Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Abudu, Kenneth Uyi. “Colonial Legacy and Knowledge Production in Africa: Re-Echoing the Need for Epistemic Decolonisation.” In Knowledge Production and the Search for Epistemic Liberation in Africa, 49–67. Springer, 2022.

Ademola, Olaitan Idowu. “The Epistemological Aspects of Curriculum Trends Development in Africa in the 21st Century,” n.d.

Ahanonye, Uchechi Agnes. Teachers’ Indigenous Knowledge and the Possibilities of Integrating It with Life Sciences Teaching and Learning. University of the Witwatersrand, Johannesburg (South Africa), 2021.

Akerele, Foluke Victoria. Teachers’ Perceptions and Experiences of the Inclusion of Indigenous Knowledge in the Natural Sciences Classroom. University of Johannesburg (South Africa), 2016.

Araujo, Alexandre Weingrill. “Politics and Pedagogy: How Brazilian Teachers’ Socio-Historical Perspectives Shape and Are Shaped by Their Political-Pedagogical Commitments,” 2022.

Asea, Wilson B. “Epistemic Decoloniality of Westernised Higher Education: A Discourse on Curriculum Justice and Knowledge Integration at Historically White Universities in South Africa.” Arts and Humanities in Higher Education 21, no. 4 (2022): 375–93.

Badugela, Thivhavhudzi Muriel. “Exploring the Viability of Integrating Indigenous Knowledge into Life Orientation Curriculum in the Intermediate Phase Nzhelele East Circuit, Vhembe District, Limpopo Province of South Africa,” 2019.

Bailey, Roxanne, Susan Bester, Josef de Beer, Washington T Dudu, Aubrey Golightly, Marietjie Havenga, Divan Jagals, Dorothy Laubscher, Lesley Le Grange, and Marry Mdakane. The Decolonisation of the Curriculum Project: The Affordances of Indigenous Knowledge for Self-Directed Learning. AOSIS, 2019.

Baloyi, Mapula Emily. “An Analysis of How Socioeconomic Issues Affect the Performance of Learners in Rural Schools: A Case Study of Ga-Sekgopo High Schools Grade 8-10 Learners.” University of KwaZulu-Natal, Howard College, 2020.

Baskin, Cyndy. Strong Helpers’ Teachings: The Value of Indigenous Knowledges in the Helping Professions. Canadian Scholars’ Press, 2022.

Battiste, Marie. “Naturalizing Indigenous Knowledge in Eurocentric Education.” Canadian Journal of Native Education 32, no. 1 (2009).

Bhuda, Monicca T, and Mishack Thiza Gumbo. “Developments Towards Integrating African Indigenous Knowledge in South African Universities.” UnisaRxiv, 2024.

Carver, Amanda. “African Music, Knowledge, and Curriculum: Applying Bernsteinian and Legitimation Code Theory to South African Music Curricula.” University of the Witwatersrand , 2020.

Chang, Wen-Chia, and Kara Mitchell Viesca. “Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research.” Teachers College Record 124, no. 2 (2022): 197–224.

Cindi, Lungile. “Incorporating African Indigenous Knowledge Systems into the Basic Education Curriculum: Experiences from Two Schools in the Gauteng and KwaZulu-Natal Provinces, South Africa,” 2021.

Demssie, Yared Nigussie, Harm J A Biemans, Renate Wesselink, and Martin Mulder. “Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles.” Sustainability 12, no. 17 (2020): 6823.

Escallón, Maria Fernanda. Exclusion in the Era of Multicultural Recognition: Cultural Heritage, Afro-Descendants, and the Politics of Diversity in Colombia and Brazil. Stanford University, 2016.

Fozdar, Farida, and Catherine Ann Martin. “Making History: The Australian History Curriculum and National Identity.” Australian Journal of Politics & History 67, no. 1 (2021): 130–49.

Garrido, María Concepción Domínguez, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío, and Antonio Medina Rivilla. “Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development.” Sustainability 12, no. 23 (2020): 9934.

Gaskins, Nettrice R. Techno-Vernacular Creativity and Innovation: Culturally Relevant Making inside and Outside of the Classroom. MIT Press, 2021.

Gumbo, Mishack T. “An Indigenous Perspective on Technology Education.” In Handbook of Research on Social, Cultural, and Educational Considerations of Indigenous Knowledge in Developing Countries, 137–60. IGI Global, 2017.

