This study examines how indigenous languages and cultural methodologies promote sustainable educational practices within Kenya’s Competency-Based Curriculum (CBC). Our research investigates three primary questions: (1) How do indigenous languages serve as vehicles for transmitting sustainable knowledge and practices? (2) What gaps exist between CBC policy and implementation regarding indigenous knowledge integration? (3) How can indigenous languages strengthen connections between education and community-based sustainability practices? Using Vygotsky’s Sociocultural Theory, which links cognitive development to cultural contexts, we employed a mixed-methods approach with 300 participants across Kisii and Homabay counties, including educators, students, policymakers, and community leaders. Data collection involved surveys and semi-structured interviews to capture relationships between indigenous language use and sustainability outcomes. Our findings demonstrate that incorporating indigenous languages strengthens students’ cultural identities, enhances environmental awareness, and deepens understanding of local ecosystems and sustainable practices. We observed significant differences in sustainability competencies between students learning in indigenous languages versus those in mainstream educational settings, particularly in gender-specific knowledge domains where certain environmental and cultural practices are traditionally transmitted through gender-specific language patterns and roles. Despite CBC’s stated openness to local content, implementation gaps persist. We recommend integrating indigenous languages in CBC’s foundational stages, developing localized resources, and systematically involving community elders in educational activities. Policy recommendations include enhancing sustainability competencies, revitalizing indigenous knowledge systems, and strengthening school-community partnerships. This research emphasizes aligning language education policies with sustainability objectives to create a culturally inclusive curriculum, preparing learners for a sustainable future.
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