Integrating Local Wisdom into Science Learning: A Systematic Review of Pedagogical Frameworks and Educational Practices

Abstract

Background: The integration of local wisdom into science learning has gained increasing attention as an approach to contextualize scientific knowledge and promote sustainable education. However, existing research remains fragmented in its frameworks and practices. This study systematically reviews the evolution, dominant pedagogical models, and educational outcomes of local wisdom–based science learning to establish a comprehensive understanding of its theoretical and practical landscape. Methods: A systematic literature review (SLR) was conducted in accordance with the PRISMA 2020 guidelines. Data were retrieved from the Scopus database using the query TITLE-ABS-KEY (“local wisdom” AND “science learning”), limited to open-access, English-language journal articles published between 2004 and 2025. A total of 58 records were identified, screened, and filtered, yielding 17 eligible articles for full-text analysis. Quantitative bibliometric data (publication year, country, subject area, and keyword trends) were analyzed using VOSviewer 1.6.20, while qualitative synthesis identified recurring pedagogical frameworks and instructional patterns. Results: The review revealed a marked growth in publications after 2020, dominated by studies from Indonesia within the domains of education, environmental science, and sustainability. Five key frameworks emerged: (1) Ethnoscience + Inquiry/Discovery, (2) Ethnoscience + STEM/STEAM, (3) Ethnopedagogy + Character Education, (4) Ethnoscience + Problem-/Project-Based Learning, and (5) Digital/Game-Based Ethnoscience. Thematic analysis indicated a shift toward inclusive, digital, and value-integrated science pedagogy. Conclusion: Local wisdom functions as a transformative foundation that connects scientific reasoning with cultural and moral dimensions. Ethnoscience-based learning provides a sustainable pathway for integrating tradition and modernity, aligning with Education for Sustainable Development (ESD) and fostering global citizenship through culturally grounded science education. The review concludes with recommendations for curriculum design and teacher education programs that promote culturally responsive and sustainability-oriented science learning.