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"The Role of Educational Policy in Supporting Indigenized

Mathematics Pedagogies in Southern Province, Zambia"

Kadonsi Kaziya

Department Educational Psychology, Special Education, and Sociology of Education, University of

Zambia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000814

Received: 10 October 2025; Accepted: 16 October 2025; Published: 25 November 2025

ABSTRACT

This study examines how educational policy in Zambia enables—or constrains—the indigenization of

mathematics pedagogy in Southern Province. Framed by culturally responsive and decolonial perspectives, we

used a sequential exploratory mixed-methods design: a survey of 55 mathematics teachers followed by 15 in-

depth interviews. Quantitative results indicate teachers view current policy support as moderate (M=3.2/5). One-

sample t-tests showed significant deficits in culturally relevant resources (t=−2.72, p=.01) and significant

positives for teacher confidence (t=2.76, p=.01) and student engagement when local knowledge is used (t=4.62,

p<.001). A multiple regression (R²=.52) identified professional development (β=.35, p=.002), community

collaboration (β=.28, p=.015), resource availability (β=.31, p=.007), administrative support (β=.24, p=.049), and

teacher confidence (β=.36, p=.001) as significant predictors of perceived policy effectiveness. Qualitative

themes corroborated these patterns, highlighting: (1) implementation challenges (training and materials gaps),

(2) observable gains in engagement and conceptual understanding when local languages/contexts are used, (3)

the necessity of community and traditional-leader co-design, and (4) uneven support from authorities alongside

teacher-led innovation. Findings suggest Zambia’s 1996 National Education Policy and 2013 Revised

Curriculum provide a normative basis for indigenized mathematics, but classroom translation hinges on clear

implementation guidance, targeted CPD, and material provision. We recommend: explicit policy mandates for

IKS and local-language integration in mathematics; funded, practice-based CPD; development and distribution

of culturally grounded task banks; participatory curriculum governance with communities; and assessment

adaptations that value cultural reasoning. Strengthening these levers can align equity aspirations with day-to-

day teaching, improving mathematics outcomes while affirming cultural identity.

Keywords: Indigenized pedagogy; mathematics education; educational policy; Zambia; culturally responsive

teaching; Indigenous Knowledge Systems; teacher professional development; community engagement.

INTRODUCTION

The education system in Zambia, like many other post-colonial countries, has historically been influenced by

Western educational models. These models often fail to reflect the cultural and contextual realities of Zambian

students, leading to a disconnect between what is taught in schools and the lived experiences of the learners. In

response, there has been a growing movement towards the indigenization of education, particularly in the field

of mathematics, to make it more relevant and effective for students.

Indigenized pedagogies integrate local cultural knowledge, languages, and practices into the curriculum,

providing students with a learning experience that is both meaningful and contextually appropriate. This

approach not only enhances student engagement but also fosters a sense of identity and pride in their cultural

heritage. Research has shown that when students see their own culture reflected in their education, their academic

performance improves significantly (Gay, 2010; Kadonsi, 2023).

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In Zambia, the National Education Policy (1996) and the Curriculum Development Framework (2013) have

recognized the importance of incorporating local languages and culturally relevant content into the education

system. These policies aim to create an inclusive and equitable education environment that respects and values

the diverse cultural backgrounds of Zambian students. However, the implementation of these policies,

particularly in the context of mathematics education, has faced several challenges.

The Southern Province of Zambia, with its rich cultural heritage, provides a unique context for exploring the

implementation of indigenized mathematics pedagogies. The region's diverse cultural practices and local

languages offer valuable resources for making mathematics education more relevant and engaging for students.

Despite the potential benefits, there are significant barriers to the effective integration of indigenous knowledge

into the mathematics curriculum.

One of the primary challenges is the rigidity of the national curriculum, which often leaves little room for the

inclusion of indigenous knowledge and practices. Additionally, many teachers are not adequately trained to

integrate indigenized pedagogies into their teaching methods. The lack of culturally relevant educational

resources and inclusive assessment methods further complicates the implementation process.

This study aims to examine the role of educational policy in supporting indigenized mathematics pedagogies in

the Southern Province of Zambia. By analyzing current policies and identifying gaps, this research seeks to

propose recommendations for policy enhancements that can effectively support the integration of indigenous

knowledge into mathematics education. The goal is to create an educational environment that is both culturally

responsive and academically rigorous, ultimately improving the learning outcomes for Zambian students.

Statement of the Problem

The integration of indigenized mathematics pedagogies in the Southern Province of Zambia faces significant

challenges despite policy frameworks that emphasize culturally relevant education. Current educational policies

and practices have not effectively facilitated the inclusion of local cultural knowledge, languages, and practices

in the mathematics curriculum, leading to suboptimal student engagement and academic performance.

According to the Zambian Ministry of Education (2023), only 32% of students in the Southern Province achieved

satisfactory grades in mathematics, compared to a national average of 48%. Additionally, a study by Mwansa et

al. (2022) revealed that 65% of teachers in the region reported difficulties in incorporating local cultural contexts

into their mathematics lessons due to a lack of resources and inadequate training. The 2021 report from the

Zambian Educational Research Association (ZERA) indicated that schools in the Southern Province have a 30%

lower availability of culturally relevant teaching materials compared to the national average.

Teachers face specific challenges in integrating indigenized pedagogies, including lack of training, resource

scarcity, curriculum constraints, and assessment methods. Many teachers have not received adequate training in

culturally responsive teaching methods, making it difficult for them to effectively integrate local cultural

knowledge into their mathematics instruction. There is a notable lack of educational resources that reflect local

cultures and languages, which hinders teachers from providing culturally relevant and engaging lessons. The

rigidity of the national curriculum limits teachers' ability to adapt their teaching methods to include indigenous

knowledge and practices. Standardized testing methods do not accommodate the unique approaches of

indigenized pedagogies, failing to accurately measure student learning and progress.

Existing educational policies such as the National Education Policy (1996) and the Curriculum Development

Framework (2013) emphasize the importance of culturally relevant education. However, studies have identified

several policy gaps, including implementation inconsistencies, professional development needs, and resource

allocation issues. There is a lack of clear guidelines and support for the implementation of indigenized

pedagogies at the school level. Current policies do not sufficiently address the need for ongoing professional

development in culturally responsive teaching methods. Insufficient funding and resource allocation to develop

and distribute culturally relevant educational materials further compound the problem.

If these issues are not addressed, the gap between the educational content and the cultural context of students

will persist, leading to continued low engagement and poor academic performance in mathematics. This

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disconnect can further exacerbate educational inequalities and hinder the overall development of students in the

region. This study aims to investigate the role of educational policy in supporting indigenized mathematics

pedagogies in the Southern Province of Zambia. By identifying gaps in current policies and proposing

recommendations for improvement, this research seeks to enhance the alignment of educational strategies with

indigenous knowledge systems. The goal is to create a more inclusive and culturally responsive educational

environment that can improve student engagement and academic success in mathematics.

Research Objective

To evaluate the effectiveness of current educational policies in integrating local cultural knowledge into the

mathematics curriculum

Research Question

How effective are current educational policies in integrating local cultural knowledge into the mathematics

curriculum in the Southern Province of Zambia?

Research Hypothesis

(H0): Current educational policies are not effective in integrating local cultural knowledge into the mathematics

curriculum in the Southern Province of Zambia.

(H1): Current educational policies are effective in integrating local cultural knowledge into the mathematics

curriculum in the Southern Province of Zambia.

