Supplementary data and analysis code for "Fostering Epistemological Hybridization through Cognitive Conflict in Land Degradation Education"

This deposit contains the raw data and reproducible analysis code for an exploratory pilot study examining a hybrid pedagogical model for land degradation education in the Democratic Republic of Congo. The model combines Indigenous ecological knowledge, a lightweight offline (LLM), and outdoor observation, organized around socio-cognitive conflict within heterogeneous peer groups, to foster epistemological hybridization rather than the replacement of Indigenous explanations by scientific ones. Data were collected from 32 secondary-school learners (11th grade, ages 16–19) across two schools in the Kongo Central-2 educational province, each associated with a distinct degraded site (gully erosion, burnt savanna). Measures include a 15-item alternative-conceptions questionnaire, video-coded response latency, group-level conflict-resolution outcomes, pre-/post concept maps, and a curriculum-aligned final assessment. The accompanying Python script reproduces every statistic reported in the associated ICERI2026 conference paper directly from the raw, learner-level data. As an exploratory, single-group pilot without a control group, the results should be read as indicative of feasibility rather than as a validated effect (see the paper's Discussion for a full treatment of this and other limitations).