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Asy'ari, Muhammad
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International Journal of Ethnoscience and Technology in Education
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 30466946     DOI : https://doi.org/10.33394/ijete
Core Subject : Education,
Education Other
The International Journal of Ethnoscience and Technology in Education (IJETE) is a peer-reviewed, open-access journal dedicated to the exploration and integration of ethnoscience and technology in educational contexts. Ethnoscience, the study of how different cultures understand and interact with the natural world, offers invaluable insights into cultural practices, knowledge systems, and worldviews. When combined with technology, these insights can enhance educational methodologies, content, and tools, fostering a more inclusive, culturally aware, and effective learning environment. IJETE aims to bridge the gap between traditional knowledge systems and modern educational technologies, promoting the development of educational practices that are both culturally sensitive and technologically advanced.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 52 Documents
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From Indigenous Knowledge to Higher-Order Learning: A Systematic Review of Ethnoscience, Contextual Learning Resources, and Knowledge Integration in African Education Onamrewho Favour Atubi; Rachid El Yazidi
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 2 (2026): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i2.22510

Abstract

African Indigenous Knowledge has growing educational relevance, yet its relationship with higher-order learning remains fragmented across disciplines, pedagogies, and evidence types. This systematic thematic synthesis examined how Indigenous Knowledge is recontextualised through ethnoscience, transformed into contextual learning resources, integrated with formal disciplinary knowledge, and associated with higher-order learning in African education. Scopus-indexed peer-reviewed studies published between 2010 and 2026 were screened using a PRISMA-informed process, yielding 37 unique studies from 2,608 records. Evidence was organised into four themes: educational recontextualisation, contextual learning resources and pedagogies, higher-order learning outcomes, and enabling or constraining conditions. Findings indicate that Indigenous Knowledge supports meaningful learning when it moves beyond symbolic inclusion toward contextual integration, knowledge co-production, and epistemic participation. Contextual resources become educationally consequential when appropriately activated through dialogue, inquiry, cooperative learning, project-based learning, and cognitively demanding tasks. Direct evidence for metacognition, critical thinking, inferential reasoning, reflection, creative interpretation, and epistemic agency was promising but limited. The review proposes an Ethnoscience-to-Higher-Order Learning Framework in which cognitive outcomes depend on pedagogical mediation, cognitive demand, contextual resource design, and community participation.
Beyond Technology Acceptance: Rethinking the Role of Epistemic Curiosity in Digital Literacy Hunaepi Hunaepi; Desak Made Citrawathi; Abubakar Sidik Katili
International Journal of Ethnoscience and Technology in Education Vol. 3 No. 2 (2026): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v3i2.22521

Abstract

This commentary reconsiders the relationship between epistemic curiosity and digital literacy by examining how curiosity, technology perceptions, and digital engagement may contribute to capability development. It argues that favorable perceptions of usefulness and ease of use should be distinguished from demonstrated digital capability because perceived competence does not necessarily indicate what learners can perform in authentic tasks. The commentary therefore proposes purposeful digital engagement as a conceptual bridge connecting epistemic curiosity and technology perceptions with opportunities to develop digital knowledge, skills, and judgment. Purposeful engagement includes deliberate practice, source verification, iterative problem solving, feedback seeking, digital content creation, and transfer across tasks. The commentary also distinguishes interest-type and deprivation-type epistemic curiosity, suggesting that they may support different patterns of engagement depending on task demands, self-regulatory resources, feedback, and instructional scaffolding. Cultural and linguistic conditions are also considered, particularly in international learning contexts. The proposed progression is conceptual rather than causal and requires further longitudinal, experimental, cross-cultural, behavioral, and performance-based investigation. This framing emphasizes educational processes beyond technology acceptance and adoption.

Page 6 of 6 | Total Record : 52

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