Significance of the Study

The significance of this study lies in its potential to enhance the educational landscape in the Southern Province

of Zambia through the integration of local cultural knowledge into the mathematics curriculum. By evaluating

the effectiveness of current educational policies, this research aims to identify strengths and weaknesses in the

existing framework, providing valuable insights for policymakers, educators, and stakeholders. The findings of

this study will inform policymakers about the practical impacts of current policies on integrating indigenous

knowledge in education, potentially leading to the development of more robust, inclusive, and culturally

responsive educational policies that better serve the needs of Zambian students.

Educators will benefit from understanding how to effectively incorporate local cultural knowledge into their

teaching practices, which can improve teaching methodologies, increase student engagement, and enhance

overall learning outcomes in mathematics. By highlighting the benefits of indigenized pedagogies, the study

aims to foster a learning environment where students see their cultural backgrounds reflected in the curriculum.

This relevance can increase student motivation, engagement, and academic performance, particularly in

mathematics.

Integrating local cultural knowledge into the curriculum supports the preservation and promotion of Zambia’s

rich cultural heritage. This study underscores the importance of education in maintaining cultural identity and

heritage. Additionally, the study addresses educational inequalities by advocating for policies that consider the

diverse cultural contexts of students, contributing to more equitable educational opportunities and outcomes, and

reducing disparities between different student groups.

Furthermore, the research findings will provide a foundation for future studies on indigenized pedagogies and

educational policy in Zambia and other regions with similar contexts. It will add to the body of knowledge on

culturally responsive education and inform subsequent research and policy initiatives. By evaluating and

enhancing the integration of local cultural knowledge into the mathematics curriculum, this study aims to create

a more inclusive, effective, and culturally relevant educational system in the Southern Province of Zambia,

ultimately benefiting students, educators, and the broader community.

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LITERATURE REVIEWED

Historical Context of Educational Policies in Zambia:

The evolution of educational policies in Zambia has been marked by significant milestones and shifts over the

years. Since independence in 1964, Zambia has experienced changes in its educational landscape. Initially, there

was a shift towards adopting an English-only policy at all levels of education (Iversen, 2020). However, over

time, there have been efforts to promote inclusive education, as seen in policies such as the Education Act of

2011, the Persons with Disability Act of 2012, and the National Disability Policy of 2015, aligning with goals

of inclusiveness and equity (Kumatongo, 2021). These policy changes reflect a broader global trend towards

learner-centered education, with historical roots dating back to ancient times (Schweisfurtha, 2013).

In the context of supporting indigenized mathematics pedagogies in Southern Province, Zambia, several major

policies play a critical role. The Curriculum Development Centre (CDC) has been instrumental in shaping

educational policies that incorporate local cultural contexts into the curriculum. The introduction of the Revised

Curriculum Framework of 2013 emphasized the importance of integrating indigenous knowledge and practices

into the teaching of various subjects, including mathematics. This framework encourages the use of local

languages and cultural examples to make learning more relevant and meaningful for students.

The Education Act of 2011 was a landmark policy that aimed to make education more accessible and equitable

for all Zambian children, emphasizing the need to address the diverse learning needs of students. This policy

laid the groundwork for incorporating indigenized pedagogies by promoting a more inclusive and contextually

relevant curriculum. Additionally, the Persons with Disability Act of 2012 and the National Disability Policy of

2015 highlighted the importance of providing equal educational opportunities to students with disabilities,

ensuring that indigenized pedagogies also cater to the needs of all learners, including those with disabilities.

The National Education Policy of 1996, often referred to as 'Educating Our Future,' was another significant

policy that set the stage for curriculum reforms aimed at making education more relevant to the Zambian context.

This policy advocated for the inclusion of local content and emphasized the need for education to reflect the

cultural heritage and values of Zambia. The integration of indigenized mathematics pedagogies aligns with the

goals of this policy by using cultural references and indigenous knowledge to enhance the learning experience.

Moreover, the Seventh National Development Plan (7NDP) 2017-2021 emphasized the importance of improving

the quality of education through the integration of ICT and modern teaching methods, while also recognizing

the value of indigenous knowledge systems. This plan supports the development and implementation of

indigenized pedagogies by providing a framework for incorporating local cultural practices and knowledge into

the education system.

These policies collectively reflect a commitment to fostering an educational environment that is inclusive,

equitable, and culturally relevant. By supporting the integration of indigenous knowledge and practices into the

curriculum, these policies help create a more engaging and meaningful learning experience for students. The

shift towards inclusive and indigenized education in Zambia is part of a broader global trend that emphasizes

the importance of learner-centered education. This approach, which has historical roots dating back to ancient

times, focuses on meeting the individual needs of students and creating a supportive learning environment. The

move towards indigenized mathematics pedagogies in Southern Province is in line with international best

practices and reflects a commitment to providing a high-quality education that is relevant to the cultural and

social context of Zambia.

The integration of indigenous knowledge and pedagogies in education has also been a focus in Zambia. While

there have been challenges in some regions, such as the undesired identity reformation in Catholic secondary

schools in Zambia's Southern Province (Hambulo & Higgs, 2017), there have been calls to recognize cultural

diversity and align policies with child rights, particularly in the Zambian context (Kalinde, 2024). Efforts to

incorporate indigenous knowledge systems into formal education systems have been recognized as having the

potential for sustainable development (Owuor, 2008). These policies collectively reflect a commitment to

fostering an educational environment that is inclusive, equitable, and culturally relevant. By supporting the

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integration of indigenous knowledge and practices into the curriculum, these policies help create a more

engaging and meaningful learning experience for students. The shift towards inclusive and indigenized education

in Zambia is part of a broader global trend that emphasizes the importance of learner-centered education. This

approach, which has historical roots dating back to ancient times, focuses on meeting the individual needs of

students and creating a supportive learning environment. The move towards indigenized mathematics

pedagogies in Southern Province is in line with international best practices and reflects a commitment to

providing a high-quality education that is relevant to the cultural and social context of Zambia.

The historical context of educational policies in Zambia underscores a dynamic landscape characterized by shifts

in policy focus, efforts towards inclusivity and equity, challenges in integrating indigenous knowledge, and the

diversification of educational institutions. These developments highlight the ongoing evolution of educational

policies in Zambia to meet the changing needs of its population and align with global trends in education.

Impact of Educational Policies on Indigenized Pedagogies

Educational policies play a crucial role in shaping the integration of indigenized pedagogies in educational

systems. In Zambia, as in many other countries, the support for indigenized pedagogies within policies can

significantly impact the educational experiences of indigenous students. While there is a growing recognition of

the importance of incorporating indigenous knowledge and pedagogies into education, there are still gaps and

limitations in current policies that hinder the full integration of indigenous knowledge, particularly in subjects

like mathematics.

Existing educational policies in Zambia and other regions often lack explicit support for indigenized pedagogies,

which can limit the implementation of culturally relevant teaching practices (Sianturi et al., 2018). Successful

examples of policy implementations supporting indigenized pedagogies can be found in various contexts

globally. For instance, in Australia, there have been efforts to bring Indigenous education and literacy policies

to the forefront of the debate, emphasizing the need to incorporate Indigenous perspectives and knowledge into

curriculum development (Fogarty et al., 2017). Similarly, in Indonesia, there have been initiatives to include

indigenous knowledge in curriculum development, such as special education services and local curricula that

cover native languages, showcasing the impact on indigenous communities (Pulhehe, 2024).

