Teaching Indigenous Knowledge through Digital Learning: Integrating Belis Tradition into Higher Education in Indonesia

Abstract

The integration of indigenous knowledge into higher education is increasingly important for preserving cultural identity amid rapid digital transformation. This study examines the integration of the belis tradition of East Nusa Tenggara into digital learning and its relationship with students' cultural learning outcomes. Methods: A quantitative explanatory design was employed involving one hundred and fifty university students participating in digital learning activities incorporating belis-related materials. Data were collected through a five-point Likert-scale questionnaire measuring digital learning quality, belis indigenous knowledge integration, digital literacy, and cultural learning outcomes. Data were analyzed using descriptive statistics and multiple linear regression. Results: The findings indicate that digital learning quality and belis indigenous knowledge integration positively and significantly predict cultural learning outcomes, whereas digital literacy does not have a significant partial effect. The regression model demonstrates that the predictors collectively provide a substantial explanation of variation in students' cultural learning outcomes. Conclusion: Integrating belis indigenous knowledge into well-designed digital learning can strengthen cultural learning and provide a meaningful approach to preserving, interpreting, and transmitting indigenous knowledge in higher education.