Towards inclusive education: indigenous knowledge, gender, and policy in the global south

This systematic review critically examines the integration of indigenous knowledge and gender per-spectives in shaping inclusive education policies and practices for marginalised groups in the devel-oping world. Recognising the limitations of conventional educational paradigms which often overlook culturally specific epistemologies, this study synthesises empirical evidence and theoretical insights to elucidate the transformative potential of indigenous knowledge in fostering gender-responsive and sustainable educational environments. A comprehensive search was conducted across major aca-demic databases (including Scopus, Web of Science, and ERIC), supplemented by grey literature and community reports, to capture a broad spectrum of perspectives. Studies were included if they ad-dressed the intersection of Indigenous knowledge with gender dynamics in inclusive education set-tings, particularly within developing regions. Thematic analysis identified key factors influencing ed-ucational inclusion, such as sociocultural barriers, policy shortcomings, and the capacity of culturally grounded pedagogical approaches to challenge entrenched gender biases. A total of 45 studies were included in the review, representing a broad spectrum of geographical regions and methodological approaches. Findings indicate that incorporating Indigenous epistemologies enhances the contextual relevance of educational content and fosters greater community engagement and empowerment, ulti-mately contributing to a more equitable educational landscape. This review provides nuanced insights into the interplay between indigenous practices and gender-responsive policies, advocating for edu-cational reforms that align with Sustainable Development Goals. Policy recommendations underscore the importance of culturally responsive curricula and collaborative frameworks integrating local wis-dom to address persistent gender inequities and access issues. The study contributes to a more holistic understanding of inclusive education in the developing world and highlights the critical role of indig-enous knowledge in promoting social inclusion and educational quality.