However, despite these positive examples, gaps persist in current policies that hinder the integration of

indigenous knowledge in mathematics education and other subjects. In Canada, for instance, educational policy

frameworks reveal that while there is movement towards acknowledging Indigenous knowledge systems, there

is still a tendency to subordinate or embed Indigenous content within Western norms and standards, limiting the

full realization of indigenized pedagogies (Wotherspoon & Milne, 2020). Similarly, in New Zealand, there is a

need to counteract the disruptive legacy of colonization, such as mono-cultural education policies and loss of

language, to fully revitalize Indigenous cultures through education (Kerr & Averill, 2021).

Policy Frameworks and Best Practices in indigenizing mathematics education

In Canada and New Zealand, the effective indigenization of curriculum has been a focal point, emphasizing

culturally responsive pedagogies (Howe et al., 2021). These countries have made significant strides in

incorporating Indigenous knowledge and perspectives into educational frameworks, providing guidance and

support for teachers to implement culturally relevant practices. For instance, in Canada, the Truth and

Reconciliation Commission's Calls to Action have been instrumental in prompting educational reforms that

integrate Indigenous content across curricula, acknowledging the importance of Indigenous languages, histories,

and cultures in fostering an inclusive educational environment. Similarly, New Zealand's Te Whāriki early

childhood curriculum and the inclusion of Māori perspectives in the New Zealand Curriculum highlight the

commitment to honoring Indigenous knowledge systems and pedagogies.

In Australia, there have been concerted efforts to bring Indigenous education and literacy policies to the

forefront, emphasizing the importance of incorporating Indigenous perspectives into curriculum development

(Wotherspoon & Milne, 2020). The Australian Curriculum, Assessment and Reporting Authority (ACARA) has

worked to embed Aboriginal and Torres Strait Islander histories and cultures within the national curriculum.

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These initiatives aim to not only acknowledge and respect Indigenous cultures but also to ensure that all students

benefit from a more comprehensive and inclusive educational experience.

Lessons from these regions highlight several key elements that contribute to the successful integration of

indigenized pedagogies within educational systems. First, explicit support for indigenized pedagogies within

policy frameworks is essential. This includes clear mandates and guidelines that encourage the inclusion of

Indigenous knowledge and practices in curriculum development and teaching methods. Second, there is a need

for culturally responsive teaching practices that recognize and value the cultural backgrounds of all students.

This involves providing professional development and resources for teachers to help them implement these

practices effectively. Finally, community engagement is crucial in educational initiatives. By involving

Indigenous communities in curriculum development and implementation, countries like Canada, New Zealand,

and Australia have been able to create more inclusive and equitable educational systems that honor diverse

cultural perspectives.

In the Zambian context, there is an opportunity to draw from these best practices to enhance educational policies

and practices. Zambia can prioritize the integration of indigenous knowledge and pedagogies into the curriculum

by developing policies that explicitly support these efforts. The Revised Curriculum Framework of 2013, which

emphasizes the importance of integrating indigenous knowledge, provides a strong foundation for such

initiatives. Additionally, professional development for teachers on culturally responsive teaching methods is

crucial. This can be achieved through targeted training programs that equip educators with the skills and

knowledge needed to incorporate indigenous perspectives into their teaching.

Fostering partnerships with Indigenous communities is another vital aspect. By collaborating with local

communities, Zambia can ensure that educational content is relevant and reflective of the cultural context of the

students. This approach not only enhances the learning experience but also promotes a sense of pride and identity

among students. Emphasizing community engagement and collaboration can help ensure that educational

initiatives are aligned with the needs and aspirations of Indigenous populations in Zambia. These efforts can

support sustainable development and the preservation of cultural heritage while enhancing educational outcomes

for all students.

The experiences of Canada, New Zealand, and Australia demonstrate the importance of policy support, culturally

responsive teaching practices, and community engagement in the successful integration of indigenized

pedagogies. By adopting similar strategies, Zambia can create a more inclusive and culturally relevant

educational environment that honours and integrates indigenous knowledge and practices.

Stakeholder Perspectives and Roles in indigenizing mathematics education

Government, educational authorities, policymakers, teachers, local communities, and traditional leaders all play

crucial roles in promoting and implementing indigenized pedagogies in education. Collaborative efforts among

these stakeholders are essential to support policy changes that prioritize the integration of indigenous knowledge

and pedagogies into educational systems (Howe et al., 2021; Wotherspoon & Milne, 2020).

Government, educational authorities, and policymakers bear the responsibility of creating and implementing

policies that support the integration of indigenized pedagogies. By developing inclusive educational frameworks

that recognize and incorporate indigenous knowledge, these stakeholders can create an environment that values

diverse cultural perspectives and promotes educational equity (Howe et al., 2021). Their role involves providing

guidance, resources, and support to ensure that indigenized pedagogies are effectively integrated into curriculum

development and teaching practices. For instance, policies that mandate the inclusion of local languages and

cultural content in the curriculum can pave the way for more culturally relevant education. Additionally,

allocating funding for teacher training programs and resource development is essential to support these initiatives

(Kalinde, 2024).

Teachers play a vital role in the development and implementation of indigenized pedagogies. They are

responsible for translating policy directives into classroom practices that reflect culturally responsive teaching

methods. By incorporating indigenous perspectives, knowledge, and teaching approaches into their lessons,

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teachers can create inclusive learning environments that resonate with diverse student populations. Professional

development opportunities and ongoing support are essential to empower teachers to effectively implement

indigenized pedagogies in their classrooms (Owuor, 2008). Training programs that focus on culturally

responsive teaching strategies, the use of indigenous materials, and the integration of local knowledge into

various subjects can significantly enhance teachers' ability to deliver indigenized education (Hambulo & Higgs,

2017).

Local communities and traditional leaders also play significant roles in the development and implementation of

indigenized pedagogies. Their knowledge, experiences, and cultural practices are valuable resources that can

enrich educational content and teaching approaches. By actively involving local communities and traditional

leaders in curriculum development, schools can ensure that educational content is relevant, meaningful, and

culturally appropriate (Kalinde, 2024). Collaborating with these stakeholders fosters a sense of ownership and

connection to the educational process, promoting community engagement and support for indigenized education

initiatives. Community involvement can take various forms, such as inviting elders to share their knowledge in

classrooms, incorporating local traditions into school events, and involving parents in educational planning

(Owuor, 2008).

Collaborative efforts among all stakeholders are crucial to support policy changes that prioritize the integration

of indigenous knowledge in education. By working together, government entities, educational authorities,

policymakers, teachers, local communities, and traditional leaders can co-create inclusive educational

environments that honor diverse cultural perspectives and promote educational equity (Howe et al., 2021).

Through effective collaboration, stakeholders can leverage their unique expertise, experiences, and resources to

drive meaningful change and create educational systems that reflect the values and aspirations of indigenous

communities (Wotherspoon & Milne, 2020).

For example, government officials can work closely with community leaders to understand the specific needs

and cultural nuances of indigenous populations. Policymakers can then translate this understanding into concrete

policies that promote indigenized education. Educational authorities can provide the necessary infrastructure and

resources, while teachers implement these practices in the classroom. Continuous dialogue and feedback loops

among all parties ensure that the policies remain relevant and effective (Howe et al., 2021).

