Asian Journal of Education and Social Studies

This study explored the integration of indigenous knowledge systems into rural education as a strategy for promoting sustainable development in Nigeria’s Middle Belt. Rooted in the recognition that indigenous knowledge encompasses deeply embedded ecological, agricultural, and cultural practices, the paper examined how education particularly through community-based and arts-integrated pedagogies could serve as a vehicle for preserving and revitalizing these traditions. The research adopted a mixed-methods approach, utilizing field surveys, focus group discussions, and participatory rural appraisals in selected rural communities across Benue and Nasarawa States. It also investigated how incorporating indigenous crafts, oral traditions, storytelling, and local resource-based art education enhances community engagement, inter-generational knowledge transfer, and environmental stewardship. The study aims to develop a contextually grounded framework for sustainable livelihoods, education policy reform, and cultural resilience. Data were analyzed using thematic content analysis and SPSS for descriptive statistics. The findings provided actionable insights into curriculum design and rural development programming that align with Nigeria's Sustainable Development Goals (SDGs).