The integration of technology in institutions of higher learning in South Africa remains challenged, therefore, there is an urgent need to persist for its effective implementation, to carry out South African’s indigenous languages to elevate and develop them as per the language in education policy. There is also a need for policies to be revised so that they can align with the recent trends of technology integration in education system. Indigenous African languages can be preserved by making them widely accessible to users through various strategies such as localization of daily used technology, translation through crowd sourcing, digitization, and archiving. This paper focuses on the status of pedagogical practices in connection to the use of technology in the instruction of African languages in multilingual South Africa. Against this background, this paper critically unveils the current factors and status of pedagogy of technology in African languages in South Africa, highlighting the need for pedagogic transformation. This paper, framed within Afrocentric theoretical perspective and digital equity frameworks also discovers and emphasizes the importance of incorporating technology in teaching African languages in higher education. We investigate the role of ICT in improving the teaching and learning experiences in African languages in institutions of higher learning in South Africa, as well as how ICT can assist in preserving African indigenous knowledge. This paper adopts the systematic review of literature as our focus is to establish the status of pedagogy of technology in African languages instruction in South Africa and current literature to identify the trends, opportunities, challenges and critiques of current Afrocentric practices. The study also unpacks the challenges of integrating technology in the teaching and learning of African languages in South Africa. We did an in-depth review of academic sources such as doctoral dissertations, books and journal articles from Google Scholar, ResearchGate, Web of Science and Annual Review. The literature search that we conducted revealed a useful set of 10 sources and our inclusion criteria was guided by the following variables: published between 2020-2025, studies conducted in South Africa, studies revealing the state of African languages in digital space, journal impact and lastly academic sources published with accredited Sources as per the guidelines by DHET. The findings of this study revealed that African languages are behind, especially with regards to terminology in the education space, and entering the digital environment. Furthermore, findings also indicate that the transformation of present educational system requires an alteration to indigenous knowledge in response to factors of socio-economic in Africa. As such, the study will inform policy developers to review the language in education policy to restructure it to adopt technology informed pedagogies and also to support initiatives such as the development of digital textbooks, and universities to invest in strong digital infrastructures and review their policies to clearly outline their objectives to African languages. The study concludes by recommending practical pedagogic practices that will enhance the teaching and learning of African languages which embrace and adopt the integration of technology.

Keywords: African Languages instruction; digital equity, ICT Affordances, Afrocentricity, Technology, digital pedagogies.