The roles of government, educational authorities, policymakers, teachers, local communities, and traditional

leaders are interconnected in promoting and implementing indigenized pedagogies in education. By fostering

collaborative efforts among these stakeholders, policy changes can be effectively supported, leading to more

inclusive, culturally responsive, and equitable educational systems (Kalinde, 2024). These efforts will ensure

that the educational landscape is reflective of the rich cultural diversity and heritage of their populations,

ultimately leading to improved educational outcomes and sustainable development (Owuor, 2008).

Future Directions and Policy Recommendations

Recent developments in educational policy and pedagogies globally highlight a growing emphasis on

incorporating indigenous knowledge and perspectives into curriculum development and teaching practices

(Martinez, 2023). This trend signifies a broader shift towards culturally responsive pedagogies that respect

diverse cultural viewpoints and promote educational equity (Gay, 2018).

Policy recommendations to enhance support for indigenized mathematics pedagogies in Southern Province,

Zambia, may include establishing specific guidelines within the educational policy framework that require the

integration of indigenous knowledge and pedagogies into the mathematics curriculum. Offering professional

development opportunities for mathematics teachers to strengthen their ability to implement culturally

responsive teaching methods in the classroom is also essential (Villegas & Lucas, 2002; Gay, 2000).

Collaborating with local communities and traditional leaders to co-create mathematics curriculum content that

mirrors the cultural heritage and experiences of indigenous populations in the Southern Province is another

critical recommendation (Kawagley, 2006).

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The potential impact of these proposed policy changes on educational outcomes and cultural preservation is

substantial. By prioritizing the integration of indigenized mathematics pedagogies, educational outcomes are

likely to improve as students identify with the curriculum, leading to increased engagement, motivation, and

academic achievement (Barnhardt & Kawagley, 2005; Battiste, 2002). Moreover, by preserving and promoting

indigenous knowledge through education, there is a greater likelihood of cultural revitalization and preservation,

nurturing a sense of pride and identity among indigenous communities (Smith, 1999; Cajete, 1994).

In conclusion, by aligning educational policies with the emerging trends in indigenized pedagogies,

implementing targeted policy recommendations for mathematics education, and acknowledging the potential

impact on educational outcomes and cultural preservation, Zambia, particularly in the Southern Province, can

strive towards establishing more inclusive, culturally relevant, and equitable educational systems that respect

and celebrate diverse cultural perspectives.

Future Directions and Policy Recommendations

The emerging trends and future directions in educational policy and indigenized pedagogies globally are moving

towards recognizing and incorporating indigenous knowledge and perspectives into curriculum development

and teaching practices (Coates et al., 2020). This trend signifies a broader shift towards culturally responsive

pedagogies that respect diverse cultural viewpoints and promote educational equity.

Policy recommendations for enhancing the support for indigenized mathematics pedagogies in the Southern

Province of Zambia may include establishing specific guidelines within the educational policy framework that

mandate the integration of indigenous knowledge and pedagogies into the mathematics curriculum (Jalil, 2023).

Providing professional development opportunities for mathematics teachers to enhance their ability to implement

culturally responsive teaching methods in the classroom is also crucial (Md-Ali et al., 2021). Collaborating with

local communities and traditional leaders to co-create mathematics curriculum content that reflects the cultural

heritage and experiences of indigenous populations in the Southern Province is another essential

recommendation (Jalil, 2023).

The potential impact of these proposed policy changes on educational outcomes and cultural preservation is

significant. By prioritizing the integration of indigenized mathematics pedagogies, educational outcomes are

likely to improve as students identify with the curriculum, leading to increased engagement, motivation, and

academic achievement (Jalil, 2023). Moreover, by preserving and promoting indigenous knowledge through

education, there is a greater likelihood of cultural revitalization and preservation, nurturing a sense of pride and

identity among indigenous communities (Jalil, 2023).

METHODOLOGY

This study aims to explore the role of educational policy in supporting indigenized mathematics pedagogies in

Southern Province, Zambia. To achieve a comprehensive understanding, a sequential exploratory mixed-

methods design was adopted, combining both quantitative and qualitative approaches. This methodological

approach allows for an initial broad assessment of teachers' perceptions and professional development needs

through quantitative data collection, followed by a deeper exploration of these insights through qualitative data

gathering.

Research Design

This research adopted a sequential exploratory mixed-methods design, beginning with quantitative data

collection followed by qualitative data gathering. This method provides a holistic understanding of the role of

educational policy in supporting indigenized mathematics pedagogies in Southern Province, Zambia. The

quantitative phase involved administering a structured questionnaire to gather measurable data on teachers'

perceptions and professional development needs. The qualitative phase consisted of in-depth interviews and

focus group discussions with teachers to explore their insights and experiences more deeply.

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Target Population

Creswell (2014) emphasizes that the target population in a study refers to the specific group of individuals or

entities from which the researcher intends to draw conclusions. Dillman et al. (2014) suggest that understanding

the target population is crucial for ensuring that the research findings are relevant and applicable to the intended

audience. For this study, the target population comprises mathematics teachers in Southern Province, Zambia.

Focusing on teachers is essential as they are the primary agents in implementing curriculum changes and

incorporating indigenous knowledge into mathematics education. By examining the perspectives of mathematics

teachers, the study aims to uncover valuable insights into the opportunities they perceive in integrating

indigenized pedagogies and practices.

Study Sample Size

Cohen et al. (2006) define a research sample as a subset of the population selected for a study. The size of the

sample is a critical factor in research as it influences the reliability and generalizability of the findings. Trochim

and Donnelly (2008) note that larger sample sizes reduce sampling error and provide more accurate

representations of the population. For this study, the sample size was meticulously determined to balance

practical considerations and statistical reliability. The quantitative sample size was calculated using an online

calculator with parameters set at a 95% confidence level, a 5% margin of error, and a population proportion of

50% mathematics teachers in Southern Province, Zambia. These parameters ensured the sample size would yield

reliable and accurate results.

The study selected 55 mathematics teachers for the quantitative data collection to ensure a representative and

statistically reliable sample. For the qualitative phase, 15 mathematics teachers were chosen for semi-structured

interviews to gain detailed insights into their perceptions and experiences regarding indigenized mathematics

education. The total sample comprised 70 mathematics teachers, providing a robust foundation for both

quantitative and qualitative analyses.

Sampling Techniques

This study employed a combination of stratified random sampling and purposive sampling techniques to select

participants for both the quantitative and qualitative data collection phases. For the quantitative phase, stratified

random sampling was used. This technique involves dividing the population into distinct subgroups or strata

based on specific criteria such as teaching experience and methods used in mathematics education (Cohen et al.,

2006). The mathematics teachers in Southern Province were categorized into three groups: novice teachers with

less than 5 years of experience, mid-career teachers with 5 to 15 years of experience, and experienced teachers

with more than 15 years of experience. Random samples were then selected from each stratum to ensure a diverse

and representative sample (Trochim & Donnelly, 2008). For the qualitative phase, purposive sampling was

employed. This technique involves deliberately selecting participants based on specific criteria relevant to the

research questions. In this study, 15 mathematics teachers with extensive experience in indigenized education

practices were chosen for in-depth interviews. These participants were selected for their ability to provide rich,

detailed data pertinent to the study's objectives (Trochim & Donnelly, 2008).

