Indigenous knowledge represents an important foundation for understanding how communities develop, transmit, and transform educational practices across generations. Embedded in local cultures, social institutions, customary values, and everyday experiences, indigenous knowledge provides alternative perspectives on education that extend beyond formal schooling. In an increasingly interconnected world, understanding the relationship between indigenous knowledge and educational transformation has become essential for developing inclusive, culturally responsive, and context-sensitive approaches to education.

The primary goal of this Special Issue is to examine how indigenous knowledge contributes to educational transformation, cultural sustainability, and the development of meaningful learning practices in diverse societies. We invite contributions that explore the intersections of indigenous knowledge, educational systems, cultural identity, community-based learning, and sociocultural change, with particular attention to the ways local knowledge systems interact with contemporary educational developments.

This Special Issue welcomes original research articles, systematic literature reviews, theoretical papers, and case studies employing interdisciplinary perspectives and diverse methodological approaches.

Through this Special Issue, we aim to advance international scholarly discussions on the significance of indigenous knowledge in rethinking educational theory and practice. Contributions from researchers across education, anthropology, sociology, cultural studies, and related disciplines are particularly encouraged to foster a broader understanding of educational transformation in culturally diverse contexts.