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Abstract

The paper examines African scholarship, digital innovation, and decolonial pedagogy and offers a critical opportunity to enhance culturally sensitive practices in international higher education. The paper will examine how African intellectual traditions have evolved over the years to become increasingly relevant in modern educational systems by highlighting a pedagogical paradigm shift that emphasizes the role of local knowledge systems in the interaction between local information and international innovation in digital technology. Decolonial pedagogy opposes the prevalence of Western-centric models of education and promotes a more diverse, decentralized approach that centers the experiences, histories, and cultures of marginalized groups, especially in African contexts. Digital innovation, which transcends geographical borders, plays a major role in establishing a platform through which African scholars repossess educational content and methodologies. The paper examines how African scholars are using digital tools to develop academic discourse, promote native knowledge, participate in global discourse, and resist epistemic violence. It also explores how digital technologies can be integrated into higher education as tools for decolonization, promoting positive learning outcomes and fostering African identity. As part of the conclusion, the paper proposed, among others, that African scholars should redefine knowledge production by engaging in collaborative digital spaces that amplify indigenous knowledge and renouncing existing power regimes, and adopting alternative approaches to knowledge production.

Keywords: African scholarship, digital innovation, decolonial pedagogy, higher education, culturally relevant practices.