Data Collection Instruments

A range of data collection instruments was used to gather comprehensive data from participants. These

instruments included questionnaire surveys and interview guides. Dillman (2011) describes questionnaire

surveys as a method of collecting quantitative data by posing a set of questions to participants. Fowler (2013)

notes that surveys are effective for gathering data from large groups. In this study, questionnaires were designed

to collect data from 55 mathematics teachers regarding their current teaching practices, pedagogical approaches,

and perceptions of indigenized education. Kvale (2014) defines semi-structured interviews as a qualitative

research method used to collect detailed information from participants. These interviews follow a flexible guide

with open-ended questions, allowing participants to express their thoughts freely. In this study, 15 mathematics

teachers were selected for semi-structured interviews to explore their experiences and insights into indigenized

mathematics education.

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Data Collection Procedures

The data collection procedures were carefully designed to ensure accuracy and comprehensiveness. A

questionnaire was developed to collect quantitative data on teachers' current practices, pedagogical methods, and

attitudes towards indigenized education. The questionnaire was pilot tested with a small group of 10 teachers to

identify any issues and ensure clarity. Feedback from the pilot test was used to refine the questionnaire. The

finalized questionnaire was distributed to 55 mathematics teachers in Southern Province through online

platforms and printed copies, depending on accessibility. Teachers were given two weeks to complete the survey,

with reminders sent to ensure a high response rate. Completed questionnaires were compiled into a database for

analysis, with online responses recorded automatically and printed responses entered manually. Data integrity

checks were performed to ensure accuracy. An interview guide was developed for semi-structured interviews,

focusing on open-ended questions about teachers' experiences and perspectives on indigenized mathematics

education. Fifteen teachers were purposively selected for interviews based on their extensive experience.

Participants were contacted, informed about the study, and consent was obtained. Interviews were conducted

face-to-face or via telephone/online platforms, lasting 45 to 60 minutes. Interviews were audio-recorded with

consent and detailed notes were taken. Audio recordings were transcribed verbatim for detailed analysis.

Transcriptions were reviewed for accuracy and organized for coding and thematic analysis.

Data Processing and Analysis

The data processing and analysis procedures were designed to ensure accurate and insightful interpretations.

Quantitative data from the questionnaires were compiled into a database. Statistical analysis software, SPSS,

was used to analyse the data. Descriptive statistics (frequencies, percentages, means, and standard deviations)

summarized the teachers' demographic information and attitudes towards indigenized education. Inferential

statistics included t-tests to examine differences and relationships between variables, correlation analysis to

explore the relationships between different constructs, regression analysis to understand the predictive power of

certain variables on policy effectiveness, ANOVA to compare perceptions across different experience levels,

and Chi-Square tests to test for independence between categorical variables such as gender and perceptions of

policy effectiveness.

Qualitative data from the interviews were transcribed verbatim and organized for coding. Thematic analysis was

used to identify patterns and themes within the data. This involved reading and re-reading transcripts, generating

initial codes, searching for themes, reviewing themes, defining and naming themes, and producing the final

report. To ensure reliability and validity, member checking, peer debriefing, and triangulation were employed.

Member checking verified the accuracy of transcriptions and interpretations with participants. Peer debriefing

involved discussing findings with colleagues to ensure credible interpretations. Triangulation compared findings

from questionnaires, interviews, and focus groups for a comprehensive understanding.

Reliability and Validity of the Study

Ensuring the reliability and validity of the study was crucial for producing credible findings. The internal

consistency of the questionnaire was assessed using Cronbach's alpha, and pilot testing was conducted to refine

the survey instrument. The calculated Cronbach's alpha was .942, indicating a high level of internal coherence

among the items. This score is close to the maximum value of 1, suggesting strong internal consistency in the

teacher evaluation instrument. To ensure test-retest reliability, a subset of participants completed the

questionnaire twice, with a two-week interval between administrations, and their responses were analysed for

consistency. For inter-rater reliability, multiple researchers independently coded a subset of the interview

transcripts, and discrepancies were discussed and resolved to ensure consistent coding. Content validity was

established by having a panel of experts review the questionnaire and interview guide, ensuring they covered all

relevant aspects of the research topic. Construct validity was supported by conducting exploratory factor analysis

(EFA), which confirmed that the questionnaire items accurately measured the underlying constructs.

Ethical Considerations

Ethical considerations were carefully addressed to ensure the protection and rights of participants. Participants

were informed about the study's purpose, procedures, potential risks, and benefits, and written informed consent

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was obtained from all participants. Data were kept confidential and securely stored, with personal identifiers

removed to ensure anonymity. The study protocol was reviewed and approved by the relevant institutional ethics

committee, ensuring adherence to ethical standards. Potential risks to participants were assessed and minimized,

and participants were provided with contact information for the research team in case they had any concerns or

experienced distress. The research team-maintained transparency about the study's aims and procedures and

conducted the study with respect for all participants. Participants were given the option to receive a summary of

the study's findings, ensuring they were informed of the outcomes and the impact of their participation. By

adhering to these ethical considerations, the study aimed to uphold the highest standards of ethical conduct,

ensuring the protection, respect, and well-being of all participants involved in the research on the role of

educational policy in supporting indigenized mathematics pedagogies in Southern Province, Zambia.

RESULTS AND FINDINGS PRESENTATION

Quantitative Results

The quantitative data was collected through structured questionnaires distributed to 55 mathematics teachers in

Southern Province, Zambia. The data aimed to evaluate the effectiveness of current educational policies in

integrating local cultural knowledge into the mathematics curriculum and supporting indigenized mathematics

pedagogies.

Table 1: Demographic Information of Mathematics Teachers

Demographic Variable

Frequency (N = 55)

Percentage (%)

Gender

Male

63.6

Female

36.4

Teaching Experience (years)

Less than 5 years

18.2

5 to 15 years

54.5

More than 15 years

27.3

Table 2: Teachers' Perceptions of Policy Effectiveness

Construct

Mean

Standard eviation

The current educational policies effectively integrate local cultural knowledge

into the mathematics curriculum.

3.2

0.9

There is sufficient professional development for teachers on integrating local

cultural knowledge.

2.8

1.1

Collaboration with local communities is encouraged by the current policies.

3.0

1.0

Availability of teaching resources that reflect local cultural knowledge.

2.6

1.0

Support from school administration in integrating local cultural knowledge.

3.1

1.0

Teacher confidence in using indigenized pedagogies.

3.3

0.8

Student engagement when local cultural knowledge is integrated.

3.5

0.7

Policy clarity on integrating indigenous knowledge into the curriculum.

2.9

1.0

Effectiveness of policy implementation strategies.

3.0

0.9

To test the research hypothesis, a series of inferential statistics were conducted to determine the relationships

and predictive power of various constructs. A one-sample t-test was conducted to determine whether the mean

score of teachers' perceptions significantly differed from the neutral value (3 on a 5-point Likert scale).

Table 3: One-Sample t-Test Results

Construct

p-value

Effectiveness of current educational policies in integrating local cultural knowledge

1.46

0.15

Sufficiency of professional development for teachers

-1.08

0.29

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Encouragement of collaboration with local communities by current policies

0.00

1.00

Availability of teaching resources reflecting local cultural knowledge

-2.72

0.01*

Support from school administration in integrating local cultural knowledge

0.73

0.47

Teacher confidence in using indigenized pedagogies

2.76

0.01*

Student engagement when local cultural knowledge is integrated

4.62

0.00*

Policy clarity on integrating indigenous knowledge into the curriculum

-0.73

0.47

Effectiveness of policy implementation strategies

0.00

1.00

*Significant at p < 0.05

A correlation analysis was performed to examine the relationships between different constructs.

