Citation :

Jairos Mudonhi, Gerald Munyoro, 2026. "Bridging Indigenous Knowledge and Modern Technology in Art, Design and Technology Education: An Evaluation of Teaching Practices in Zimbabwean Universities" ESP International Journal of Science, Humanities & Management Studies(ESP-IJSHMS)  Volume 4, Issue 4: 66-77.

Abstract :

The integration of Indigenous Knowledge Systems (IKS) with modern technology has emerged as a critical strategy for advancing culturally responsive, sustainable and innovation-oriented higher education. Although Zimbabwe's Education 5.0 policy advocates curriculum decolonisation and heritage-based innovation, empirical evidence on how university teaching practices effectively bridge indigenous knowledge and contemporary technology within Art, Design and Technology Education remains limited. Guided by a pragmatic paradigm and informed by decolonial and constructivist perspectives, this study evaluated teaching practices that integrate IKS with modern technological approaches in selected Zimbabwean universities. A convergent parallel mixed-methods design was employed, involving questionnaires, interviews, focus group discussions, classroom observations and document analysis. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were subjected to thematic analysis before integration through triangulation. The findings revealed moderate but uneven implementation of IKS integration across institutions. Learner-centred pedagogies, including project-based learning, community engagement and digital design technologies, enhanced creativity, problem-solving and culturally grounded innovation. However, curriculum fragmentation, inadequate lecturer preparation, limited institutional resources and enduring Eurocentric epistemological assumptions constrained meaningful integration. The study concludes that bridging indigenous knowledge and modern technology requires systemic curriculum reform, sustained lecturer professional development, strengthened university–community partnerships and institutional investment in culturally responsive technological infrastructure. These findings extend decolonial higher education scholarship by demonstrating that meaningful knowledge integration is both a pedagogical and institutional transformation essential for sustainable innovation and epistemic justice in Zimbabwean universities.

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Keywords :

Indigenous Knowledge Systems, Modern Technology, Art, Design and Technology Education, Education 5.0, Curriculum Decolonisation, Learner-Centred Pedagogy, Sustainable Innovation