Harnessing More Knowledgeable others for Chemistry Education in Ethiopia: Integrative-Conceptual Literature Review

ABSTRACT: This manuscript explores the pivotal role of the More Knowledgeable Other (MKO) to chemistry, drawing on Vygotsky’s sociocultural theory and its application. The MKO, whether a teacher, peer, parent, expert or technology, serves as a scaffold for learners navigating the Zone of Proximal Development (ZPD), enabling conceptual growth and understanding. Through integrative-conceptual synthesis methodology, systematically informed by sociocultural learning theory, the review highlights how MKOs foster learning, contextualized chemistry instruction, and reflective practice. It also explores challenges such as curriculum design, teacher preparation and professional development, as well as structural and hierarchical gaps. The paper concludes by proposing a framework for integrating MKOs into teacher education and school chemistry, emphasizing collaborative learning and indigenous knowledge systems.