The Use of Indigenous Knowledge by Students

A requirement for sustainable development is quality education, which – according to the United Nations Sustainable Development Goal 4 – relates to education that is inclusive, equitable and promotes lifelong learning opportunities. Such aims require embracing self-directed learning, multimodality, open education and indigenous knowledge. In this conceptual chapter these four foci are explored through a critical analysis of current discourses, with a specific emphasis on the context and needs of Africa. For indigenous communities, the concept of self-directedness is key to effective knowledge production, access and governance. Self-directed learning implies that students take charge of their learning individually or communally by setting goals and choosing resources, and learning strategies in order to support lifelong learning. Knowledge functions multimodally and on different levels. Interaction, instruction and delivery can be done through different modes or blending of modes: either face-to-face or via technologically-supported manners. Furthermore, knowledge used or created should adhere to the principles of open education. In this context, open licensing is embraced and access to resources is more equitable in terms of both access and localization, in order to account for indigenous knowledges and languages. This chapter concludes with recommendations of practical steps towards fostering sustainable development in education, through self-directed multimodal learning, for open indigenous knowledge co-creation.