Indigenous knowledge in Higher Education in South Africa: Prospects and challenges

The integration of Indigenous Knowledge Systems (IKS) into higher education has become a central issue in debates over transformation and decolonisation in South Africa. Although national policies and frameworks support the recognition and inclusion of Indigenous Knowledge, its meaningful integration within higher education institutions remains a challenge. This study examined the prospects and challenges associated with incorporating IKS into South African higher education. The study used a narrative review of scholarly and policy literature, drawing on electronic databases including ERIC, Google Scholar, Scopus and Sabinet. Thematic analysis identified recurring themes related to policy reform, curriculum transformation, community engagement, epistemological tensions and institutional frameworks guiding the integration of Indigenous Knowledge. The findings indicate that higher education institutions have made progress in promoting IKS through curriculum redesign, policy development, research initiatives, and community partnerships. These efforts have contributed to institutional transformation and the promotion of knowledge diversity. However, the integration process remains constrained by the dominance of Western epistemological traditions, limited institutional capacity, inadequate human and financial resources, and concerns about intellectual property rights and knowledge ownership. The study argues that the successful integration of IKS requires a holistic and sustainable approach that goes beyond curriculum reform to include institutional culture, governance, research practices and community participation. It concludes that while progress has been made, sustained commitment is needed to advance epistemic justice and ensure the meaningful inclusion of IKS within South African higher education.