A conceptual framework for early childhood science education for global citizenship education: An indigenous lens

Abstract

Our study presents a theoretical exploration and conceptual framework designed to integrate indigenous knowledge systems (IKS) into early childhood science education to foster global citizenship education among children. We propose a culturally responsive and theoretically grounded model explicitly tailored to the South African context through a comprehensive review and synthesis of existing literature, theoretical perspectives, and best practices across early childhood education, IKS, and global citizenship education (GCE). Early childhood science education is vital in nurturing children’s curiosity, world understanding, and cognitive skills such as critical thinking and problem-solving. However, the lack of practical pedagogical approaches and curriculum designs highlights the need for innovative theoretical frameworks. Employing a narrative literature review methodology, our conceptual paper draws on peer-reviewed sources from 2000 to 2025, selected through keyword searches in databases like Scopus and Google Scholar. Data were synthesised through thematic analysis to inform the framework’s development, with inclusion criteria focusing on early learning and curriculum transformation. The resulting framework integrates IKS, GCE, and relevant theoretical perspectives to cultivate well-rounded individuals capable of addressing global challenges. Recognising educator readiness as critical for successful implementation, the framework emphasises support through targeted training and assessment tools. Ultimately, this approach promotes cultural responsiveness in early childhood science education, empowering children to navigate a diverse world while contributing to their holistic development and societal cohesion.