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Given South Africa’s colonial legacy, which has displaced communities and restricted agricultural development, decolonising agricultural education is critical to promoting sustainable agricultural practices. Higher education institutions have a key role to play in reorienting agricultural education to equip graduates with contextualised knowledge and skills. While broader debates on the decolonisation of higher education are well established, agricultural education remains under-researched in this regard. Recognising the disciplinary diversity within universities, this study undertook a systematic review to identify practical strategies for decolonising agricultural education in South African higher education institutions. It explored how teaching, learning and research can be reconceptualised to reflect and respond to local realities, particularly the lived experiences of historically marginalised communities. The review was primarily based on literature from the Scopus database, supplemented by targeted, accredited articles selected according to a predefined screening strategy. The findings provide actionable insights for educators and policymakers that support the development of curricula and pedagogies that are both socially relevant and transformative. In doing so, the study contributes to the growing body of knowledge on decolonisation and provides a basis for rethinking agricultural education in a way that restores indigenous knowledge and promotes inclusive development.
Muchaku et al. (Fri,) studied this question.