Journal of Research in Science, Mathematics and Technology Education

Equitable Integration of Indigenous Knowledge System in STEM Education Professional Development: A systematic review

Elyssa Milette Cherry Shive 1 *
1 Texas Tech University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Online-First Articles, pp. 21-40
OPEN ACCESS VIEWS: 64 DOWNLOADS: 35 Publication date: 15 Jun 2025
ABSTRACT
The integration of Indigenous Knowledge Systems (IKS) into STEM education is critical for addressing longstanding inequities and fostering a culturally responsive educational framework. This systematic literature review examines professional development initiatives aimed at incorporating IKS into K-12 STEM education, with a focus on teacher preparation, equity, and science education between 2009 and 2024. Through thematic and quantitative analyses of 30 peer-reviewed studies, the review highlights challenges, such as the dominance of Western epistemologies and the marginalization of Indigenous perspectives in professional development programs. It identifies effective strategies, including place-based learning, storytelling, and reciprocal partnerships with Indigenous communities, as essential for bridging epistemological gaps and promoting cultural sustainability. The findings emphasize the need for professional development models that prioritize Indigenous methodologies, foster critical consciousness, and challenge colonial biases embedded in STEM curricula. This study underscores the transformative potential of integrating IKS to create equitable and inclusive educational practices that honor diverse ways of knowing.
KEYWORDS
STEM Education, Indigenous Knowledge Systems, Professional Development, Equity
CITATION (APA)
Cherry Shive, E. M. (2025). Equitable Integration of Indigenous Knowledge System in STEM Education Professional Development: A systematic review. Journal of Research in Science, Mathematics and Technology Education. https://doi.org/10.31756/jrsmte.822
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