<![CDATA[Purpose: This study examined how South African teacher education can integrate Indigenous Knowledge Systems (IKS) and Information and Communication Technologies (ICT) into English First Additional Language (FAL) vocabulary pedagogy to support sustainable education. Design/methodology/approach: An exploratory qualitative design, informed by an interpretivist orientation, involved 25 purposively selected lecturers, program coordinators and pre-service teachers across five public universities. Curriculum documents, semi-structured interviews, and focus groups were analyzed thematically with NVivo 14, using Pedagogical Content Knowledge, Indigenous Pedagogy, and Digital Learning Theory as interpretive lenses. Findings: The curricula positioned IKS largely as optional enrichment and ICT primarily as technical or administrative competence, resulting in weak pedagogical convergence. Nevertheless, participant-led practices involving indigenous idioms, oral narratives, bilingual digital glossaries, and mobile storytelling demonstrated an emergent hybrid pedagogy that strengthened contextual meaning, engagement, and teacher agency. Originality/value: The study develops the Integrated Sustainable Vocabulary Pedagogy (ISVP) model, which conceptualizes vocabulary teaching as the intersection of pedagogical transformation, cultural contextualization, and technological mediation. The model shifts teacher preparation from the parallel treatment of decolonization and digitalization to a coherent design logic for culturally sustaining, digitally responsive English FAL pedagogy.]]>
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