Higher Education Institutions (HEIs) are increasingly using Digitalised Indigenous Cultural Heritage (DICH) as their learning resource. This process, however, takes place with partial involvement of the holders of Indigenous knowledge themselves. The situation is apparent due to the dominance of Western epistemologies, together with socio-economic factors such as the globalisation drive that subjugates the lives, knowledge, and cultures of Indigenous peoples across the world. Thus, the decision to invite holders of Indigenous culture into HEIs, so as to recollect the disappearing heritages, seems long overdue. Through a thorough review of literature, aided by place-based education theory, this study argues for a renewed tutorial path. It contends that the involvement of non-academics in the usage of DICH in HEIs will help to accommodate the excluded voices, narratives, cultures, and uncaptured histories of Indigenous peoples, thus revitalising Indigenous cultures and passing them to future generations.