Bridging the Gap: Challenges in Integrating Indian Knowledge Systems into Computer Education

AbstractThe integration of IKS into computer education fosters cultural relevance and inclusivity, which improves the engagement, retention, and achievement of Indigenous learners. IKS presents holistic, relational, and community-centered techniques as useful substitutes for reductionist or solely logic-driven computer paradigms. IKS gives digital learning a deeper ethical and contextual dimension, grounded in long-term sustainability, reverence for the environment, and community well-being, empowering Indigenous communities by giving them control over the use and spreading of their knowledge and authorizing them to co-design. It provides Academicians with inclusionary, ethically sensitive resources and techniques while supplying the infrastructure that is required and in line with cultural and technical demands. Applying IKS in computer education, however, comes with a number of difficulties. These include inadequate teacher preparation, language hurdles, learning style disparities, technological and infrastructure deficiencies, and moral dilemmas pertaining to the ownership and use of information. It takes careful consideration of cultural settings, fair access to technology, and modified teaching methods to successfully integrate IKS. Co-designing and granting Indigenous communities authority over the use and spreading of their knowledge will empower them, providing Academicians with skills and techniques that are inclusionary and culturally sensitive while supplying the infrastructure that is needed while taking into account cultural and technological requirements. By working simultaneously, these ambitions can enhance computer education for Indigenous students in terms of inclusivity, ethics, and efficacy.