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Education is critical in fostering sustainable development (SD) in a world that faces many environmental problems. The integration of indigenous knowledge systems (IKS) in technology education (TE) can enhance the realisation of SD goals. However, teachers' views on the integration of IKS in teaching technology towards education on sustainable development (ESD) seem to show some gaps. In this article, we address this gap by developing a framework for reorientating the integration of IKS in teaching technology towards ESD. The theory-practice nature of TE makes it critical in instilling values that can contribute towards ESD. Also, the Curriculum and Assessment Policy Statement values IKS, which can help achieve this transformation in TE. Framed in the blended social constructivist and sociocultural theories, this qualitative single descriptive case study explored eight technology teachers' views on teaching technology towards SD, who were selected from Grades 7–9 in Ehlanzeni district of Mpumalanga. We learned that teachers recognise the value of TE for SD, especially from an indigenous perspective; have mixed views about indigenous technological knowledge and its facilitation towards the recognition of ESD; and believe that collaboration and teamwork are critical methods that can be launched based on Ubuntu and IKS to facilitate ESD. The study contributes a framework for teaching technology for SD aiming to capacitate technology teachers in this regard.
Blose et al. (Mon,) studied this question.