Contextualised Initiatives for Preserving Ndebele Identity: Exploring Science Education in Culture

Abstract This study explores the relationship between contextualised initiatives and the preservation of Ndebele identity, with a focus on integrating science education within Ndebele culture. Using a qualitative approach, the research investigated how community-driven efforts, such as museum exhibitions and educational programs, contribute to cultural preservation. Data was collected through focus group interviews with eight participants and museum observations. The findings revealed strong community engagement and pride in Ndebele heritage, as well as the educational potential of Indigenous knowledge systems. The study highlights how the Ndebele community’s use of traditional materials and practices, such as beadwork and housing construction, can serve as effective tools for teaching scientific concepts such as geometry, chemistry, and environmental sustainability. The findings align with constructivist theory, illustrating how learners actively construct knowledge through cultural and scientific experiences. This interdisciplinary approach not only enhances science education but also strengthens cultural identity and community cohesion. The study concludes with recommendations for integrating Ndebele cultural practices into science curricula, promoting both cultural preservation and scientific literacy in Indigenous communities.