The integration of Coding and Robotics into the South African national curriculum for Grades R-9 represents a significant shift towards preparing learners for the Fourth Industrial Revolution (4IR) (Department of Basic Education [DBE], 2021). However, this transition presents considerable challenges, particularly in under-resourced township schools, where inadequate access to technology, limited teacher training, and systemic inequalities hinder the effective implementation of coding education (Geldenhuys & Fataar, 2021; Greyling, 2022). As an alternative to technology-reliant approaches, this conceptual paper explores the use of Indigenous games as a culturally responsive pedagogy for teaching coding and mathematics in Grade 3 classrooms. Indigenous games such as Morabaraba, Dibeke, and Kgati are deeply embedded in cultural traditions and inherently incorporate elements of computational thinking, logical reasoning, and problem-solving (Nkopodi & Mosimege, 2009; Matsekoleng, Mapotse, & Gumbo, 2022), making them a valuable resource for early coding education.

Drawing on Vygotsky’s Sociocultural Theory (Vygotsky, 1978) and the principles of ethnomathematics (D’Ambrosio, 1985), this paper critically examines how these games can provide a low-cost, accessible, and engaging approach to digital literacy, aligning with the lived experiences of learners in township schools (Mosimege, 2020). The study conceptualises a framework for integrating Indigenous games into the teaching of coding and mathematics, considering the potential benefits, pedagogical strategies, and limitations of such an approach. Additionally, it discusses the role of teacher professional development and the systemic challenges that may arise in implementing this model within the formal education system (Govender, 2021). By engaging with existing literature and theoretical perspectives, the paper advocates for a decolonised, contextually relevant approach to coding education—one that leverages local knowledge systems to bridge the digital divide and foster inclusive learning in the era of 4IR (Hadebe-Ndlovu, 2022).

This work contributes to the broader discourse on equity in STEM education by proposing a shift from Western-centric digital pedagogies towards more sustainable and culturally relevant teaching methodologies (Owusu-Mensah, 2015). The findings from this conceptual analysis aim to inform future empirical research and curriculum development, supporting the creation of an inclusive framework for computational thinking in early childhood education.

Keywords: Indigenous games, computational thinking, coding education, culturally responsive pedagogy, ethnomathematics, digital divide, early childhood education, STEM education.