Teachers as Cultural Mediators: Pedagogical Integration of Indigenous Agricultural and Ecological Knowledge in Uganda’s Lower Secondary Schools

Grace Baguma, Jesse Lukindo · 2026 · East African Scholars Journal of Education Humanities and Literature

Summary. Teachers in Uganda's lower secondary schools successfully integrate indigenous agricultural and ecological knowledge into formal curricula, with 82% reporting regular classroom integration through experiential learning and school gardens. However, community engagement and apprenticeship models remain limited. The study shows that pedagogical practices significantly predict educational benefits, but systemic constraints—including inadequate training, resources, and assessment alignment—hinder effective integration. Teachers act as cultural mediators bridging indigenous and scientific knowledge.

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@article{baguma-2026-teachers-cultural-mediators-pedagogical-integration,
  title   = {Teachers as Cultural Mediators: Pedagogical Integration of Indigenous Agricultural and Ecological Knowledge in Uganda’s Lower Secondary Schools},
  author  = {Grace Baguma and Jesse Lukindo},
  journal = {East African Scholars Journal of Education Humanities and Literature},
  year    = {2026},
  doi     = {10.36349/easjehl.2026.v09i09.005},
  url     = {https://doi.org/10.36349/easjehl.2026.v09i09.005}
}

TY  - JOUR
TI  - Teachers as Cultural Mediators: Pedagogical Integration of Indigenous Agricultural and Ecological Knowledge in Uganda’s Lower Secondary Schools
AU  - Grace Baguma
AU  - Jesse Lukindo
JO  - East African Scholars Journal of Education Humanities and Literature
PY  - 2026
DO  - 10.36349/easjehl.2026.v09i09.005
UR  - https://doi.org/10.36349/easjehl.2026.v09i09.005
ER  - 

Details

DOI

10.36349/easjehl.2026.v09i09.005

Countries

Uganda

Regions

Africa

Categories

indigenous-innovation, education, general-innovation

Added

2026-10-01