Jul 2026· Journal of indigenous social development· Vol 14, pp. 27-51· 0 citations
Abstract
This study explores how Heritage-Based Education serves as a catalyst for integrating Ubuntu philosophy into primary school classrooms, focusing on teachers’ interpretations, classroom implementation, and the promotion of cultural and ethical values. It highlights the role of Indigenous knowledge systems and communal ethics in foundational education, contributing to debates on culturally responsive curricula. Using a qualitative ethnographic case study design, data were generated through semi-structured interviews with two community leaders, five teachers and two administrators, classroom observations conducted by the researchers, and analysis of curriculum guides and teaching materials at a school in Seke Rural, Mashonaland East Province. Data were analysed thematically. Findings show that Heritage-Based Education actively enabled and strengthened the enactment of Ubuntu values such as respect, cooperation, and communal responsibility. Teachers employed strategies including storytelling, mother-tongue instruction, and structured collaboration with community elders, positioning heritage education as a practical driver of ethical and relational learning. Despite challenges such as limited training, scarce resources, and assessment misalignment, teachers creatively adapted lessons to achieve cultural, ethical, and pedagogical goals. The study recommends targeted teacher professional development, improved provision of culturally relevant learning materials, and assessment reforms that recognise ethical and cultural learning outcomes, to strengthen effective curriculum implementation and sustain Ubuntu-informed pedagogy.
Indigenous lifelong learning is based on passing down knowledge between generations, maintaining cultural traditions, and education connected to specific places. In the borderland area of Entikong, Indonesia, Indigenous Dayak communities face systemic obstacles to getting an education that respects their culture. They often come across curricula that overlook their heritage. This study presents Go Buya, a game-based learning tool created with the help of local elders, educators, and cultural practitioners to connect traditional knowledge with formal education. Grounded in a culturally sustaining teaching approach, Go Buya weaves Dayak stories, symbols, and civic issues into the gameplay. This promotes student engagement, affirms identity, and encourages critical thoughts about civic duties. Using a Design and Development Research methodology, the project took place in three stages: community consultation, game design, and classroom testing in three borderland schools. The results showed an increase in student curiosity, intergenerational conversations, and collaborative learning, which are essential parts of Indigenous lifelong learning. Students examined their civic duties through culturally relevant scenarios, building relational accountability and ethical thinking. This study highlights the promise of cultural tools to revive Indigenous education in underserved areas. Go Buya serves as a model for how Indigenous knowledge can shape new teaching methods, support cultural survival, and encourage lifelong learning in Indigenous and international communities.
Tri Syamsijulianto, Alvira Pranata, U. Sa'ud et al.· Brock Education: a Journal o...· 0 citations
This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.
Muhammad Davin Yuzaki, Sudarsri Lestari, Vina Rohmatul Ummah· Journal of Educational Manag...· 0 citations
This paper examines the textbook curriculum of formal education designed for primary school children in Bangladesh. It focuses on the development, preservation, and transmission of cultural identity, cultural diversity, and social cohesion through educational materials, including textbooks. The study seeks to explore how cultural discourses, ideologies, and inclusive ideals are constructed and communicated to young learners. We employed a descriptive textual analysis method to examine the content in two official textbooks: Amar Bangla Boi (My Bengali Book) and Bangladesh and Global Studies (BGS), designed for Classes IV and V. Our analysis assessed the suitability of these textbooks in preserving and transmitting cultural identity and social cohesion, as well as their alignment with the values and ethics of the diverse cultures represented. Through our textual analysis, we found that both textbooks adopt a structured and multifaceted approach to cultural education. Rather than treating culture as a standalone subject, they integrate cultural elements throughout their content, employing a range of pedagogical strategies. The curriculum weaves together literature, history, geography, and social studies to cultivate cultural awareness, ultimately nurturing informed citizens with a strong sense of identity and an appreciation for Bangladesh’s rich and diverse heritage.
Social Science Review [The Dhaka University Studies, Part-D], Vol.43, No.1, June 2026, pp. 175-192.
