study explored the prospect and challenge of integrating Indigenous Knowledge Systems (IKS) into the Natural Science (NS) curriculum in schools. An interpretivist research philosophy was employed to guide the data collection process that utilized a qualitative research approach and a case study research design. Interviews and focus group discussions were used to collect data from purposively selected NS Heads of Departments (HODs), NS teachers and Head masters in Phongola schools. Findings revealed that IKS has benefits in the NS curriculum, such as contextualising education and acting as learners’ prior knowledge, promoting diversity in class and making it possible for teachers to use field trips and traditional visual materials when delivering instruction in NS classes. Findings also revealed that integrating IKS into the NS curriculum faced challenges like a lack of government commitment to review education policies, lack of IKS study material in schools and extinction of IKS. It was recommended, that the Department of Basic Education should review its policies and integrate IKS as a full knowledge strand in the NS curriculum, document IKS as a full knowledge stand in the NS text books and incorporate IKS in teacher training programmes. Schools should use IKS custodians in communities as resource persons and also involve parents to help their children with their homework on IKS related topics and activities.