The accelerating pace of globalization presents African educational systems with both unprecedented opportunities and intensified structural challenges. This qualitative inquiry critically examines how educators, policymakers, and students in three strategically selected African nations—Nigeria, Kenya, and South Africa—perceive and negotiate the influence of globalization on educational equity and quality. Drawing theoretically on Cultural Relevance Theory and Social Justice Theory, the study investigates the mechanisms through which global pressures are mediated, adapted, or resisted at the local level. Employing a multi-case study design, the research utilized purposive sampling to engage 42 participants through semi-structured interviews (n = 28), two focus group discussions, and three embedded institutional case studies. Thematic analysis revealed three critical patterns: (1) the uneven policy transfer of global norms (e.g., SDG 4 and digital mandates) leading to exacerbated geographical and socio-economic inequities within and between the three countries; (2) the paradoxical reinforcement of the digital divide, where enhanced global access coexists with the marginalization of indigenous knowledge systems; and (3) the exercise of significant local agency in negotiating global influences, often through selective adaptation to safeguard cultural relevance. Findings underscore globalization's ambivalent nature: a catalyst for educational modernization but also a driver of persistent structural inequities. The study advocates for a context-sensitive, decolonial approach to global engagement, urging African policymakers and development partners to leverage global resources while prioritizing social justice, cultural sovereignty, and the empowerment of historically marginalized learners.

Authors:
Sunday Onyi, University of Lagos, Nigeria

About the Presenter(s)
Mr Onyi Sunday David is a dedicated teacher with a bachelor's degree in Economics Education and a Master of Education in sociology of Education. With a passion for education and a drive to make a difference in the lives of his students, Onyi has committed himself to creating a stimulating and supportive learning environment for all.

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