The accelerating digitization of higher education has intensified longstanding inequities in access, participation, and epistemic representation, particularly within Indigenous and Global South contexts. While global reform agendas emphasize digital literacy, innovation, and future-ready skills, insufficient attention has been given to how digital transformation intersects with Indigenous knowledge systems, self-determined learning, and sustainability imperatives. This paper advances the concept of digital sovereignty as a transformative response to the digital divide in tertiary education. Moving beyond access-based frameworks, digital sovereignty foregrounds Indigenous epistemological authority, cultural self-determination, and equitable participation in knowledge production within digitally mediated learning environments.

Drawing on heutagogy as a theoretical foundation, the paper conceptualizes self-determined learning as a pedagogical bridge between Indigenous knowledge traditions and digital innovation. Heutagogical principles—learner agency, double-loop learning, capability development, and reflexivity—align with Indigenous relational epistemologies and collective knowledge stewardship. Through this alignment, tertiary institutions can reframe curriculum, technology integration, and digital literacy initiatives toward culturally grounded, sustainable futures. The analysis highlights how curriculum reform, digital infrastructure policy, and institutional leadership must shift from technocentric adoption models to context-responsive, culturally embedded strategies that empower learners as co-creators of knowledge.

The paper proposes an integrative conceptual framework that connects digital equity, Indigenous knowledge systems, and sustainable development goals within higher education transformation. It argues that achieving sustainable futures requires moving from digital consumption to digital agency, and from digital access to digital sovereignty. In doing so, tertiary institutions can cultivate future-ready graduates who are critically literate, culturally rooted, ethically responsible, and capable of navigating complex socio-ecological challenges. The study contributes to emerging debates on decolonizing digital education, sustainable curriculum innovation, and transformative pedagogies in the 21st century.

Digital sovereignty, digital divide, heutagogy, self-determined learning, Indigenous knowledge systems, tertiary education, higher education transformation, digital literacy, curriculum reform, sustainability, decolonizing education, future-ready learning, Global South education, capability development, culturally responsive pedagogy

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