ICT FOR INDIGENOUS KNOWLEDGE DISSEMINATION AND EDUCATION IN AFRICA: A SYSTEMATIC REVIEW

Abstract

Indigenous Knowledge Systems (IKS) in Africa constitute a vital resource for cultural identity, sustainable development, and community resilience, yet it remains at risk due to historical marginalisation, generational gaps in transmission, and limited integration into formal education. Rapid expansion of Information and Communication Technologies (ICT) across the continent presents new possibilities for documenting, disseminating, and teaching indigenous knowledge in culturally responsive ways. A systematic review of literature published between 2015 and 2025 examined the deployment of ICT tools and platforms to support indigenous knowledge dissemination. Following PRISMA guidelines, 30 empirical and conceptual studies using keywords, digital archives, mobile learning, and social media knowledge exchange, e-learning platforms, and language preservation technologies with an African context were included. The findings indicated that ICT enhanced indigenous knowledge preservation, improved youth engagement, facilitated intergenerational learning, and broadened global visibility. However, challenges remained regarding digital access, cultural sensitivity, intellectual property rights, and the sustainability of technology-driven initiatives. It was concluded that although ICT held transformative potential for revitalising African indigenous knowledge, success depended on co-design with knowledge holders, ethical governance frameworks, and policy support to ensure community ownership. Gaps identified include comparative evaluations of ICT models, long-term educational outcomes, and strategies for safeguarding cultural epistemologies within digital systems.