<![CDATA[Indigenous knowledge transmission embedded in community cultural practices often remains unrecognised within formal schooling, leaving valuable local pedagogical traditions underutilised. In the Sabu Raijua Archipelago, East Nusa Tenggara, Indonesia, the centuries-old ikat weaving tradition serves as an intergenerational practice conveying technical, ecological, moral, and cosmological knowledge whose educational dimensions require empirical documentation. Aims: This study investigates the ethnopedagogical dimensions of Sabu Raijua ikat weaving by identifying the domains of transmitted knowledge, examining the instructional mechanisms employed, and analysing the educational contributions of senior women weavers. Methods: A qualitative ethnographic design was conducted over six months across four villages in West and Central Sabu Districts. Data generation comprised participatory observation, in-depth interviews with 18 senior weavers, visual analysis of 127 textile specimens, and inductive thematic analysis. Results: Three integrated knowledge domains were identified: technical-ecological (natural dye processing and plant biology), moral-social (patience, communal responsibility, and accountability), and cosmological (astronomical calendars and ancestral values). These domains are transmitted through five core pedagogical mechanisms: immersive enculturation, observational modelling, guided participation, contextual narration, and communal assessment. Senior women weavers function as informal community educators who sustain structured learning, although their instructional roles remain largely unacknowledged by mainstream educational institutions. Conclusions: Theoretically, this study advances ethnopedagogy by demonstrating how domestic craft practices operate as legitimate, multidimensional instructional systems rooted in situated cognition. Practically, these findings provide an empirical blueprint for developing culturally responsive, cross-curricular school modules that incorporate local elders as learning facilitators in formal classrooms.]]>
