Quality education is one of the United Nations’ 17 Sustainable Development Goals ( https://sdgs.un.org/goals ), vital for South Africa as a Global South nation. It strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” ( https://sdgs.un.org/goals/goal4 ). In a developing country, such as South Africa, higher education institutions that offer opportunities to study online using an open distance e-learning model provide many learners the chance to work while studying. This study explores how online courses can create an environment of educational inclusivity, considering local, indigenous examples through Africanization as part of curriculum transformation. This study is based on data gathered and analyzed in 2021 as part of another study when interviews were conducted with academic staff members to obtain their perceptions of the Africanization attempt. Thematic analysis was used to identify recurring themes. Using these themes as a starting point, a single case study was described, using the ADDIE model as the primary theoretical lens to propose guidelines for online instructional designers to foster curriculum transformation through localization, promoting inclusive online education. The guidelines contribute instructional design guidelines from an African perspective towards promoting inclusive, sustainable, high-quality education for learners.