Decolonizing Ecological Education in Sub-Saharan Africa: Epistemological Obstacles and Culturally-Contextualised Pedagogies for a Sustainable Future — A Systematic Review Protocol

This project - conducted at the Institut Supérieur Pédagogique de Mbanza-Ngungu and Institut Supérieur Pédagogique de la Gombe, Democratic Republic of Congo - is a systematic review examining epistemological obstacles to ecological education and culturally contextualised pedagogical responses documented in the Sub-Saharan African (SSA) literature, with particular attention to the extent to which indigenous knowledge is integrated (additively, incorporatively, or transformatively) and to the role of digital technologies as contextualizing devices under conditions of infrastructural constraint. Following PRISMA 2020 guidelines, the review searches five databases (MDPI, Scopus, Web of Science, ERIC, Google Scholar) for peer-reviewed literature published between 2015 and 2026. Expected outcomes include a synthesis of documented obstacles and pedagogies, and the theoretical foundations for a decolonial, epistemologically hybrid framework for ecological education in SSA — informing the broader ECOLO-TICE (ECOLOgie pour des Technologies Intégrées au Cœur des Enseignements) didactic framework developed in the author's doctoral thesis.