Integrating Technology and Indigenous Knowledge for Transformational Learning: Implications for Social Science Education Students in the Federal Universities in Nigeria

Abstract

The integration of technology and indigenous knowledge has the potential to transform education by bridging the gap between traditional wisdom and modern advancements. This study examines how Social Science Education students perceive and engage with the convergence of technology and indigenous knowledge for transformative learning. Using a quantitative approach, the research explores the role of technology in preserving, enhancing, and disseminating indigenous knowledge while fostering critical thinking and innovation. It investigates the challenges and opportunities faced by students in incorporating these elements into their learning experiences. The study also evaluates how such integration can contribute to creating a culturally relevant and technologically advanced education system. Mixed mixed-method design was employed. A questionnaire was used to collect the data, while the data were analysed using descriptive statistics. A focused group discussion was also employed for a better understanding of the responses. Findings revealed that a greater number of students are aware of indigenous knowledge. Indigenous knowledge should be integrated into the digital curriculum for sustainability. This research will serve as a guide for educators, policymakers, and curriculum developers in advancing inclusive, relevant education