Abstract

Abstract
This study investigates how integrating local culture, history, and indigenous languages into the national curriculum enhances student engagement in Liberian schools, focusing specifically on the Margibi and Bong County school systems. Historically, post-conflict educational frameworks in Liberia have relied on imported or legacy academic models, which can alienate students from their lived realities and diminish classroom participation. This paper examines the role of culturally responsive pedagogy in bridging the gap between formal schooling and indigenous heritage. Utilizing a mixed-methods research design incorporating surveys, classroom observations, and key informant interviews with teachers and administrators in Kakata, Suakoko, and surrounding districts, the study evaluates behavioral, emotional, and cognitive engagement outcomes. The findings demonstrate that embedding local historical narratives, community-based traditions, and indigenous linguistic elements significantly improves student motivation, retention, and academic performance. The paper concludes with actionable recommendations for the Ministry of Education and local school districts to advance context-driven curriculum reforms.