Table 4: Correlation Matrix

Construct

Policy

Effectiveness

Professional

Development

Collaboration

Teaching

Resources

Admin

Support

Teacher

Confidence

Student

Engagement

Policy

Effectiveness

0.45**

0.35*

0.42**

0.38*

0.46**

0.40**

Professional

Development

0.45**

0.50**

0.33*

0.28*

0.52**

0.30*

Collaboration

0.35*

0.50**

0.36*

0.45**

0.31*

0.38*

Teaching

Resources

0.42**

0.33*

0.36*

0.40**

0.39*

0.44**

Admin Support

0.38*

0.28*

0.45**

0.40**

0.33*

0.32*

Teacher

Confidence

0.46**

0.52**

0.31*

0.39*

0.33*

0.48**

Student

Engagement

0.40**

0.30*

0.38*

0.44**

0.32*

0.48**

*Significant at p < 0.05, **Significant at p < 0.01

A regression analysis was conducted to understand the predictive power of certain variables on policy

effectiveness.

Table 5: Regression Analysis - Predicting Policy Effectiveness

Predictor Variable

Beta

p-value

Professional Development

0.32

0.10

0.35

3.20

0.002**

Collaboration

0.20

0.08

0.28

2.50

0.015*

Teaching Resources

0.25

0.09

0.31

2.78

0.007**

Admin Support

0.22

0.11

0.24

2.00

0.049*

Teacher Confidence

0.30

0.09

0.36

3.33

0.001**

R² = 0.52, Adjusted R² = 0.48

*Significant at p < 0.05, **Significant at p < 0.01

An ANOVA was conducted to compare the perceptions of different groups based on their teaching experience.

Table 6: ANOVA - Comparing Perceptions Across Experience Levels

Experience Level

Mean

p-value

Less than 5 years

2.9

0.8

5 to 15 years

3.3

0.7

2.56

0.088

More than 15 years

3.4

0.6

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A Chi-Square test was conducted to test for independence between gender and perceptions of policy

effectiveness.

Table 7: Chi-Square Test - Gender and Policy Effectiveness

Gender

Effective Policies

Not Effective Policies

Chi-Square

p-value

Male

Female

0.36

0.55

In this section, we present the qualitative findings from in-depth interviews conducted with 15 mathematics

teachers in Southern Province, Zambia. The purpose of these interviews was to gain a detailed understanding of

teachers' experiences and perspectives on the role of educational policy in supporting indigenized mathematics

pedagogies. Through thematic analysis of the interview transcripts, several key themes emerged that provide

insights into the challenges and successes of implementing educational policies aimed at integrating local

cultural knowledge into the mathematics curriculum. The identified themes include policy implementation

challenges, positive outcomes of integrating local cultural knowledge, and the need for community involvement

in curriculum development. These themes highlight the critical aspects of how educational policies are

influencing the practice of mathematics teaching in the region.

n this section, we present the qualitative findings from in-depth interviews conducted with 15 mathematics

teachers in Southern Province, Zambia. The purpose of these interviews was to gain a detailed understanding of

teachers' experiences and perspectives on the role of educational policy in supporting indigenized mathematics

pedagogies. Through thematic analysis of the interview transcripts, several key themes emerged that provide

insights into the challenges and successes of implementing educational policies aimed at integrating local

cultural knowledge into the mathematics curriculum. The qualitative findings revealed five key themes: policy

implementation challenges, positive outcomes of integrating local cultural knowledge, the need for community

involvement in curriculum development, support from educational authorities, and teachers' adaptability and

innovation. These themes highlight the critical aspects of how educational policies are influencing the practice

of mathematics teaching in the region.

Qualitative Findings

The qualitative data was collected through in-depth interviews with 15 mathematics teachers. The interviews

aimed to explore teachers' detailed experiences and perspectives on the integration of local cultural knowledge

into the mathematics curriculum. Thematic analysis was conducted on the interview transcripts, and the

following five key themes were identified:

Theme 1: Policy Implementation Challenges:

Teachers highlighted several challenges in implementing current policies, including a lack of resources and

insufficient training on integrating indigenous knowledge. Many teachers expressed frustration over the scarcity

of culturally relevant teaching materials, which hinders their ability to effectively integrate local cultural

knowledge into their lessons. Additionally, teachers reported that existing professional development programs

do not adequately prepare them for incorporating indigenous pedagogies, leading to a lack of confidence and

competence in this area.

"We need more resources that are specific to our cultural context. Without these, it's challenging to teach in a

way that connects with the students' backgrounds."(T2)

"The training we receive doesn't cover how to integrate local knowledge. We need more practical workshops

that address this."(T6)

Theme 2: Positive Outcomes:

Despite challenges, some teachers reported positive outcomes when they integrated local cultural knowledge,

such as increased student engagement and better understanding of mathematical concepts. Teachers observed

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that students were more motivated and interested in lessons that included familiar cultural references and

examples. This increased engagement was seen as a crucial factor in improving students' understanding and

retention of mathematical concepts.

"When I use examples from our local culture, the students are more engaged and can relate better to the concepts

I'm teaching."(T9)

"I've noticed that students participate more actively and seem to understand better when we discuss mathematics

in the context of their everyday lives."(T10)

Theme 3: Need for Community Involvement:

Many teachers emphasized the importance of involving local communities and traditional leaders in curriculum

development to ensure the relevance and accuracy of the content. Teachers suggested that collaboration with

community members could provide valuable insights and resources that enhance the cultural relevance of the

curriculum. This involvement is also seen as a way to gain community support and foster a sense of ownership

and pride in the education system.

"Involving community leaders and parents in the curriculum development process can make the content more

relevant and accurate." (T1)

"Collaboration with the community helps us to better understand the cultural nuances that are important for our

students' learning." (T8)

Theme 4: Support from Educational Authorities:

Teachers reported varying levels of support from educational authorities in implementing indigenized

pedagogies. While some teachers received encouragement and resources from their school administrators, others

felt that there was a lack of support and understanding from higher levels of the education system. The

inconsistency in support was seen as a barrier to the effective integration of indigenous knowledge.

"Our school administration has been very supportive, providing us with some resources and allowing flexibility

in our teaching methods."(T10)

"There is a lack of understanding and support from the district education office, which makes it difficult to

implement these policies effectively."(T12)

Theme 5: Teachers' Adaptability and Innovation:

Despite the challenges, many teachers demonstrated adaptability and innovation in integrating indigenous

knowledge into their teaching practices. Teachers described creative ways they incorporated local cultural

elements into their lessons, often developing their own materials and activities to make the curriculum more

relevant to their students. This adaptability was seen as a crucial factor in overcoming the limitations of current

policies and resources.

"I've started using local stories and examples in my lessons to help students relate to the material better."(T11)

"We often have to come up with our own resources and activities to make the lessons engaging and culturally

relevant."(T14)

DISCUSSION

The quantitative data collected from 55 mathematics teachers in Southern Province, Zambia, offers significant

insights into the demographic characteristics and perceptions regarding the effectiveness of educational policies

in integrating local cultural knowledge into the mathematics curriculum.

