A Grounded Theory Investigation of Indigenous Knowledge Integration in ICT Curriculum Development at Nigerian Universities in the North East Zone

ICT curriculum design in Nigerian universities operates within a tension between global technological standards and locally relevant knowledge systems, and the processes through which indigenous knowledge might be integrated into ICT education in North East Nigeria have not been theoretically investigated through qualitative methods. This study develops a grounded theory of indigenous knowledge integration in ICT curriculum development at universities in the North East geopolitical zone. A constructivist grounded theory design was applied, conducting 42 in-depth interviews with ICT curriculum developers, lecturers, students, community technology practitioners, and educational policymakers across University of Maiduguri, Borno State; Gombe State University; and Federal University Kashere in Gombe State. Theoretical sampling, constant comparative analysis, memo writing, and theoretical saturation procedures were followed. Available ICT curriculum theory from Nigerian higher education contexts identifies globalisation pressure and accreditation body requirements as the dominant forces that marginalise locally relevant technology knowledge in curriculum design. The Decolonial Theory of Ndlovu-Gatsheni and the Curriculum Development Theory of Tyler provide sensitising theoretical reference points. Findings generate an original substantive grounded theory of Contextual Technology Knowledge Negotiation that explains how curriculum developers navigate competing globalisation and localisation pressures through selective integration strategies shaped by disciplinary gatekeeping, resource constraints, and institutional legitimacy management. This original theoretical contribution fills a gap in the critical ICT education theory literature from African university contexts. Keywords: ICT curriculum, indigenous knowledge, grounded theory, North East Nigeria, higher education.