Science AI Journal
Agricultural and Biological Sciences · Research topic

Open research questions in Indigenous Knowledge Systems and Agriculture

47 unresolved questions extracted from the limitations and future-work sections of 1,061 Indigenous Knowledge Systems and Agriculture papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • 1.3. Research Objective and Scope sustainable agriculture; This review aims to synthesize interdisciplinary scholarship on language, indigenous knowledge, and sustainable agriculture to examine how traditional agricultural lexicons function as repositories of indigenous agricultural knowledge. Specifically, it seeks to: (1) examine the relationships among language, indigenous knowledge, and (2) characterize the structural and semantic organization of the traditional Minangkabau agricultural lexicon; (3) analyze how agricultural items encode ecological, procedural, technological, and cultural knowledge embedded in traditional farming practices; (4) examine the impacts of agricultural modernization on the vitality of traditional agricultural lexicons and the sustainability of indigenous agricultural knowledge systems; and (5) propose strategies for documenting and preserving agricultural lexical heritage as part of sustainable agricultural and cultural development. lexical The review draws upon studies in ethnolinguistics, linguistic anthropology, cognitive linguistics, ethnobotany, traditional ecological knowledge, agricultural studies, and sustainability research. Representative examples from the Minangkabau agricultural lexicon are used to illustrate broader conceptual relationships between agricultural language, knowledge, and knowledge sustainability rather than to provide an exhaustive inventory of agricultural terminology. indigenous 1.2. Literature Review 2. MATERIALS AND METHODS This review positions agricultural lexicons not merely as linguistic resources but as repositories of indigenous agricultural knowledge that support language preservation, knowledge sustainability, and sustainable agricultural development. 2.1. Theoretical Framework 2.1.1.

    Language as a Repository of Indigenous Agricultural Knowledge: Insights from the Traditional Minangkabau Agricultural Lexicon · 2026 · DOI

  • The Traditional Lango Lunar Calendar (‘Dwete Lango’) represents a sophisticated indigenous knowledge and sustainably guided life, including agriculture, environmental management, food security, social organisation, and cultural identity among the historically system…

    ‘Dwete a Lango’: Lunar Timekeeping, Culture, and Sustainability in Northern Uganda · 2026 · DOI

  • themselves (Hammersley & Atkinson, 2007; Emerson, Fretz, & Shaw, 2011). In the context of the Traditional Lango Lunar Calendar among the Lango people, this design was appropriate as it facilitated an in- depth examination of oral traditions, symbolic meanings, and seasonal interpretations embedded in indigenous knowledge systems. Qualitative ethnographic approaches are widely recognised for their ability to capture complex cultural phenomena that cannot be adequately explained through quantitative methods alone (Creswell & Poth, 2018). Furthermore, ethnography allows prolonged and contextual interpretation, which are essential for engagement, observation, tacit knowledge and documenting intergenerational cultural practices (Geertz, 1973). The design, therefore, enabled a holistic understanding of how the Lango community interprets time, environment, and livelihood activities through their lunar calendar system.

    ‘Dwete a Lango’: Lunar Timekeeping, Culture, and Sustainability in Northern Uganda · 2026 · DOI

  • However, future research might examine the broader systemic changes needed to support Indigenous educational sovereignty, including policy analysis, funding mechanisms, and institutional transformations required to create a sustainable space for Indigenous knowledge systems within educational structures.

    Learning with the Land: A Case Study of Land-based Education at Batchewana First Nation · 2026 · DOI

  • AP1 – List of theories identified AP2 – Elaboration on the pur- pose of teaching these theories PP1 – List of theories identified PP2 – Why mainly western theories Main category: planning theories taught Planning theories taught to students were reviewed for the possibility of leveraging IK to decol- onise the curricula. The review reveals that South African planning theories curricula are mostly Eurocentric. A South African scholar and academic, Sihlongonyane (2018), confirmed that planning theories are mainly from Europe and America. Therefore, the main category is planning theories taught. The findings were divided into two generic categories: academics’ and planners’ perspec- tives (Table 2) to explore the possibility of decolonising planning theory curricula. Through report- ing the findings, both the generic categories have two subcategories. The academic perspective subcategories list the theories and elaborate on why these identified theories are taught. The planner perspective subcategories list the theories taught and why most theories are Western. This section reports on findings of the South African academics and planners. Generic category 1: Academics’ perspectives The academics were asked which theories their department taught and why. Therefore, a list of planning theories from nine different HEIs were populated as the first subcategory. Table 3 lists planning theories that academics identified being taught to students some; academics could have mentioned up to three planning theories). Table 3 briefly describes the theories, their origin and the number of academics who taught the respective planning theories.

    Leveraging Indigenous Knowledge to Decolonise Planning Theory Curricula and Practice for Empowering Future Planners · 2026 · DOI

  • integration of Ndau IKS into both local and national disaster risk reduction frameworks in Zimbabwe. the for Therefore, this study presents Ndau-tailored indigenous solutions for coping with recurrent droughts in the lowland areas of Chipinge district. It addresses a gap in documented empirical knowledge regarding specific drought forecasting and mitigation strategies adopted by the Ndau people. Hence, this study presents a case study with recognisable and actionable strategies from a minority indigenous group in Zimbabwe, thereby contributing to the literature on IKS- based drought coping and mitigation strategies. These strategies can be assimilated into national policies on disaster risk management for local minority communities.

