Integrating Indigenous Knowledge Transition Correlates Higher Education Curricula: A Case Study from Busitema University

Abstract

This study looks at the inclusion of Indigenous Knowledge (IK) in Higher Education curricula with a case study of Busitema University in Uganda and it objectively focused on investigating the current practices and existing curricula IK incorporation challenges. The study employed qualitative case study approach, conducting semi-structured interviews while interacting with teaching faculty, students, and university administrators and results were interpreted and analyzed thematically. The findings indicated that IK integration is limited but starting to grow. This growth is hindered by slow changes at the institution, a lack of faculty knowledge, and no clear policies. The study suggests that effectively incorporating IK requires inclusive curriculum frameworks, training for academic staff, and working together with indigenous communities. Recommendations focus on creating policies, developing faculty programs, and forming partnerships to improve culturally relevant education. This study adds to the ongoing discussion about decolonizing curricula and endorsing indigenous ways of knowing in Uganda and similar educational settings.