Reconstructing Technology-Based Science Education In Indonesia: A Glocal Framework Integrating Islamic Values, Local Ethnoscience, and Epistemic Justice Within The UNESCO–SDGs Agenda

Abstract

Science education in Indonesia faces challenges in integrating global sustainability agendas with local knowledge, Islamic values, and educational technology. This conceptual paper critically reviews and synthesizes 20 core sources (10 global policy/SDG frameworks and 10 local context/ethnoscience/Islamic science studies) through thematic interpretation and comparative conceptual analysis. The findings reveal tensions between standardized science education and locally grounded knowledge systems, alongside unequal technological access. In response, the proposed Glocal Science Education framework positions UNESCO–SDGs as a global normative orientation, Islamic values as an ethical foundation, local ethnoscience as a contextual epistemological resource, and educational technology as a mediator connecting diverse knowledge systems. The framework promotes epistemic justice through epistemic pluralism, contextual relevance, ethical integration, and equitable global–local knowledge engagement. It provides a conceptual foundation for future empirical research and curriculum development in Indonesia.