Gyamerah, Kenneth. “The Role of African Indigenous Knowledge Systems and Pedagogies in Decolonizing and Transforming Mathematics and Science Learning in Ghana.” Queen’s University (Canada), 2024.

Hafman, Ucu Nurhadi. “Exploring the Mainstreaming of Education for Sustainable Development and Indigenous Knowledge in Initial Teacher Education in Indonesia: A Comparative Study of Teacher Educators’ Beliefs and Attitudes,” 2023.

Harvey, Arlene, and Gabrielle Russell-Mundine. “Decolonising the Curriculum: Using Graduate Qualities to Embed Indigenous Knowledges at the Academic Cultural Interface.” Teaching in Higher Education, 2019.

Heath, Marie K, Benjamin Gleason, Rohit Mehta, and Ted Hall. “More than Knowing: Toward Collective, Critical, and Ecological Approaches in Educational Technology Research.” Educational Technology Research and Development 72, no. 5 (2024): 2519–41.

Hey, Christina K Mae. “Situating Critical Indigenous Worldview within Western Academic Traditions: Place-Based and Culturally-Relevant Science Education for Human Empowerment and Environmental Sustainability,” 2017.

Highfield, Camilla, and Melinda Webber. “Mana Ūkaipō: Māori Student Connection, Belonging and Engagement at School.” New Zealand Journal of Educational Studies 56, no. 2 (2021): 145–64.

Horsthemke, Kai. “Diversity and Epistemic Marginalisation: The Case of Inclusive Education.” Studies in Philosophy and Education, 2021, 1–17.

Humphreys, Denise. “Responding to Survivors: Confronting Epistemicide within Genocide Education in Canadian Post-Secondary Institutions,” 2024.

Khan, M., and M. Johnson. “ Indigenous Australian STEM in K-12 Classrooms: A Narrative Literature.,” 2024.

Kigozi, Flavia. “Teachers’ Indigenous Knowledge Awareness and How to Implement It in Teaching and Learning Sciences in South African Schools.”  University of the Witwatersrand, 2021.

Klein, Gudrun. Multicultural Education in Brazil: The Implementation of Law 11.645/08 in Public Schools in Rio de Janeiro. The University of Manchester (United Kingdom), 2019.

Liew, Chern Li, Jamie Yeates, and Spencer Charles Lilley. “Digitized Indigenous Knowledge Collections: Impact on Cultural Knowledge Transmission, Social Connections, and Cultural Identity.” Journal of the Association for Information Science and Technology 72, no. 12 (2021): 1575–92.

Mahlomaholo, Makeresemese Rosy, and Sechaba Geoffrey Mahlomaholo. “Assessment in Sustainable Remote Teaching and Learning Environments During Emergency Situations.” Journal of Culture and Values in Education 5, no. 2 (June 9, 2022): 16–31. https://doi.org/10.46303/jcve.2022.17.

Mahlomaholo, Sechaba. “Creating Sustainable Learning Environments through Socially Inclusive Research.” A Research report submitted to the discipline of Psychology, Faculty of the …, 2013.

———. “Critical Emancipatory Research and Academic Identity.” Africa Education Review 6, no. 2 (2009): 224–37.

———. “Indigenous Research and Sustainable Learning.” International Journal of Educational Sciences 5, no. 3 (2013): 317–22.

———. “Towards Sustainable Empowering Learning Environments: Unmasking Apartheid Legacies through Scholarship of Engagement.” South African Journal of Higher Education 24, no. 3 (2010): 287–301.

———. “Validating Community Cultural Wealth: Toward Sustainable Empowering Learning Environments.” In Culture, Education, and Community: Expressions of the Postcolonial Imagination, 33–47. Springer, 2012.

Mahlomaholo, Sechaba, and Vhonani Netshandama. “Post-Apartheid Organic Intellectual and Knowledge Creation.” At the Interface/Probing the Boundaries 78 (2012).

Mahlomaholo, Sechaba, Milton Nkoane, and John Ambrosio. “Sustainable Learning Environments and Social Justice Comment.” TD: The Journal for Transdisciplinary Research in Southern Africa 9, no. 3 (2013): V–XIII.

Manning, Richard, Joseph Martin, Jon Reyhner, Larry Steeves, and Angus Macfarlane. “Research Regarding Indigenous Student Learning Outcomes in New Zealand, Canada, and the USA: Recurring Themes.” Handbook on Promoting Social Justice in Education, 2020, 2021–39.

