Volume 12 : Issue 12.1 (2025)

Exploring Students' Understanding and Perception of Indigenous and Traditional Knowledge: A Comparative Study Across Age Groups in Gujarat

The study aimed to examine students' understanding and perception of Indigenous Knowledge (IK) and Traditional Knowledge (TK) in Gujarat, focusing on misconceptions, the characteristics of TK, how IK is transmitted, the importance of learning IK, and the influence of scientific knowledge on Indigenous traditions. A mixed-methods approach was adopted, utilizing both qualitative and quantitative research designs. The study targeted secondary and higher secondary schools in Ahmedabad district, selected through purposive and simple random sampling techniques. A total of 369 students from diverse disciplines (Science, Arts, and Commerce) participated, offering a comprehensive perspective on Indigenous Knowledge across various academic backgrounds. Data was collected using pre-tested questionnaires administered to both students and teachers, complemented by semi-structured interviews with educators to explore challenges and opportunities in incorporating IK into the curriculum. Findings revealed that misconceptions about IK and TK were prevalent across both younger (13-15 years) and older (16-18 years) age groups, with no significant difference in their understanding of these concepts. While older students demonstrated a better understanding of the transmission of traditional knowledge, both age groups showed limited recognition of the importance of learning IK and TK. Moreover, the study indicated that scientific knowledge did not significantly influence students’ perceptions of traditional knowledge systems. The findings suggest that misconceptions about IK and TK persist, emphasizing the need for educational reforms.

Indigenous Knowledge (IK), Traditional Knowledge (TK), perception, curriculum integration.

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