FROM SYMBOLIC TO EMPIRICAL: CONFIRMATORY FACTOR ANALYSIS OF INDIGENOUS KNOWLEDGE INTEGRATION SYSTEM INTO GHANAIAN BASIC EDUCATION CURRICULUM FOR SUSTAINABLE FUTURES

Abstract

This study develops and validates a multidimensional measurement model of teachers’ indigenous knowledge systems (IKS) integration practices in Ghana’s basic education curriculum. Grounded in culturally responsive pedagogy and the funds of knowledge framework, an explanatory sequential mixed-methods design was employed. Qualitative data from focus group discussions informed the development of the Marifah Indigenous Knowledge Integration Scale (MIKIS), validated using confirmatory factor analysis (CFA) within data from 35 teachers. The final model specified three (3) latent constructs: Lesson Planning and Alignment (LPA), Implementation Challenges (CI), and Community and Cultural Engagement (CCE). Results indicated acceptable to excellent model fit (?² (17) = 18.30, p = .368; CFI = .991; TLI = .985; RMSEA = .047; SRMR = .060). Standardised factor loadings ranged from .789 to .941, exceeding recommended thresholds. Composite reliability (CR) and average variance extracted (AVE) confirmed convergent validity, while discriminant validity was supported using the Fornell-Larcker criterion. The findings provide empirical evidence for conceptualising IKS integration as a structured, measurable pedagogical construct. The validated instrument offers a practical tool for policy evaluation, teacher development, and culturally responsive curriculum reform in Ghana and similar Global contexts.