Parents' Demands Towards Integrating Indigenous Knowledge and Skills in Education

Abstract

This study examines parents’ experiences and perceptions of incorporating indigenous knowledge and skills into school education at Nilkantha Balmandir Secondary School in Dhading District, Nepal. It was conducted using a qualitative phenomenological approach. The researchers purposefully selected three parents who are actively involved in their children's education and community, collecting data through semi-structured interviews and analyzing it thematically. The results revealed three main themes: personal (such as self-identity, habit formation, security, self-employment), socio-cultural (such as cultural continuity, social change, resource use, respect for diversity), and global (such as modernization, global perspectives). Participants strongly endorsed integrating local knowledge and skills into the national curriculum, highlighting its importance in fostering cultural identity, self-reliance, and sustainable development. The study concludes that connecting local and global knowledge promotes an education that is both culturally grounded and globally competent.