Building on the success of CTCA 1.0, CTCA 2.0 incorporates additional insights from feedback and new research in education technology. This version includes adaptive learning techniques that allow educators to tailor content further based on student needs, cultural backgrounds, and learning speeds. CTCA 2.0 also focuses on fostering global-mindedness, teaching students how cultural perspectives can provide unique solutions to global challenges. By integrating real-time feedback mechanisms and interactive digital resources, CTCA 2.0 enhances student participation and comprehension, adapting to the dynamic landscape of education.

Steps in Implementing CTCA 2.0 in Classrooms

1. Inform students ahead of time of the topic to be learned in class. Ask each student to:

• reflect on indigenous knowledge or cultural practices and beliefs associated with the topic or concept. Visit to the dedicated CTCA cultural web resources and Afrocyberlibrary will provide a good starting point. Students should be made aware that such reflections are to be shared with others in class when the topic is to be taught; and
• using their mobile phones or other internet-enabled devices, search the web for resources relating to the lesson (first technology flavour of the approach).

2. At the start of the lesson and after the introduction by the teacher, students are grouped into mixed ability, mixed-sex groups to share individual reflections on:

• the indigenous knowledge and cultural practices and beliefs associated with the topic; and
• summaries of ideas obtained from web resources. All such cultural and web-based reflections are documented and presented to the whole class by the group leaders. The teacher wraps up by sharing his/her indigenous knowledge and cultural practices associated with the topic.

3. The teacher progresses the lesson, drawing practical examples from the immediate surroundings of the school. Such examples should be physically observed by students to make science (or any subject) real. This is one of the “context” flavours of the approach. The teacher should sprinkle delivery with some content- specific humour and indigenous cultural analogies and metaphors.

4. As the lesson progresses, the class is reminded of the relevance of the indigenous knowledge and cultural practices documented by the groups for meaningful understanding of the concepts. If misconceptions are associated with cultural beliefs, they are cleared by the teacher.

5. At the close of the lesson, the teacher conducts a short quiz (oral or written) to evaluate the lesson and provides the topic for the next lesson which will be the starting point of step 1.

6. As follow-up to the lesson, the teacher sends a summary of the lesson (two pages) via SMS, WhatsApp, Telegram or any other messaging app to all students. After the first lesson, student group leaders are to send such messages. This is another of the technology flavours of the approach.