This methodology article addresses the persistent challenge of low engagement and achievement in Senegalese secondary STEM education, a critical barrier to national development. It critiques the continued reliance on didactic, teacher-centred models, which often fail to resonate with learners’ socio-cultural contexts. In response, the paper presents a novel methodological framework, grounded in an African epistemological standpoint, to guide the systematic design and evaluation of culturally responsive pedagogies. Developed for the 2021–2023 period, the framework is constructed through a rigorous synthesis of global active-learning principles, deliberately contextualised to privilege local knowledge systems, community-based problem-solving, and indigenous languages as pedagogical assets. The proposed methodology employs a cyclical, participatory action research design, involving teachers, curriculum developers, and local knowledge holders. It incorporates phased piloting, iterative refinement, and a robust mixed-methods approach to data collection and analysis. The central thesis is that sustainable improvement in STEM outcomes requires pedagogies that are not only innovative in technique but are fundamentally re-centred on Senegalese and broader African realities. This work provides a structured, culturally coherent roadmap for educational researchers and policymakers. It facilitates a move beyond theoretical critique towards actionable, contextually-grounded strategies aimed at enhancing learner relevance, identity, and achievement, thereby contributing to Senegal’s human capital development.