Engaging Indigenous Elders in Co-Teaching to Support Pre-Service Life Sciences Teachers’ Integration of Indigenous Knowledge on Medicinal Plants: A Qualitative Ethnobotanical Study in KwaZulu-Natal

Abstract

This study explores how co-teaching with Indigenous elders can support pre-service Life Sciences teachers in meaningfully integrating Indigenous Knowledge (IK) about medicinal plants into their classroom practice. Set in KwaZulu-Natal, where plant-based healing remains deeply embedded in cultural life, the research recognises elders as custodians of generational wisdom and essential partners in science education. Guided by a qualitative ethnobotanical approach framed within an interpretivist paradigm. The study engaged traditional healers, community elders, and pre-service teachers through semi-structured interviews, focus group dialogues, and collaborative teaching sessions. Field observations complemented these engagements to capture both pedagogical interactions and cultural nuances surrounding medicinal plant use. Data were analysed thematically to uncover patterns of knowledge exchange, perceptions of legitimacy, and the pedagogical value of elder involvement. Findings reveal that co-teaching created spaces of epistemic respect, where scientific and Indigenous ways of knowing could coexist and inform each other. Pre-service teachers reported a deeper appreciation of local biodiversity and cultural dimensions of health, which strengthened their understanding of Life Sciences content and its community relevance. The study concludes that involving Indigenous elders in teacher education enriches pedagogical practice, enhances cultural responsiveness, and contributes to the decolonisation of science education. It further advocates for sustained partnerships between universities and Indigenous knowledge holders to preserve, validate, and teach the rich medicinal plant heritage of KwaZulu-Natal.