The accelerating transition toward the Fifth Industrial Revolution (5IR), characterized by the convergence of artificial intelligence (AI), digital technologies, and human-centred innovation, is fundamentally reshaping global knowledge systems and educational paradigms. Within this context, Indigenous knowledge systems and epistemologies face both unprecedented risks of marginalization and new opportunities for revitalization. This paper critically examines the positioning of Indigenous knowledge in education in Fiji and the Pacific, interrogating how such knowledge systems can sustain their epistemological relevance in an era increasingly dominated by technologically driven and Western-centric frameworks.

Drawing on interdisciplinary scholarship and contextual analysis, the study explores the tensions between globalized digital knowledge economies and locally grounded, culturally embedded ways of knowing. It argues that prevailing education systems, often influenced by colonial legacies and standardized models, continue to privilege Western epistemologies, thereby undermining the legitimacy and integration of Indigenous knowledge. At the same time, the paper highlights emerging possibilities for reimagining education through the meaningful integration of Indigenous epistemologies with contemporary pedagogical approaches and digital innovations.

The analysis emphasizes the need for a paradigm shift toward decolonial, inclusive, and culturally responsive education systems that recognize Indigenous knowledge as dynamic, adaptive, and essential to sustainable development. It further argues that sustaining epistemological relevance requires not only curricular inclusion but also structural transformation in policy, pedagogy, and governance. Particular attention is given to the role of community engagement, language preservation, and culturally grounded pedagogies in strengthening the transmission and evolution of Indigenous knowledge.

Ultimately, the paper contends that the future of education in Fiji and the Pacific lies in the coexistence and integration of diverse knowledge systems. By repositioning Indigenous epistemologies within the 5IR, education can move beyond epistemic hierarchies toward more equitable, pluralistic, and contextually relevant learning environments. Such an approach is critical for fostering identity, resilience, and innovation in Pacific societies navigating the complexities of a rapidly changing technological world.

Indigenous Knowledge, Epistemologies, Fifth Industrial Revolution, Artificial Intelligence, Decolonising Education, Fiji; Pacific Education, Culturally Responsive Pedagogy, Knowledge Systems, Educational Transformation, Digital Era, Epistemic Justice

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