Perceived benefits and challenges of integrating indigenous health knowledge into secondary school curricula: perspectives of educational managers and public health professionals in Anambra State, Nigeria

Abstract

The integration of indigenous knowledge into formal education is increasingly advocated as a means of promoting culturally responsive pedagogy and enhancing educational relevance. However, indigenous health knowledge remains largely excluded from secondary school curricula in Nigeria despite its potential contributions to health education and community well-being. This study examined the perceived benefits and challenges of integrating indigenous health knowledge into secondary school curricula from the perspectives of educational managers and public health professionals in Anambra State, Nigeria. Guided by the principles of culturally responsive pedagogy, the study adopted a descriptive survey research design. The study involved 1,352 respondents, comprising 274 public secondary school principals and 1,078 public health professionals, from which a proportionately stratified sample of 159 principals and 285 public health professionals was selected. Data were collected using a researcher-developed questionnaire that was validated by experts and demonstrated satisfactory reliability (α = 0.83). Mean, standard deviation, and independent samples t-test were employed for data analysis. The findings revealed that respondents perceived the integration of indigenous health knowledge as beneficial for preserving indigenous health practices and cultural heritage, promoting culturally responsive education, enhancing students' understanding of health promotion and disease prevention, and complementing scientific health knowledge. However, inadequate policy support, insufficient teacher preparation, lack of instructional materials, and the dominance of Western-oriented curricula were identified as major barriers to implementation. The study further found no significant differences between the perceptions of educational managers and public health professionals regarding the benefits and challenges of such integration. The findings suggested that integrating indigenous health knowledge into secondary school curricula could promote culturally relevant and sustainable health education, but deliberate curriculum reforms, school–community partnerships, and teacher capacity-building initiatives are required for effective implementation.