10th U6+ Consortium of African Universities International Conference

Africa’s Fifth Industrial Revolution (5IR) has intensified the need for innovative, inclusive, and sustainable educational systems capable of addressing contemporary technological and socio-economic challenges. In Nigeria, Technical and Vocational Education and Training (TVET) institutions are expected to equip learners with relevant skills for innovation-driven development. However, the persistent neglect of indigenous knowledge systems in TVET programmes has limited the capacity of these institutions to promote inclusive innovation and respond effectively to local community needs. This study therefore, examines the role of indigenous knowledge integration in fostering inclusive innovation in Nigerian TVET institutions. The purpose of the study is to determine the extent to which indigenous knowledge integration contributes to inclusive innovation in Technical and Vocational Education in Nigeria. The study also seeks to examine how educational leadership practices can support the integration of indigenous knowledge systems for sustainable transformation in the era of Africa’s Fifth Industrial Revolution. The study adopts a quantitative research approach using a descriptive survey design. The population comprises administrators and instructors in selected TVET institutions in Nigeria. Data was collected through a structured questionnaire, while descriptive statistics while Pearson Product Moment Correlation was used for data analysis. The findings reveal that indigenous knowledge integration significantly contributes to inclusive innovation through improved creativity, practical problem-solving, entrepreneurship development, and community participation in TVET institutions. The study also reveal that effective leadership practices positively influence the successful integration of indigenous knowledge systems into vocational education programmes. Based on the findings, the study recommends that educational administrators and policymakers should promote curriculum reforms that integrate indigenous knowledge into TVET programmes. It further recommends leadership capacity development, increased collaboration between TVET institutions and local communities, and the provision of supportive policies that encourage inclusive and innovation-driven vocational education in Nigeria.