Masemula, Morongwa Bertha. “Integration of Modern Science and Indigenous Knowledge Systems: Towards a Coexistence of the Two Systems of Knowing in the South African Curriculum,” 2013.

Mavuru, Lydia. “Reimagining Indigenous Knowledge in a Multicultural Science Classroom.” International Journal of Inclusive Education, 2022, 1–17.

Melchor, Carolina R. “The Feminist Itinerant School: A Feminist Pedagogical Approach to Curriculum Transformation for Public School Teachers in Brazil,” 2019.

Menon, Minakshi. “Indigenous Knowledges and Colonial Sciences in South Asia.” South Asian History and Culture 13, no. 1 (2022): 1–18.

Mgqwashu, E.M., and Q.D. Khohliso. Perspectives on Curriculum as Praxis: Implications for Higher Education Pedagogy . Axion Publications, 2024.

Michie, Michael, Michelle Hogue, and Joёl Rioux. “Two-Ways Thinking and Two-Eyed Seeing as Ways of Implementing Indigenous Perspectives in the Science Education Curriculum.” Disciplinary and Interdisciplinary Science Education Research 5, no. 1 (2023): 23.

Mkhwebane, Lwazi Nsindiso. “Life Sciences Teachers’ Integration of Indigenous Knowledge: A Vision for Making Science Classrooms Culturally Responsive.” EURASIA Journal of Mathematics, Science and Technology Education 20, no. 8 (2024): em2483.

Moichela, Keikantsemang Z. “Integration of Indigenous Knowledge Systems in the Curriculum for Basic Education: Possible Experiences of Canada.” Unpublished Doctoral Dissertation, University of South Africa, Pretoria. Https://Uir. Unisa. Ac. Za/Bitstream/Handle/10500/25096/Thesis_moichela_kz. Pdf, 2017.

Mokhles, Ekbal Mohammed. “Indigenous Knowledge: A Route to the Infusion of Sustainable Development in Education.,” 2019.

Muñiz, Jenny. “Culturally Responsive Teaching: A Reflection Guide.” New America, 2020.

Murphy, Kayla R R. “Improving Educational Opportunities by Weaving Indigenous Knowledge into the Academy from an Indigenous Perspective,” 2022.

Ndasauka, Yamikani. “African Philosophy and the Quest for Just Technologies.” In African Mind, Culture, and Technology, 169–82. Cham: Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-62979-2_9.

Ndlovu, Elliot C., and Mishack T. Gumbo. “Decolonising Technology Education: Integrating Indigenous Knowledge for Sustainable Development in Electrical and Mechanical Systems and Control.” African Journal of Research in Mathematics, Science and Technology Education 28, no. 3 (September 13, 2024): 362–72. https://doi.org/10.1080/18117295.2024.2381984.

Neresini, Federico, Maria Carmela Agodi, Stefano Crabu, and Simone Tosoni. Manufacturing Refused Knowledge in the Age of Epistemic Pluralism: Discourses, Imaginaries, and Practices on the Border of Science. Springer Nature, 2024.

O’Donoghue, Rob, Wilma van Staden, John Bhurekeni, Janet Snow-Macleod, and Lindiwe Ndlamlenze. “A Formative Study towards the Inclusion of Indigenous Technologies and Knowledge Practices in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Curriculum Settings.” Educational Research for Social Change 13, no. 1 (2024): 34–47.

Odora Hoppers, Catherine. “Research on Indigenous Knowledge Systems: The Search for Cognitive Justice.” International Journal of Lifelong Education 40, no. 4 (2021): 310–27.

Oguamanam, Chidi. “Transition to the Fourth Industrial Revolution: Africa’s Science, Technology and Innovation Framework and Indigenous Knowledge Systems.” African Journal of Legal Studies 15, no. 1 (2022): 1–37.

Oliveira, Larissa Xavier de. “Examining Inclusive Education in a Public School in Curitiba Through the Lens of Affirmative Action Laws and Policies in Brazilian Curriculum Guidelines.” The University of Arizona, 2023.

Omodan, Bunmi Isaiah. “Unveiling Epistemic Injustice in Education: A Critical Analysis of Alternative Approaches.” Social Sciences & Humanities Open 8, no. 1 (2023): 100699.

