This paper critically examines the enduring tension between national and international orientations in education systems within the Pacific, with a particular focus on Fiji. Situated within ongoing debates on globalization, decolonization, and the demands of the Fourth Industrial Revolution (4IR), the study interrogates how historically embedded colonial legacies continue to shape contemporary education policy, curriculum design, and pedagogical practices. Drawing on decolonial theory, particularly the works of Linda Tuhiwai Smith and Ngũgĩ wa Thiong’o, alongside the concept of epistemic injustice advanced by Miranda Fricker, the paper argues that Western-dominated education systems systematically marginalize Indigenous knowledge, languages, and cultural identities.

Using a qualitative, policy-informed analytical approach, the study synthesizes regional literature, national policy frameworks, and global education discourses to explore how Fiji’s education system negotiates the competing imperatives of preserving national identity and achieving global competitiveness. The findings reveal that while international standards and global competencies, such as digital literacy, critical thinking, and innovation, are increasingly prioritized, they often reinforce Eurocentric epistemologies and contribute to the erosion of Indigenous knowledge systems and linguistic heritage. At the same time, national efforts to incorporate culturally responsive pedagogy and Indigenous perspectives remain fragmented and insufficiently institutionalized.

The paper advances a conceptual framework for a hybrid, context-responsive education model that reconciles these tensions by integrating Indigenous epistemologies with globally relevant skills. It emphasizes the importance of curriculum reform, bilingual and multilingual education policies, teacher professional development, and inclusive governance structures that actively engage local communities. In doing so, the study positions decolonising education not merely as a cultural project, but as a critical pathway toward epistemic justice, social equity, and sustainable development in Fiji and the broader Pacific region.

Ultimately, the paper contributes to global discussions on education reform by challenging binary distinctions between national and international education models. It argues for a transformative approach that recognizes the value of plural knowledge systems and reimagines education as a site for both cultural preservation and global engagement in the 21st century.

Decolonising education, Fiji, Pacific education, epistemic injustice, Indigenous knowledge systems, global competencies, curriculum reform, culturally responsive pedagogy, education policy, Fourth Industrial Revolution (4IR), language and identity, educational transformation, decolonial theory, sustainable development

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