INTEGRATING INDIGENOUS KNOWLEDGE SYSTEMS INTO SCIENCE AND TECHNOLOGY TEACHER EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: THE HUMAN TONGUE AS AN INTERDISCIPLINARY CASE STUDY

The integration of Indigenous Knowledge Systems (IKS) into science and technology teacher education has emerged as a compelling strategy for promoting sustainable development, cultural relevance, and contextualized learning outcomes. In Nigeria, teacher preparation programmes have historically privileged Western scientific epistemologies while systematically neglecting the rich body of indigenous knowledge embedded within local communities, thereby limiting both student engagement and the societal applicability of science education. This paper investigates the educational potential of integrating IKS into science and technology teacher education in Nigeria, using the human tongue as a focal interdisciplinary case study bridging biological science and indigenous health knowledge systems. A qualitative, documentary research design was adopted, involving systematic review and thematic synthesis of peer-reviewed publications, policy documents, UNESCO and WHO reports, and seminal texts in indigenous science education, teacher preparation, biological sciences, and sustainable development spanning 2018-2024. Findings reveal that indigenous knowledge pertaining to tongue-based health diagnosis, dietary practices, medicinal plants, and oral health carries significant scientific validity and educational value. Traditional tongue examination practices documented across Nigerian and broader African communities align substantively with contemporary biomedical understandings of tongue morphology as a diagnostic indicator of systemic, nutritional, and oral health conditions. Teacher education programmes, however, provide minimal structured opportunities for such integration. Effective incorporation of IKS into teacher preparation enhances cultural responsiveness, scientific literacy, and sustainable development competencies among future educators. The study concludes with a framework of recommendations for curriculum reform, professional development, institutional partnerships, and research investment to advance culturally responsive science education in Nigeria.