Reimagining sustainable education in Africa through decolonial pathways and indigenous knowledge systems

Abstract

Despite the growing recognition of Indigenous Knowledge Systems (IKS) as vital for the sustainability of education in Africa, the majority of education systems across the continent still embody colonial epistemologies that marginalise local knowledge traditions. Existing literature frequently highlights the value of IKS but fails to adequately investigate its practical integration within the varied contexts across Africa. This study aims to fill this gap by exploring the utilisation of IKS in reimagining sustainable education and reconstructing post-colonial identity across five African countries: Ghana, South Africa, Kenya, Tanzania, and North African comparative sub-case of Morocco/Algeria. Grounded in decolonial thought, postcolonial theory, and Ubuntu philosophy, we conducted a systematic analysis of literature. The analysis identified several major barriers to the integration of IKS, including the persistence of Eurocentric curricula, language barriers, institutional resistance, inadequate policy support, and the challenge of meeting global academic standards. Case findings further revealed that initiatives such as Ghana’s mother-tongue education and South Africa’s IKS policy frameworks have yielded promising outcomes, including improved literacy and strengthened cultural identity. The study argues for localised curriculum reforms, community-driven teacher training, and national legislation to institutionalise IKS. These findings have significant implications for policymakers, educators, and development practitioners seeking to build culturally grounded and socially relevant education systems across post-colonial Africa.