International Journal on Science and Technology

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Contextualizing Socio-cultural Resources in Secondary Level Classroom Instruction in Lumbini Cultural Municipality, Rupandehi Nepal

Author(s) Dr. Taranath Bhattarai
Country Nepal
Abstract This study investigates the contextualization of locally available socio-cultural resources in secondary-level classroom instruction, with a focus on evaluating task-based approaches, methods, and techniques for promoting skill-oriented education within the designated research settings. Utilizing a qualitative research design, data were collected through classroom observations and semi-structured interviews. The analysis was guided by an interpretive paradigm, allowing for an in-depth understanding of how indigenous knowledge systems and community practices can be pedagogically mobilized. The findings reveal a substantial presence of local knowledge and underscore its potential to be systematically integrated into instructional practices, thereby fostering experiential and task-based learning. The study concludes that embedding such culturally rooted resources into the secondary curriculum in Nepal can enhance the relevance and effectiveness of education by aligning it with the learners’ socio-cultural context. It further offers strategic recommendations for the pedagogical incorporation of socio-cultural resources to support practical, functional learning through task-based instructional frameworks.
Keywords Indigenous knowledge, socio-cultural resources, task-based instruction, skill-oriented education, contextual learning
Field Sociology > Education
Published In Volume 16, Issue 1, January-March 2025
Published On 2025-02-14
DOI https://doi.org/10.71097/IJSAT.v16.i1.6961
Short DOI https://doi.org/g9sr79
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