Muhammad Nasir, Ibrohim Ibrohim, Herawati Susilo
This study aims to explore how the teaching of Indigenous Science (IS) within the Environmental Education course can contribute to the enhancement of students’ attitudes, knowledge, and sustainability competencies. This is an experimental study involving one experimental group (34 students) and one control group (28 students). The experimental class received instruction enriched with a specially developed monograph based on the IS of the Danau Tempe community, South Sulawesi, Indonesia, whereas the control class was only given general explanations of local wisdom without supporting learning materials. Overall, students demonstrated a positive perception of the integration of IS. The findings of this study indicate that students in the experimental group exhibited higher levels of sustainability attitudes, knowledge, and competencies compared to the control group. This study highlights the transformative potential of integrating Indigenous Science into environmental education, offering a contextually grounded pedagogical model that can strengthen sustainability learning in culturally diverse settings. © 2026 Taylor & Francis Group, LLC.
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, East Java, Indonesia; Biology Education Study Program, Faculty of Education, Universitas Puangrimaggalatung, Sengkang, South Sulawesi, Indonesia
