ADEDOKUN-SHITTU Nafisat AfolakeABDUL RAHEEM, Modinah Adenike OladayoAJANI, Hammed AdedejiNUHU, Muritala KehindeMEJABI, Omenogo Veronica2026-09-172026-09-172026-07Glocalisation, Unmined Heritage, Community Service, Higher Education978-978-63846-3-4https://doi.org/10.54908/iljs.cisp2026.10.01.012https://uilspace.unilorin.edu.ng/handle/123456789/18968Higher 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 EducationenBook chapter