    Indigenous knowledge systems-based drought coping strategies and mechanisms of the Ndau people of Chipinge district, Zimbabwe · 2026 · DOI

  • counterarguments. However, Tantrayukti integrates this aspect more organically into the analytical process. This contributes to intellectual rigor and transparency, as it encourages researchers to engage critically with their own arguments (Patel). It also aligns with contemporary ethical standards in research. Upasamhara (Conclusion and Synthesis) Upasamhara represents the concluding stage, where the discussion is synthesized into a coherent whole. Unlike simple summaries, it emphasizes integration and reflection. This ensures that the research is presented as a unified narrative, connecting theoretical and practical findings implications.

    Revisiting Tantrayukti: An Indigenous Framework for Knowledge Organization and Research Methodology in Contemporary Academic Contexts · 2026 · DOI

  • While this study offers valuable insights, it has some limitations. First, the study uses secondary data and existing literature, which may not fully capture the practical challenges that teachers and students face when implementing IKS and value-based education. Future researchers could conduct empirical studies to explore how teachers apply these concepts in diverse classrooms across India. Second, this study focuses on literature published between 2020-2026, which may exclude earlier foundational works that provide further depth to the discussion. Future studies could expand the scope of the literature by including older studies to contextualize the evolution of Indigenous education and value-based learning in India. Finally, this study proposes a framework specifically designed for the Indian context, so future researchers still need to examine its applicability to other educational systems in the Global South. Comparative research could broaden understanding of how educators can adapt and apply similar frameworks across countries.

    Bridging Policy and Practice: Integrating Indigenous Knowledge and Value-Based Education in Primary School Curriculum under the Indian National Education Policy · 2026 · DOI

  • for understanding and To bridge the gaps identified in this study, governments must take deliberate steps to institutionalise IKS within national climate policies, not as symbolic gestures but as co-equal frameworks to environmental change. These steps require the development of culturally inclusive monitoring and evaluation protocols that incorporate simplified, community-readable metrics. These metrics should enable local actors to identify and report climate risks, using familiar indicators such as sky colour, wind direction, animal behaviour and soil texture, linked to a risk flag system that guides timely and appropriate responses. responding Incorporating these tools within local governance structures will help ensure that climate adaptation is not only technically sound but also socially embedded and locally owned. In parallel, both government and private sector actors must invest in expanding public digital infrastructure to ensure broader Internet connectivity, especially in rural and underserved areas. This programme includes deploying affordable, solar-powered connectivity solutions and building digital literacy programmes that empower communities technologies meaningfully. Hybrid early warning systems that combine satellite data with codified IKS can be scaled through local innovation hubs, supported by South–South collaboration and regional knowledge exchanges. Practice must prioritise community-centred design, ethical data governance, and the creation of scalable prototypes that reflect the diversity of African contexts. engage with climate to Ultimately, advancing smart sustainability requires a shift inclusive from extractive resilience-building, in which technology serves as a bridge, not a barrier, to indigenous agency and climate justice.

    Fourth industrial revolution technologies for climate resilience in Africa: Integrating African indigenous knowledge for smart sustainability · 2026 · DOI

  • The findings of the study show that students concurred with the call for decolonization and transformation of the chemical engineering curriculum, but that there was a lack of consensus on whether incorporating indigenous knowledge practices could help achieve it, as the system of acquiring education itself needs decolonization.

    Perceptions of Chemical Engineering Students on Decolonizing the Curriculum by Incorporating Indigenous Knowledge Practices · 2023 · DOI

  • The lack of standardization and consistency in the description of IK has remained a source of contention and controversy surrounding this knowledge system.

    A systematic review of Indigenous knowledge in global contexts · 2023 · DOI

  • It also becomes a challenge for the Indigenous academic to retain leadership in these areas when these topics become globally attractive, like Cyber Security, where the representation of Indigenous experts are scarce in this industry and the outcome is that knowledge transfer tends to be the responsibility of the non-Indigenous academics to lead capacity building initiatives.

    Building Indigenous knowledge: Exploring the Pedagogy of Māori knowledge in the Digital Computing Information Technology Tertiary Sector of New Zealand · 2022 · DOI

  • Almost all authors recommended further research into African languages (32), highlighting the need to integrate African languages and indigenous knowledge systems in order to support various development agendas.

    The Connection of Education for Sustainable Development and Language in African Educational Institutions – A Systematic Literature Review · 2022 · DOI

  • Literature is scarce on recording local food knowledge (LFK) and the associated challenges; therefore, to partially fill this gap of knowledge, the current research study presents an overview of some of the prominent challenges that curb documenting local knowledge on food heritage among various communities in the region.

