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Indigenous knowledge portrays rich science-related knowledge that incorporates cultural practices. Additionally, Indigenous knowledge provides constructive cultural contexts that augment a rich understanding of sociocultural practices for sustainable development. It also attempts to promote connections with modern science concerning the promotion of sustainable development. The qualitative methodology was employed to let students analyse Indigenous science for sustainable development in local community spaces. Subsequently, an analysis of students’ perceptions regarding recognition of the relevancy of Indigenous science for valuable sustainability promotion was captured through semi-structured interviews. Students’ realization revealed that local communities embrace Indigenous science to address challenges in modern science topics such as Medicine, Agriculture, Renewable energy, and Household cleaning products production. Interestingly, students find relevancy in igniting the contextualization of science teaching and learning from Indigenous knowledge. Connecting Indigenous science and modern science education can orchestrate the promotion of relevant education for sustainable development.

In this study, we developed a tribal learning model based on indigenous knowledge to expand Taiwan's indigenous higher education system. The model adopts a culturally responsive teaching strategy that conforms to the cultural background and satisfies the learning needs of indigenous learners. The instructional design of the model is based on the outcomes of a literature review and comprises five stages: preparation, communication, execution, reflection, and feedback. The proposed model allows educators to develop culturally appropriate teaching plans that include indigenous knowledge. Applying the model allows educators to hone their self-study skills while improving the learning effectiveness of their learners.