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Gender Distribution and Its Implications

The sample includes 35 male teachers (63.6%) and 20 female teachers (36.4%), reflecting a male-dominated

teaching workforce in the region. This gender disparity is notable as it may influence the perspectives and

experiences shared by the teachers, potentially affecting their views on policy effectiveness and implementation

challenges. The overrepresentation of male teachers in mathematics aligns with existing literature on teacher

demographics in sub-Saharan Africa, where subjects like mathematics often show a gender imbalance with a

predominance of male teachers (Adedeji & Olaniyan, 2011). This imbalance could impact the implementation

of educational policies, as gender dynamics influence teaching practices and professional development

opportunities.

Teaching Experience and Professional Insights

The majority of teachers (54.5%) have between 5 to 15 years of teaching experience, indicating substantial

practical experience and familiarity with both traditional and new educational policies. Teachers with less than

5 years of experience make up 18.2% of the sample, potentially providing fresh perspectives but lacking

extensive practical experience. Those with more than 15 years of experience account for 27.3% of the sample,

representing a cohort with extensive teaching experience and potentially deep insights into longitudinal changes

and impacts of educational policies. This diversity in teaching experience allows for a comprehensive

understanding of how different levels of experience might influence views on the integration of local cultural

knowledge into the mathematics curriculum.

Policy Effectiveness and Professional Development

The study revealed that teachers perceive the current educational policies to have a moderate level of

effectiveness in integrating local cultural knowledge into the mathematics curriculum, with a mean score of 3.2

(SD = 0.9). This suggests that while some efforts have been made, there is still room for improvement (Kadonsi,

2023). The adequacy of professional development for teachers scored a mean of 2.8 (SD = 1.1), indicating a

general sense of inadequacy and a need for more practical workshops and training programs focused on

incorporating indigenous knowledge into teaching practices (Bos et al., 1997).

The findings indicate that effective professional development is crucial for enhancing teachers' abilities to

integrate local cultural knowledge into their teaching. Research emphasizes the significance of interactive

professional development that considers teachers' attitudes, knowledge, and experiences when implementing

courses (Bos et al., 1997). Additionally, current policies that encourage collaboration with local communities

received a neutral mean score of 3.0 (SD = 1.0), suggesting these policies may not be effectively fostering

collaboration.

The study by Kadonsi (2023) indicates that teachers perceive the current educational policies as moderately

effective in integrating local cultural knowledge into the mathematics curriculum, with a mean score of 3.2.

However, there is still room for improvement, as reflected in the mean score of 2.8 for the adequacy of

professional development for teachers, suggesting a general sense of inadequacy in this area. Bos et al. (1997)

further emphasize the importance of effective professional development in enhancing teachers' abilities to

integrate local cultural knowledge into their teaching practices. They highlight the need for practical workshops

and training programs focused on incorporating indigenous knowledge into teaching.

Moreover, Bos et al. (1997) stress the significance of interactive professional development that considers

teachers' attitudes, knowledge, and experiences when implementing courses. The neutral mean score of 3.0 (SD

= 1.0) for current policies encouraging collaboration with local communities suggests that these policies may

not be effectively fostering collaboration. This underscores the importance of revisiting and potentially revising

existing policies to better promote collaboration with local communities in educational settings.

Teaching Resources and Administrative Support

The availability of teaching resources that reflect local cultural knowledge had a mean score of 2.6 (SD = 1.0),

indicating a notable lack of such resources. This insufficiency hinders teachers' ability to effectively integrate

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local cultural knowledge into their lessons, as highlighted in the qualitative findings. The study underscores the

importance of having teaching resources that align with local cultural knowledge to enhance the learning

experience for students (Le, 2023). Support from school administration in integrating local cultural knowledge

was rated slightly positively with a mean score of 3.1 (SD = 1.0), indicating some level of support but

inconsistent across schools (McNamara et al., 2021).

The incorporation of local cultural knowledge into teaching practices is essential for enhancing students' learning

experiences. Le (2023) highlights the importance of utilizing teaching resources that are in line with local cultural

knowledge to enhance the effectiveness of lessons. However, there is a significant lack of such resources, as

evidenced by a study showing a mean score of 2.6 (SD = 1.0) (Sari et al., 2023). This scarcity impedes teachers'

ability to effectively integrate local cultural knowledge into their teaching. Furthermore, the level of support

from school administrations in integrating local cultural knowledge varies among schools, with a mean score of

3.1 (SD = 1.0) indicating some support but inconsistency (McNamara et al., 2021). This lack of consistent

support can further obstruct teachers from fully utilizing local cultural resources in their lessons.

To overcome these obstacles, it is crucial to develop teaching materials that accurately reflect local cultural

knowledge (Sari et al., 2023). These resources should be customized to meet students' specific learning

requirements and should be presented in a manner that strengthens the connection between the content and the

local culture. By doing so, teachers can effectively engage students and enhance learning by bridging the

academic knowledge with local cultural understanding.

Policy Clarity and Implementation Strategies

The clarity of policies on integrating indigenous knowledge into the curriculum was rated neutrally with a mean

score of 2.9 (SD = 1.0), suggesting that teachers may find the policies ambiguous or lacking in detailed

guidelines, which could impede effective implementation (Hauser et al., 2009). The effectiveness of policy

implementation strategies received a mean score of 3.0 (SD = 0.9), indicating mixed perceptions among

educators. Clear and coherent policy guidelines are essential to support teachers in effectively incorporating

Indigenous knowledge into the curriculum (Cherubini, 2009). The integration of indigenous knowledge into the

curriculum is crucial for effective implementation by educators. According to (Hauser et al., 2009), the clarity

of policies in this regard was rated neutrally, with a mean score of 2.9 (SD = 1.0), indicating that teachers may

find the policies ambiguous or lacking detailed guidelines, potentially hindering their ability to integrate

indigenous knowledge effectively (Hauser et al., 2009). This highlights the necessity for clear and coherent

policy guidelines to support educators in this process (Hauser et al., 2009).

Furthermore, educators have mixed perceptions of the effectiveness of policy implementation strategies, with a

mean score of 3.0 (SD = 0.9) (Malcom, 2024; Cherubini, 2009) stresses the significance of clear policy

guidelines to aid teachers in integrating indigenous knowledge into the curriculum successfully (Cherubini,

2009). Establishing unambiguous policies can offer educators the necessary framework and direction to

seamlessly incorporate indigenous knowledge into their teaching practices (Cherubini, 2009). To overcome these

challenges, educational institutions must develop comprehensive policies outlining the procedures and

expectations for integrating indigenous knowledge into the curriculum. Involving indigenous representatives in

policy-making processes, formally recognizing indigenous knowledge in policy documents, and aligning

national policies with international frameworks, such as the UN Declaration on the Rights of Indigenous Peoples

(UNDRIP), can enhance the effectiveness of policy implementation strategies (Malcom, 2024).

Statistical Analysis and Correlations

The one-sample t-test results revealed significant differences from the neutral value of 3 for certain constructs,

such as the availability of teaching resources (t = -2.72, p = 0.01), teacher confidence in using indigenized

pedagogies (t = 2.76, p = 0.01), and student engagement when local cultural knowledge is integrated (t = 4.62,

p = 0.00). These results underscore the importance of addressing resource shortages, fostering teacher

confidence, and enhancing student engagement through effective integration of local cultural knowledge into

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the curriculum. Correlation analysis revealed significant relationships between policy effectiveness and

professional development (r = 0.45, p < 0.01), teacher confidence (r = 0.46, p < 0.01), availability of teaching

resources (r = 0.42, p < 0.01), and student engagement (r = 0.40, p < 0.01). These findings emphasize the critical

role of professional development, adequate resources, and teacher confidence in enhancing policy effectiveness

(Hung & Li, 2017; Garet et al., 2001; Nguyen, 2018; Lanlehin, 2018).