    Documenting Local Food Knowledge at Hindukush: Challenges and Opportunities · 2022 · DOI

  • Abstract This paper highlights the importance of integrating indigenous perspectives on environmental sustainability into mainstream education as a way of bridging the gap in the understanding of indigenous knowledge systems into Western science explanations of sustainable development (SD) in education, at the same time ensuring traditional ecological knowledge (TEK) continuity for future generations as well as taking a steady stand in the global debates on SD.

    Re-examining the Importance of Indigenous Perspectives in the Western Environmental Education for Sustainability: “From Tribal to Mainstream Education” · 2014 · DOI

  • An interesting observation coming out of our analysis is the fact that for both NOS and IKS research, the primary and secondary school levels are clearly under researched.

    The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education · 2009 · DOI

  • The authors argue for further research into mathematics and science teacher education and conclude with a research agenda focused on an examination of teacher education practices, investigations into primary teacher education, studies into life sciences teacher education and empirical research across diverse schooling contexts, with particular attention being paid to rural education.

    Mathematics and science teacher education in South Africa: A review of research, policy and practice in times of change · 2009 · DOI

  • Although the above statements remain open for debate, it is commonly known that IK is often still poorly documented let alone disseminated by most developing countries.

    Desa Informasi: The role of digital libraries in the preservation and dissemination of indigenous knowledge · 2007 · DOI

  • local content curricula, teacher training based on local wisdom, and school culture transformation. Such approaches ensure that agricultural vocabulary and associated knowledge remain part of young people's learning experiences.

    Language as a Repository of Indigenous Agricultural Knowledge: Insights from the Traditional Minangkabau Agricultural Lexicon · 2026 · DOI

  • Further studies on the nuances of different places around the world, the circumstances and the people that interact with those places need to occur.

    Engaging with Indigenous knowledge and knowledge holders through the outdoor and environmental education discipline: Building a place-based model for learning about Indigenous cultures from a case study with Gagadju custodians · 2026 · DOI

  • This shift in efficacy is consistent with narrative responses indicating that other courses lacked sufficient focus on Indigenous content and that the one mandatory Indigenous education course near the end of the program was insufficient.

    Disconnect Between Learning about Indigenous Peoples and Application in the Classroom: Pre-Service Teachers Self-Reported Efficacy · 2026 · DOI

  • Despite its significance in developing new knowledge and technologies, Indigenous knowledge in postharvest management and its resiliency to climate change, particularly the contribution of women, is poorly documented in Tharu communities in Nepal.

    Women’s Roles in Enhancing Food Security Through Postharvest Management Among Tharu Indigenous Communities · 2025 · DOI

  • It also exposed the graduates to the work environment through integrated learning program, although, there were also sentiments that such exposure was insufficient and at times irrelevant.

    What Do Bachelor of Indigenous Knowledge Systems Graduates Say About Their Curriculum? A Qualitative Tracer Study at the University of Venda · 2023 · DOI

  • However, little is understood about the connection of EfSD and language, which was described as being among the most underestimated and under-researched parameters of sustainable development.

    The Connection of Education for Sustainable Development and Language in African Educational Institutions – A Systematic Literature Review · 2022 · DOI

  • However, what has yet only been poorly defined in these agreements are the non-financial benefits for local intellectual property right owners, such as traditional healers who originally provided the respective ethnomedicinal information.

    Transferring Ethnopharmacological Results Back to Traditional Healers in Rural Indigenous Communities – The Ugandan Greater Mpigi Region Example · 2021 · DOI

Most-cited papers in Indigenous Knowledge Systems and Agriculture

Most recent work

Find a gap in your own Indigenous Knowledge Systems and Agriculture sub-topic

This page shows what the Indigenous Knowledge Systems and Agriculture literature already flags as unresolved. To narrow it to your specific question, run the guided finder — it searches the gap library on demand and checks candidates against 250M+ OpenAlex works.

Open the Research Gap Finder →

Related topics in Agricultural and Biological Sciences

Smart Agriculture and AI
183 open questions
Agricultural Innovations and Practices
135 open questions
Soil Carbon and Nitrogen Dynamics
115 open questions
Diverse Educational Innovations Studies
97 open questions
Agriculture, Land Use, Rural Development
95 open questions
Plant-Microbe Interactions and Immunity
94 open questions
Plant Molecular Biology Research
90 open questions
Animal Nutrition and Physiology
86 open questions
47 open questions have been extracted from the limitations and future-work passages of 1,061 Indigenous Knowledge Systems and Agriculture papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

Tools for your next paper

Gaps & Literature SearchFind open questions in any field — 120,000+ open gaps mined from our own library.Pre-CheckIs your paper ready? A Tier 1–5 acceptance probability in seconds.Journal FinderA ranked shortlist of target journals from a 17,500-venue index.Duplicate Publication CheckerCheck prior-publication & salami-slicing risk across 8 sources.Citation GeneratorFreeA DOI or title → APA, MLA, Vancouver, Chicago, BibTeX, RIS. No signup.Graphical Abstract MakerFreeTurn your findings into a colorblind-safe graphical abstract.

Compare the category — Honest roundups of the AI research tools, ours listed alongside the alternatives.

Command palette

Jump anywhere, run any action.