Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2025
|
| Online Access: | https://doi.org/10.5281/zenodo.18087764 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866901235650527232 |
|---|---|
| author | Aciro Can Lucy, Raju, T. Sharon |
| author_facet | Aciro Can Lucy, Raju, T. Sharon |
| contents | <p>This systematic literature review examined pedagogical practices that support the integration of <br>Indigenous Knowledge Systems (IKS) in classrooms within Ugandan public universities, drawing <br>on evidence from fifteen (15) studies. The review responds to ongoing concerns that Uganda’s <br>higher education system remains influenced by colonial legacies that privilege Western knowledge <br>and marginalize Indigenous worldviews. Incorporating IKS is increasingly recognized as essential <br>for advancing decolonization, cultural identity, inclusive education, and sustainable development, <br>particularly as Indigenous knowledge contributes to addressing global challenges such as climate <br>change, food insecurity, inequality, and environmental conservation. Using the Preferred <br>Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review <br>synthesized existing scholarship on pedagogical approaches for embedding IKS into university <br>teaching and learning. Findings show that lecturers employed several strategies, including <br>dialogical and argumentative discussions, use of context-specific Indigenous artefacts and <br>materials, collaboration with elders and community knowledge keepers, experiential and land<br>based learning, community-engaged projects, storytelling, and the use of Indigenous languages. <br>These practices were found to enhance critical thinking, deepen cultural awareness, strengthen <br>knowledge co-creation, and improve students’ connection to their communities, thereby <br>contributing to a more inclusive and culturally responsive curriculum. However, the studies also <br>revealed significant challenges that constrain effective IKS integration. </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18087764 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Pedagogical Practices for Integrating Indigenous Knowledge Systems in Ugandan Public Universities: A Systematic Review Aciro Can Lucy, Raju, T. Sharon <p>This systematic literature review examined pedagogical practices that support the integration of <br>Indigenous Knowledge Systems (IKS) in classrooms within Ugandan public universities, drawing <br>on evidence from fifteen (15) studies. The review responds to ongoing concerns that Uganda’s <br>higher education system remains influenced by colonial legacies that privilege Western knowledge <br>and marginalize Indigenous worldviews. Incorporating IKS is increasingly recognized as essential <br>for advancing decolonization, cultural identity, inclusive education, and sustainable development, <br>particularly as Indigenous knowledge contributes to addressing global challenges such as climate <br>change, food insecurity, inequality, and environmental conservation. Using the Preferred <br>Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review <br>synthesized existing scholarship on pedagogical approaches for embedding IKS into university <br>teaching and learning. Findings show that lecturers employed several strategies, including <br>dialogical and argumentative discussions, use of context-specific Indigenous artefacts and <br>materials, collaboration with elders and community knowledge keepers, experiential and land<br>based learning, community-engaged projects, storytelling, and the use of Indigenous languages. <br>These practices were found to enhance critical thinking, deepen cultural awareness, strengthen <br>knowledge co-creation, and improve students’ connection to their communities, thereby <br>contributing to a more inclusive and culturally responsive curriculum. However, the studies also <br>revealed significant challenges that constrain effective IKS integration. </p> |
| title | Pedagogical Practices for Integrating Indigenous Knowledge Systems in Ugandan Public Universities: A Systematic Review |
| url | https://doi.org/10.5281/zenodo.18087764 |