IGBOSCHOLARS INTERNATIONAL JOURNAL OF IGBO SCHOLARS FORUM, NIGERIA

This study explores the dynamic interplay between technology education and indigenous cultural values among educators in South-South Nigeria. As digital integration accelerates within educational systems, tensions often emerge between globalized technological practices and deeply rooted local traditions. Through a qualitative research design, the study engaged twenty secondary and tertiary educators across Edo, Delta, Rivers, and Bayelsa states using semi-structured interviews and focus group discussions. The findings reveal nuanced perspectives: while educators acknowledge the transformative potential of technology for pedagogy and learner engagement, they also express concern over cultural erosion and identity displacement. Participants advocate for a contextualized technology education framework that aligns with regional cultural ethos and supports culturally responsive teaching. The study underscores the need for policy interventions and teacher training models that harmonize technological advancement with cultural sustainability in curriculum design and classroom practice. This investigation contributes to ongoing discourse on decolonizing education and fostering inclusive, culturally grounded technological literacy in South-South Nigeria.

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