Prete, Tiffany D. “How Alberta Education’s First Nations, Metis, and Inuit Policy Framework Influences Students’ Attitudes towards the Indigenous Peoples of Canada.” International Journal of Critical Indigenous Studies 14, no. 2 (2022): 96–113.

Rajah, Surversperi Suryakumari. “Conceptualising Community Engagement through the Lens of African Indigenous Education.” Perspectives in Education 37, no. 1 (2019): 1–14.

Raymond, Christopher M, Ioan Fazey, Mark S Reed, Lindsay C Stringer, Guy M Robinson, and Anna C Evely. “Integrating Local and Scientific Knowledge for Environmental Management.” Journal of Environmental Management 91, no. 8 (2010): 1766–77.

Reddy, Camantha. “The Integration of Indian Indigenous Knowledge into the SA Life Science Curriculum.” North-West University (South Africa), 2019.

Riffel, Alvin Daniel. “Social and Cultural Relevance of Aspects of Indigenous Knowledge Systems (IKS), Meteorological Literacy and Meteorological Science Conceptions,” 2020.

Roche, Charmaine. “Decolonising Reflective Practice and Supervision.” Philosophy of Coaching: An International Journal 7, no. 1 (2022): 30–49.

Scott, David M, Colleen Kawalilak, Roswita Dressler, and Wilson Alves de Paiva. “Investigating Educational Responses to Diversity in Brazil during a Time of Curriculum Change.” Comparative Education Review 63, no. 3 (2019): 377–97.

Seehawer, Maren, and Anders Breidlid. “Dialogue between Epistemologies as Quality Education. Integrating Knowledges in Sub-Saharan African Classrooms to Foster Sustainability Learning and Contextually Relevant Education.” Social Sciences & Humanities Open 4, no. 1 (2021): 100200.

Seleke, B, C J Els, and J De Beer. “Utilising Indigenous Knowledge in Higher Education for the Professional Development of Culturally Responsive Technology Teachers.” A Scholarly Approach to Student Success in Higher Education. Ivyline Academic Publishers, 2019.

Seleke, Benjamin. “Scaffolding Teachers’ Professional Development for the Infusion of Indigenous Knowledge Transfer in the Technology Classroom.” North-West University (South Africa), 2021.

Sharma, Ananya. “Decolonizing International Relations: Confronting Erasures through Indigenous Knowledge Systems.” International Studies 58, no. 1 (2021): 25–40.

Silva, Luciana Ribeiro da. “‘ Ginga!’: Decolonizing Brazilian Education Through the Teachings of Capoeira.” Wellesley College, 2023.

Silvestru, Alexandra. “Weaving Relations: Exploring the Epistemological Interaction between Indigenous & Traditional Ecological Knowledge and Eurowestern Paradigms in Education for Sustainable Development-an Umbrella Review,” 2023.

Simmie, Geraldine Mooney. “Teacher Professional Learning: A Holistic and Cultural Endeavour Imbued with Transformative Possibility.” Educational Review 75, no. 5 (2023): 916–31.

Sitsha, Margaret. “Exploring the Integration of Indigenous Knowledge Systems (IKS) into the Teaching of Life Sciences through Information and Communication Technologies (ICTs).” North-West University (South Africa), 2023.

Takda, Amiruddin, Budi Jadmiko, and Erman Erman. “Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary Studies.” Jurnal Penelitian Pendidikan IPA 8, no. 1 (2022): 18–31.

Tlali, Moeketsi Freddie. “Enhancing Synergy: A Strategic Interrogation of the Intersection between Social Justice and the Creation of Sustainable Learning Environments.” Journal of Educational Studies 12, no. 1 (2013): 61–75.

Verrangia, Douglas, and E Silva PBG. “Citizenship and Education in Brazil: The Contributions of Black and Indigenous Peoples.” Citizenship Education and Global Migration: Implications for Theory, Research, and Teaching, 2017, 431.

Watson, Lisa Marie. “Kia Tū Māia. A Social-Ecological Approach To Nurturing Academic Resilience For Māori Student Success.”  University of Auckland, 2020.

Weir, J. K., R. Morgain, K. Moon, and B. J. Moggridge. “Centring Indigenous Peoples in Knowledge Exchange Research-Practice by Resetting Assumptions, Relationships and Institutions.” Sustainability Science 19, no. 2 (March 17, 2024): 629–45. https://doi.org/10.1007/s11625-023-01457-3.

