Reclaiming the Global Curriculum: Local Innovation in Technology Education from Low and Middle Income Countries

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Abstract

This paper contributes to critical discourse on curriculum globalization by examining how low- and middle-income countries (LMICs) assert curricular sovereignty through locally grounded approaches to technology education. Rather than passively adopting Western pedagogical standards, LMICs are reshaping global education by embracing indigenous knowledge systems, context-specific competencies, and adaptive delivery methods. Inspired by the transformative success of a mobile money innovation (M-PESA) that emerged outside conventional banking and regulatory norms in Kenya (Ndung’u, 2021), the study illustrates how innovation thrives when freed from rigid external frameworks. M-PESA’s model, based on community agent networks and feature phone integration, challenges the assumption that development must follow Western regulatory trajectories (Jack & Suri, 2011). Building on this case, the paper investigates the delivery of technology curricula that resist predefined pedagogies and promote micro-skilling, community relevance, and localized learning. The study references Pakistan’s Aga Khan University, which successfully implemented Competency-Based Postgraduate Medical Education without a national regulation, demonstrating how LMICs can shape globally significant education models from within (Riaz, Khan, & Ahmed, 2025). Methodologically, the study employs a classroom-based mixed methods design anchored in Project-Based Learning (PBL). The intervention was implemented in an undergraduate technology course, where students engaged in community-embedded projects designed around local challenges. Quantitative data from pre- and post-course surveys assessed shifts in engagement and digital proficiency, while qualitative insights were drawn from reflections, focus groups, and project artifacts. This approach builds on Noble et al. (2020), emphasizing how PBL supports inclusive STEM innovation and learner-centered internationalization. Findings reveal that students exposed to locally contextualized PBL developed stronger agency, deeper curricular connection, and increased confidence in applying technology to community needs. Their outcomes diverged significantly from Western-centric benchmarks, reaffirming that LMICs can advance globally relevant education by elevating their pedagogical narratives. The study calls for a reimagined approach to curriculum internationalization, one that recognizes LMICs not as adopters of global education, but as co-authors of its future.

Authors

• Leah Mutanu, United States International University - Africa

• Joyce Muchemi, United States International University - Africa

• Timothy Okech, United States International University - Africa