A. Bulbul, K. Mitu· Social sciences review· 0 citations
This study examines the barriers to effective implementation of Heritage-Based Education (HBE) policy in rural Zimbabwe, with particular focus on Catholic secondary schools in Masvingo Province. Heritage-Based Education was introduced to align the education system with Zimbabwe’s cultural values, indigenous knowledge systems, national identity, and socio-economic development goals. Despite its significance, the implementation of the policy in many rural schools has faced numerous challenges that limit its effectiveness and intended outcomes. The study explores the experiences and perceptions of school administrators, teachers, and learners regarding the practical application of HBE within Catholic secondary schools. The study is guided by Sen ‘s Capability approach and supported by Nussbaum’s Central capabilities. A qualitative case study approach was employed to gather in-depth insights from six catholic secondary selected in Masvingo Province. Purposive sampling was used to gain in-depth understanding of the phenomena and snowball sampling was used to reach difficult research participants such as schools inspectors and Responsible Authorities of the schools. Data was collected through interviews, focus group discussions, and document analysis. The data was analyzed using thematic analysis to understand the meaning of the data and emerging patterns. The findings reveal that inadequate teaching and learning resources, limited teacher training and professional development, insufficient funding, and lack of policy clarity are major barriers to effective implementation. The study also found that tensions between heritage-based curricular expectations and the religious orientation of Catholic schools create challenges in integrating certain aspects of indigenous knowledge and cultural practices. Furthermore, poor infrastructure, limited access to technology, and the rural context of schools hinder the adoption of innovative teaching methods that support heritage-based learning. The absence of consistent monitoring and evaluation mechanisms was identified as a significant obstacle. The study concludes that while stakeholders acknowledge the importance of Heritage-Based Education in promoting cultural identity and national development, successful implementation requires stronger institutional support and contextual adaptation. It recommends increased government funding, continuous teacher capacity-building programmes, provision of relevant educational resources, and enhanced collaboration among policymakers, church authorities, school leaders, and local communities. Addressing these challenges would strengthen the implementation of Heritage-Based Education and improve its contribution to culturally responsive and sustainable education in rural Zimbabwe. The study contributes to ongoing discussions on educational policy implementation in developing contexts and offers practical insights for enhancing heritage-based learning in faith-based rural schools.
Chomunorwa Rusakaniko, W. Mupindu· African Quarterly Social Sci...· 0 citations
Contemporary education is increasingly shaped by changing learner needs, digital environments, and the growing importance of inclusive pedagogical practices. As educational systems respond to social, cultural, and technological transformations, research on student identity, active learning, and culturally responsive teaching has become central to improving teaching and learning processes. The chapters in this volume examine selected issues in modern educational research. The first chapter explores the effectiveness of authentic project-based learning assignments and activities in language and arts entrepreneurship, focusing on student perceptions through a mixed-methods approach. The second chapter addresses the transformation of digital subjectivity in adolescence, highlighting the need to understand, prevent, and support identity-related challenges in digital contexts. The third chapter discusses culturally responsive teaching and its role in bridging the gap between curriculum and learner identity. By bringing together these studies, this volume reflects the interdisciplinary nature of contemporary pedagogy. The chapters show how project-based learning, digital identity awareness, and culturally responsive teaching can contribute to more meaningful, inclusive, and learner-centered educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, pedagogy, learner identity, digital education, and inclusive teaching practices. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
M. Chotib, B. Cahyono, U. Widiati et al.· 0 citations
This study examines the synthesis of collaborative learning within the traditional Gurukul education framework through a constructivist perspective. While the ancestral Gurukul paradigm faces contemporary pressures to adopt modern, interactive practices, this research investigates how constructivist frameworks can restructure legacy praxis to foster autonomous, peer-led knowledge production without compromising core cultural and institutional tenets for synergogical effect. Using a qualitative research approach, empirical data were collected through classroom observations, and semi-structured interviews with ten Gurus and thirty Shishyas. The findings demonstrate that integrating peer-led dialogues, cooperative projects, and structured reflection shifts learners from passive receivers to active critical thinkers. Fundamentally, this cognitive development reinforces the learners' cultural and spiritual alignment, proving that indigenous values and modern constructivist theories are mutually reinforcing. Finally, this study provides a sustainable, learner-centered paradigm for traditional institutions, facilitating holistic student growth aligned with Vasudhaiva Kutumbakam, the ideal of the world as one family.
Koshal Raj Gautam· The EFFORTS, Journal of Educ...· 0 citations