Infusing Indigenous Knowledge in the Technological Transformation of Teaching and Learning in South African Secondary Schools

A Decolonial Perspective

Abstract

The rapid digitisation of education, accelerated by the Fourth Industrial Revolution (4IR) and exacerbated by global disruptions such as the COVID-19 pandemic, has redefined the teaching and learning landscape. While technological advancements offer opportunities for dynamic, learner-centred education, they also deepen existing inequalities, particularly in rural and under-resourced schools in South Africa. This study critically examines the intersection of digital transformation and Indigenous Knowledge Systems (IKS), investigating how secondary school teachers in the OR Tambo Inland Education District navigate the dual demands of integrating digital tools while preserving culturally embedded epistemologies. Using an interpretive qualitative case study approach, data were gathered from five secondary schools through in-depth interviews, classroom observations, and document analysis. The findings reveal a stark digital divide, with disparities in technological access, infrastructure, and digital literacy impeding effective digital adoption. Moreover, the dominance of Western-centric technological frameworks marginalises Indigenous pedagogies, threatening the transmission of locally relevant knowledge. Despite policy commitments to decolonised and inclusive education, there is limited institutional support for teachers seeking to merge IKS with digital teaching methodologies. The study argues that failure to incorporate Indigenous epistemologies into the digital education paradigm exacerbates epistemic injustice, alienating learners from their cultural heritage. It concludes that a reimagined teacher development framework rooted in technological competence, cultural responsiveness, and contextual adaptability must create a balanced, decolonised educational ecosystem. The paper recommends targeted interventions, including localised digital content creation, community-based teacher training, and infrastructure investment, to bridge the gap between modern technology and Indigenous pedagogical traditions. Ultimately, the study contributes to the discourse on education transformation in South Africa by highlighting the urgency of a dual-pronged approach: leveraging digital innovation while safeguarding the integrity of Indigenous Knowledge.