Keywords:
primary education
traditional knowledge
culturally responsive pedagogy
Indonesia

  • Abstract

    This study aims to examine the research landscape of local wisdom integration in global educational discourse over the past decade (2016-2025), with particular focus on primary education contexts. The research seeks to identify publication trends, geographical distributions, thematic developments, and conceptual frameworks that characterize this evolving field, while addressing the critical balance between adopting international educational standards and preserving indigenous cultural values. A comprehensive bibliometric analysis was conducted using the PRISMA methodology framework. The study analysed 510 peer-reviewed articles from the Scopus database, covering publications from 2016 to 2025. Data analysis was performed using the R programming language with the 'bibliometrix' package, employing multiple analytical techniques including descriptive statistics, keyword co-occurrence analysis, thematic mapping, citation pattern analysis, and visualization techniques such as network analysis and strategic diagrams. The analysis revealed a significant annual growth rate of 7.36% in publications, with moderate citation impact averaging 5.084 citations per document. Indonesia emerged as the dominant contributor with 1,225 citations, significantly exceeding other nations. Four distinct thematic clusters were identified: Motor Themes (human, government), Basic Themes (education, indigenous population), Niche Themes (environmental protection), and Emerging Themes (policy development). Keyword networks showed strong connections between local wisdom, elementary education, and character development, indicating a shift from viewing local wisdom as cultural content toward recognizing it as a pedagogical framework. The findings demonstrate increasing scholarly recognition of local wisdom as a crucial component in primary education, emphasizing its role in cultural identity formation while preparing students for global citizenship. The research reveals significant methodological gaps, particularly in longitudinal studies examining cultural identity development. The study recommends embedding cultural knowledge within character education curricula, implementing place-based approaches integrating indigenous ecological knowledge, and utilizing digital tools to bridge traditional wisdom with modern educational technologies.

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How to cite

Susanto, D., Budiningsih, A., Sujarwo, Sugiyamin, Heri, N., & Sandy, T. A. (2025). Reclaiming cultural roots through the among system: A bibliometric analysis of local wisdom integration in global educational discourse in the last decade. Multidisciplinary Reviews, 9(6), 2026283. https://doi.org/10.31893/multirev.2026283
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