Decolonizing Digital Pedagogy: Indigenous Knowledge Systems Integration in AI-Powered Adaptive Learning Platforms

Abstract

The integration of artificial intelligence in educational technology has predominantly reflected Western epistemological frameworks, marginalizing Indigenous knowledge systems and perpetuating digital colonialism. This research examines the critical imperative of decolonizing digital pedagogy through the meaningful integration of Indigenous knowledge systems into AI-powered adaptive learning platforms. Drawing upon postcolonial theory, critical pedagogy, and Indigenous epistemologies, this study explores how contemporary educational technologies can be reimagined to honor diverse ways of knowing while maintaining technological sophistication. The analysis reveals that current adaptive learning systems predominantly operate within linear, individualistic paradigms that fundamentally contradict Indigenous pedagogical principles emphasizing relationality, communal learning, and holistic knowledge transmission. Through examination of existing initiatives, technological frameworks, and theoretical foundations, this research proposes a comprehensive model for developing culturally responsive AI systems that recognize Indigenous sovereignty over knowledge and pedagogical practices. The findings suggest that authentic decolonization requires fundamental restructuring of algorithmic decision-making processes, data governance protocols, and learning design principles to accommodate circular, relational, and context-dependent Indigenous epistemologies. This research contributes to emerging scholarship at the intersection of educational technology, Indigenous studies, and critical AI studies, offering practical frameworks for developers, educators, and policymakers committed to educational equity and cultural preservation in digital learning environments.