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| Natura: | Recurso digital |
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Zenodo
2025
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| Accesso online: | https://doi.org/10.5281/zenodo.18087764 |
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Sommario:
- <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>