Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions
This position paper critically evaluated the integration of indigenous knowledge into the South African Technology Education curriculum. Using a robust theoretical framework, it compared the historical significance of indigenous practices with the contemporary landscape of technology education. By c...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2025-05-01
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| Series: | Journal of Education and Learning Technology |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/05/JELT2025619.pdf |
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| author | Benjamin Seleke Nixon J.P. Teis Christo J. Els Glen Legodu |
| author_facet | Benjamin Seleke Nixon J.P. Teis Christo J. Els Glen Legodu |
| author_sort | Benjamin Seleke |
| collection | DOAJ |
| description | This position paper critically evaluated the integration of indigenous knowledge into the South African Technology Education curriculum. Using a robust theoretical framework, it compared the historical significance of indigenous practices with the contemporary landscape of technology education. By conducting an in-depth review of existing literature and analysing ongoing curricular initiatives, the paper elucidated both the challenges and advantages of such integration. Despite encountering institutional and pedagogical hurdles, the incorporation of indigenous knowledge enriches technology education by providing a contextualised, culturally sensitive, and comprehensive learning experience. The findings in this paper highlight the necessity of addressing barriers to effectively integrate indigenous knowledge into the curriculum. Strategic recommendations are proposed to overcome these challenges and enhance the integration process. Central to these recommendations is the recognition of the indispensable role of indigenous knowledge in shaping a more inclusive and forward-thinking Technology Education landscape in South Africa. Finally, this paper underscores the imperative of acknowledging and incorporating indigenous knowledge systems into the Technology Education curriculum. Doing so not only enriches students’ understanding of technology but also promotes cultural appreciation and holistic learning. By embracing indigenous knowledge, South Africa can advance towards a more inclusive and culturally relevant approach to Technology Education, ensuring that all learners benefit from a well contextually grounded educational experience. |
| format | Article |
| id | doaj-art-0d55eeae98c64c4eb8dc0551ab86d215 |
| institution | OA Journals |
| issn | 2720-7730 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | Journal of Education and Learning Technology |
| spelling | doaj-art-0d55eeae98c64c4eb8dc0551ab86d2152025-08-20T01:53:36ZengNoyam JournalsJournal of Education and Learning Technology2720-77302025-05-0161120138https://doi.org/10.38159/jelt.2025619Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future DirectionsBenjamin Seleke0https://orcid.org/0000-0002-8191-5653Nixon J.P. Teis1https://orcid.org/0000-0001-8945-9835Christo J. Els2https://orcid.org/0000-0003-0895-870XGlen Legodu3https://orcid.org/0000-0001-7118-6787 Department of Adult, Foundation Phase and Education Foundations, Faculty of Education, Walter Sisulu University, Mthatha, Republic of South Africa.Department of Mathematics Natural Sciences and Technology Education, Faculty of Education, Walter Sisulu University, Republic of South AfricaSchool of Psycho-Social Education, Research Unit Self Directed Learning, Faculty of Education, North-West University, Republic of South Africa.Department of Mathematics Natural Sciences and Technology Education. Faculty of Education, University of the Free State, Bloemfontein, Republic of South Africa.This position paper critically evaluated the integration of indigenous knowledge into the South African Technology Education curriculum. Using a robust theoretical framework, it compared the historical significance of indigenous practices with the contemporary landscape of technology education. By conducting an in-depth review of existing literature and analysing ongoing curricular initiatives, the paper elucidated both the challenges and advantages of such integration. Despite encountering institutional and pedagogical hurdles, the incorporation of indigenous knowledge enriches technology education by providing a contextualised, culturally sensitive, and comprehensive learning experience. The findings in this paper highlight the necessity of addressing barriers to effectively integrate indigenous knowledge into the curriculum. Strategic recommendations are proposed to overcome these challenges and enhance the integration process. Central to these recommendations is the recognition of the indispensable role of indigenous knowledge in shaping a more inclusive and forward-thinking Technology Education landscape in South Africa. Finally, this paper underscores the imperative of acknowledging and incorporating indigenous knowledge systems into the Technology Education curriculum. Doing so not only enriches students’ understanding of technology but also promotes cultural appreciation and holistic learning. By embracing indigenous knowledge, South Africa can advance towards a more inclusive and culturally relevant approach to Technology Education, ensuring that all learners benefit from a well contextually grounded educational experience.https://noyam.org/wp-content/uploads/2025/05/JELT2025619.pdfindigenous knowledge (ik)technology educationculturally relevant pedagogydecolonization of knowledgeconstructivist learning curriculum integration. |
| spellingShingle | Benjamin Seleke Nixon J.P. Teis Christo J. Els Glen Legodu Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions Journal of Education and Learning Technology indigenous knowledge (ik) technology education culturally relevant pedagogy decolonization of knowledge constructivist learning curriculum integration. |
| title | Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions |
| title_full | Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions |
| title_fullStr | Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions |
| title_full_unstemmed | Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions |
| title_short | Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions |
| title_sort | indigenous knowledge integration in south africa s technology education curriculum current status challenges and future directions |
| topic | indigenous knowledge (ik) technology education culturally relevant pedagogy decolonization of knowledge constructivist learning curriculum integration. |
| url | https://noyam.org/wp-content/uploads/2025/05/JELT2025619.pdf |
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