The results of the one-sample t-tests conducted in the study revealed significant deviations from the neutral value

of 3 for various constructs related to the integration of local cultural knowledge into the curriculum. Specifically,

the availability of teaching resources, teacher confidence in using indigenized pedagogies, and student

engagement when local cultural knowledge is integrated showed statistically significant differences (Le, 2023).

These findings emphasize the critical need to address resource shortages, enhance teacher confidence, and

improve student engagement through the effective integration of local cultural knowledge into educational

practices.

Moreover, correlation analysis demonstrated significant relationships between policy effectiveness and several

key factors, including professional development, teacher confidence, availability of teaching resources, and

student engagement (Hung & Li, 2017; Garet et al., 2001; Nguyen, 2018; Lanlehin, 2018). These results

underscore the importance of professional development, adequate resources, and teacher confidence in

enhancing policy effectiveness and promoting the successful integration of indigenous knowledge into the

curriculum. By recognizing the significance of these findings, educational institutions can prioritize the

development of clear policies, provide robust professional development opportunities, and ensure the availability

of appropriate teaching resources to support educators in effectively incorporating local cultural knowledge into

their teaching practices. This holistic approach can lead to improved student engagement, enhanced teacher

confidence, and ultimately, a more culturally inclusive and enriching learning environment.

Predictors of Policy Effectiveness

Regression analysis identified professional development (Beta = 0.33, p = 0.002), collaboration with local

communities (Beta = 0.28, p = 0.004), availability of teaching resources (Beta = 0.31, p = 0.007), administrative

support (Beta = 0.24, p = 0.049), and teacher confidence (Beta = 0.36, p = 0.001) as significant predictors of

policy effectiveness. The R² value of 0.52 indicates that these variables collectively explain 52% of the variance

in policy effectiveness.

The regression analysis conducted in the study identified several significant predictors of policy effectiveness in

integrating indigenous knowledge into the curriculum. Professional development, collaboration with local

communities, availability of teaching resources, administrative support, and teacher confidence were all found

to be significant predictors of policy effectiveness, with respective Beta values and p-values indicating their

importance (Ngorosho, 2010). These predictors collectively explained 52% of the variance in policy

effectiveness, as indicated by the R² value.

The results underscore the critical role of various factors in enhancing policy effectiveness in integrating

indigenous knowledge into educational practices. Professional development plays a crucial role in equipping

educators with the necessary skills and knowledge to effectively incorporate indigenous knowledge into the

curriculum. Collaboration with local communities fosters a sense of cultural relevance and community

engagement in educational initiatives. The availability of teaching resources ensures that educators have the

necessary materials to integrate local cultural knowledge into their lessons. Administrative support provides the

backing and resources needed to implement policies effectively, while teacher confidence is essential for the

successful integration of indigenous knowledge into teaching practices.

By recognizing and prioritizing these significant predictors, educational institutions can tailor their policies and

practices to enhance the integration of indigenous knowledge into the curriculum. Investing in professional

development opportunities, fostering collaboration with local communities, ensuring adequate teaching

resources, providing administrative support, and boosting teacher confidence can collectively contribute to the

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successful implementation of policies aimed at incorporating local cultural knowledge into educational settings.

This comprehensive approach can lead to a more inclusive, culturally relevant, and effective educational

experience for students.

Qualitative findings from in-depth interviews with 15 mathematics teachers provided detailed insights into the

integration of local cultural knowledge into the mathematics curriculum. Teachers highlighted challenges such

as lack of resources and insufficient training, but also reported positive outcomes like increased student

engagement and understanding when local cultural knowledge was integrated. The importance of involving local

communities and traditional leaders in curriculum development was emphasized to ensure relevance and

accuracy (Cherubini, 2009).

Teachers also reported varying levels of support from educational authorities, with some receiving

encouragement and resources while others faced a lack of support. Despite these challenges, many teachers

demonstrated adaptability and innovation in integrating indigenous knowledge into their teaching practices.

The study highlights both challenges and positive outcomes associated with the integration of local cultural

knowledge into the mathematics curriculum. Addressing gaps in professional development, resources, and policy

clarity, while enhancing teacher confidence and administrative support, is crucial for effective implementation.

Collaboration with local communities and targeted policy interventions can further enhance the integration of

indigenous knowledge, ultimately enriching the educational experience for both teachers and students.

CONCLUSION

Summary of Findings

This study has revealed several key findings regarding the role of educational policy in supporting indigenized

mathematics pedagogies in the Southern Province of Zambia:

1. Current educational policies are moderately effective in integrating local cultural knowledge into the

mathematics curriculum, with a mean score of 3.2. However, there are significant areas for improvement,

particularly in professional development and resource availability.

2. Teachers reported inadequacies in professional development opportunities related to culturally

responsive teaching methods, with a mean score of 2.8. This lack of training hinders the effective

implementation of indigenized pedagogies.

3. The availability of culturally relevant teaching materials scored low (mean score of 2.6), indicating a

scarcity of resources that reflect local cultural knowledge.

4. Teachers emphasized the importance of involving local communities and traditional leaders in

curriculum development to ensure the relevance and accuracy of educational content.

5. Teachers' confidence in using indigenized pedagogies and student engagement increased when local

cultural knowledge was integrated, highlighting the positive impact of culturally relevant education.

Implications

The findings have several implications for the educational landscape in the Southern Province of Zambia:

1. There is a need to revise existing policies to provide clearer guidelines and stronger support for the

integration of indigenous knowledge into the mathematics curriculum.

2. Enhancing professional development programs to focus on culturally responsive teaching methods is

crucial.

3. Increasing the availability of culturally relevant teaching resources is essential.

4. Actively involving local communities and traditional leaders in curriculum development will ensure that

educational content is culturally accurate and relevant, fostering a sense of ownership and pride among

students.

5. Consistent support from school administrations and educational authorities is necessary to implement

indigenized pedagogies effectively.

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RECOMMENDATIONS

Based on the findings and implications, the following recommendations are proposed:

1. Educational policies should explicitly mandate the integration of indigenous knowledge into the

mathematics curriculum.

2. Develop comprehensive professional development programs that focus on culturally responsive teaching

methods.

3. Invest in the creation and dissemination of culturally relevant teaching materials.

4. Establish formal mechanisms for involving local communities and traditional leaders in curriculum

development and educational planning.

5. Ensure that school administrations and educational authorities consistently support the implementation

of indigenized pedagogies.

Future Research

Future research should focus on the following areas to further understand and enhance the integration of

indigenous knowledge into the educational system:

1. Conduct longitudinal studies to examine the long-term impact of indigenized pedagogies on student

engagement, academic performance, and cultural identity.

2. Compare the effectiveness of indigenized pedagogies in different regions of Zambia and other countries

with similar contexts to identify best practices and lessons learned.

3. Investigate the effectiveness of different types of professional development programs in enhancing

teachers' abilities to integrate indigenous knowledge into their teaching practices.

4. Study the utilization and impact of culturally relevant teaching resources on student learning outcomes

in various educational settings.

5. Explore the challenges and successes of policy implementation at different levels of the education system

to identify strategies for improving policy effectiveness.

By addressing these research areas, stakeholders can gain a deeper understanding of how to create a more

inclusive, culturally relevant, and effective educational system in the Southern Province of Zambia and beyond.

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