Woodroffe, Tracy, Pawinee Yuhun, L Ford, and Shelley Worthington. “Effectiveness of a Locally Developed Cultural Responsiveness Tool for Australian Teachers.” International Journal of Educational Research Open 8 (2025): 100404.

Yazidi, Rachid El, and Khaerul Rijal. “Science Learning in the Context of’indigenous Knowledge’for Sustainable Development.” International Journal of Ethnoscience and Technology in Education 1, no. 1 (2024): 28–41.

Yeboah, Joyce. “Decolonisation of Education: Rethinking Higher Education Curricula and Pedagogy in Ghana.” Oslomet-Storby Universitetet, 2023.

Dr. Benjamin Seleke has pursued a commendable career in education and holds a Doctor of Philosophy in Education Degree from the North West University. Initially dedicating 15 years to shaping young minds as a teacher, he transitioned to higher education, bringing his rich experience and passion for teaching to the academic arena. In 2015, he was appointed as a lecturer at North West University, a position that allowed him to influence and inspire the next generation of scholars. His academic journey continued to evolve, and in 2021, he moved to the University of the Free State, further expanding his impact on the academic community. Currently, he is currently a senior lecturer at Walter Sisulu University, where his expertise and dedication to education continue to make a significant difference. He is doing research in the infusion of Indigenous Knowledge in Technology Education, Self Directed Learning and the 4IR.

Nixon JP Teis, Ph.D., is an associate professor and teacher educator at the Walter Sisulu University (WSU), South Africa. He is the former Head of the School of Mathematics, Natural Sciences and Technology Education at the University of the Free State (UFS). Professor Teis specializes in technical engineering education and teaches at undergraduate and postgraduate levels in the Faculty of Education. He led a DHET/EU grant-funded national research project that focused on the state of TVET Engineering lecturer knowledge and the UFS DHET/EU TVET CLEP coordinator. Prof Teis supervises a cohort of master’s and doctoral students who reflect critically on their teaching practice and generate empirical data from those affected by their teachings. Prof Teis’ research interests are in teacher knowledge, the philosophy of technology, and social justice, with a discipline-specific focus on technology, engineering, technical and vocational education, and training practices within the emerging technological advance context.

Christo J. Els is a lecturer at the School of Psycho-Social Education and a researcher within the Research Unit Self-Directed Learning on the Potchefstroom campus of the North-West University.  He obtained a BA degree (Psychology and Philosophy), a BA Hons degree (Narrative Counselling), and a Masters’ degree (Psychology) from the North-West University.  Christo is a rational and innovative explorer of human behaviour with an intrinsic passion to support the professional development of others.  During the past 20 years, he initiated and participated in various research initiatives, including international research collaboration with engineering computer scientists at the University of Eastern Finland, as well as the Universidad de La Frontera in Chile.  His research focusses on technology-integrated learning environments, and the digital competence that Engineering students require to effectively participate in the exponential digital transformation of Fourth Industrial Revolution (4IR) industries.  Christo’s passion for cross-disciplinary research, resulted in over 50 national and international research publications, and he regularly acts as a peer reviewer for international academic journals. He supervised various Masters’ and PhD studies, and participated in numerous NRF funded research projects, as well as the SITES2006 International study that compared the pedagogical integration and use of ICT in Grade 8 Math and Science classrooms across 22 countries. Christo serves on the Executive Board of the UNESCO Research Chair in Multimodal Learning and Open Educational Resources (NWU), and is currently completing his PhD research (Higher Educational Studies) at the University of the Free State (UFS).

Dr. Glen Legodu is a dedicated Lecturer and researcher with expertise in Agricultural Science and education at University of the Free State, Department of Mathematics Natural Sciences and Technology. He holds a PhD in Agriculture-Education and has extensive experience teaching Agriculture and Natural Sciences at the University of the Free State. His research focuses on curriculum alignment in Agriculture science education, sustainable food systems in schools, and the integration of Education for Sustainable Development (ESD).

Seleke, Benjamin, Nixon J.P. Teis, Christo J. Els and Glen Legodu. “Indigenous Knowledge Integration in South Africa’s Technology Education Curriculum: Current Status, Challenges, and Future Directions.” Journal of Education and Learning Technology 6, no.1 (2025): 120 – 138.  https://doi.org/10.38159/jelt.2025619