Teachers' experiences of indigenous knowledge integration in Further Education and Training (FET) Geography education

This dataset contains qualitative data generated during a Master of Education (MEd) research study investigating teachers' experiences of integrating indigenous knowledge into Further Education and Training (FET) Geography education in Gauteng Province, South Africa. The study adopted an interpretive paradigm and a phenomenological design. The dataset also consists of anonymised semi-structured interview transcripts and traditional storytelling. The data explore participants' experiences, teaching practices, perceptions, challenges, and contextual factors influencing the integration of indigenous knowledge into Geography teaching and learning.All personal identifiable information has been removed, and participants have been assigned pseudonyms to ensure confidentiality. The dataset was analysed using thematic analysis to identify patterns and themes related to Indigenous Knowledge integration in Geography education. The data provide insight into curriculum implementation, culturally responsive pedagogy, and the role of Indigenous Knowledge in supporting curriculum transformation and decolonisation within South African secondary education. The dataset may be useful for researchers, teacher educators, policymakers, and postgraduate students interested in Indigenous knowledge systems, Geography education, curriculum studies, decolonising education, and qualitative educational research.