Integrating Ubuntu Principles into Digital Mathematics Education: An Indigenous Knowledge Perspective

Abstract

Rationale of Study – Digital mathematics education in Africa continues to reflect predominantly Western epistemological assumptions, creating conditions of epistemic alienation for many learners. This paper argues that integrating Ubuntu principles offers an indigenous knowledge perspective for reimagining the design, delivery, and governance of digital mathematics education. Methodology – Through conceptual analysis drawing on Ubuntu philosophy, decolonial theory, ethnomathematics, and information and knowledge management scholarship, this paper develops a theoretical framework it names the Ubuntu Digital Mathematics Governance Framework (UDMGF).  Findings – Through conceptual analysis drawing on Ubuntu philosophy, decolonial theory, ethnomathematics, and information and knowledge management scholarship, this paper develops a theoretical framework it names the Ubuntu Digital Mathematics Governance Framework (UDMGF). Implications – The framework has implications for curriculum designers, educational technology developers, policymakers, and knowledge management scholars working to centre African epistemologies in digital education. Originality – The paper offers an original conceptual synthesis that positions Ubuntu not merely as a philosophical ideal but as a practical instrument for knowledge governance capable of transforming the architecture and ethics of digital mathematics education in Africa.