Glocalisation of Africa's Untapped Heritage from Primary to Tertiary Education: Community Service of Higher Education
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Date
2026-07
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Centre for Internationalisation and Strategic Partnership (CISP), University of Ilorin, Nigeria
Abstract
Higher education is the bridge that connects town and gown; they delve into
the corners to turn ideas into opportunities. Higher education instruction
should, therefore, encourage pupils to experiment. To preserve the slowly
deteriorating cultural values and increase the chances of cooperative inquiry based learning, creative problem-solving, and creative activities, the
GLOCALISE strategy, which combines global and local values, should be
employed. When youngsters are not exposed to a culture, it dies too soon. As
a result, all educational levels should incorporate the idea of glocalisation into
their curricula. At the primary level, this should take the form of a role playing or storytelling approach; at the secondary level, it should be project based; and at the tertiary level, it should be problem-solving. Each level's
various concepts ought to be connected to a proverb, idiom, artefact, antique,
custom, or culture. Contextualised learning makes a lot of sense; it is
enjoyable for students and fosters critical thinking and teamwork. Therefore,
this paper examined how the GLOCALISE strategy is using crowdsourcing to
explore some African cultural heritages globally (locally and globally) while
creating tools for teaching and student involvement that are available to
educators, parents, and other interested stakeholders. GLOCAL professionals
update and validate the curriculum, assessment, and instructional materials. It
is envisaged that this strategy will foster the creative minds of Africans and
turn unexplored African history into invaluable gems for the world.
Keywords: Glocalisation, Unmined Heritage, Community Service, Higher
Education
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Glocalisation, Unmined Heritage, Community Service, Higher Education