Developing an Indigenous Knowledge-Based Curriculum Framework for Sustainable Agriculture in Nigerian Vocational Education

This study develops an indigenous knowledge-based curriculum framework for sustainable agriculture within the Nigerian vocational and technical education system. As climate change threatens agricultural productivity and food security across Nigeria, there is growing recognition that indigenous agricultural knowledge, accumulated over generations in specific ecological contexts, offers valuable insights for sustainable farming that are often more context-appropriate than imported technologies. Yet vocational agriculture curricula in Nigeria largely marginalise indigenous knowledge. This study employs a participatory action research methodology, working collaboratively with indigenous farmers, vocational agriculture teachers, curriculum specialists, and community elders in three agroecological zones: the Niger Delta, the Guinea Savannah, and the Sahel, representing South South, North Central, and North East Nigeria respectively. Three-year field engagement combines knowledge documentation, curriculum co-construction, teacher professional development, and student outcome measurement. Framework validation uses expert review and pilot implementation in three vocational institutions. Theoretical contributions include a novel indigenous knowledge curriculum integration model grounded in Ubuntu philosophy, ecological knowledge systems, and vocational curriculum theory. Practical contributions include validated curriculum modules, teacher guides, and assessment frameworks incorporating indigenous agricultural knowledge. Recommendations address national curriculum policy reform, teacher education, and community-school knowledge partnership models. This study makes an original theoretical and practical contribution to sustainable vocational agriculture education and indigenous knowledge integration in Nigeria. Keywords: indigenous knowledge, sustainable agriculture, vocational curriculum, Nigeria, participatory action research