Abstract Traditional record-keeping systems in Cameroon, ranging from oral histories and symbolic carvings to memory-based documentation preserved by community elders, have historically functioned as sustainable and community-centered mechanisms for preserving and transmitting knowledge across generations. However, the rapid digitization of education and the widespread adoption of externally designed educational technology platforms have largely overlooked these indigenous epistemologies, creating a growing disconnect between technological systems and local cultural heritage. This study therefore investigates how traditional record-keeping systems can be meaningfully integrated into educational technology platforms to promote sustainable knowledge management and culturally responsive teaching in Cameroon, with particular focus on Ndop and Kumba. The study population comprised 120 stakeholders, including 40 traditional leaders and elders from Ndop and Kumba, 30 ICT teachers from the same areas, 10 curriculum developers from the University of Bamenda and the University of Buea, 10 ICT specialists and developers, and 30 educational administrators drawn from the study sites. Using Krejcie and Morgan’s sample size determination table, a sample of 91 participants was selected through purposive sampling within a mixed-methods research design. Data were collected through questionnaires, interviews, focus group discussions, and observation. Qualitative data were analyzed thematically using NVivo, while quantitative data were analyzed using SPSS. Findings reveal strong stakeholder recognition of the relevance and sustainability value of traditional record-keeping systems, alongside significant limitations in existing digital platforms that insufficiently reflect local cultural contexts. Participants expressed strong support for hybrid approaches that integrate oral, symbolic, and digital documentation practices as pathways for enhancing cultural preservation, inclusivity, and long-term knowledge sustainability. However, policy gaps, limited institutional coordination, and capacity constraints remain major barriers to effective integration. The study concludes that sustainable knowledge management in Cameroon requires culturally responsive educational technology platforms supported by enabling policy frameworks, institutional collaboration, and targeted capacity-building initiatives. To support this process, the study proposes a Hybrid Indigenous–Digital Integration Framework to guide systematic incorporation and long-term sustainability of indigenous knowledge systems within educational technology environments. This research contributes to ongoing scholarly discourse on indigenous knowledge preservation and context-sensitive educational technology development in Sub-Saharan Africa.
Lawyer-Diangha et al. (Mon,) studied this question.