Jul 2026· Rivers State University Journal of Librarianship, Information and Contemporary Studies (RSU-JOLICS)· 0 citations· 28 references
Abstract
Entrepreneurship education has gained global prominence as a strategic tool for fostering innovation, job creation, and economic development. However, its dominant reliance on Western models has raised concern about its relevance and effectiveness in non-Western contexts, particularly in developing economies. This paper critically examines entrepreneurship education beyond Western frameworks with a focus on the role of decolonised curricula in enhancing innovative outcomes. It argues that the continues adoption of Eurocentric approaches often overlooks indigenous knowledge systems, local economic realities, and culturally embedded entrepreneurial practices which limit students’ capacity to generate context-specific solutions. The paper adopts a critical analytical approach to explore how decolonised entrepreneurship curricula can provide a more inclusive and relevant framework for teaching and learning. With the integration of indigenous knowledge, experiential learning, and community-based practices, decolonised curricula foster creativity that is grounded in local realities that is capable of addressing real-world challenges. Such an approach encourages learners to view their environment as a source of opportunity that promote sustainable and socially responsive innovation. Furthermore, the paper highlights the innovative outcomes associated with decolonized entrepreneurship education including enhanced problem-solving skills, increased entrepreneurial self-reliance, and the development of locally adaptable business models. Despite these benefits, challenges such as institutional resistance, limited capacity, and globalization pressures continue to hinder the transition from Western-dominated frameworks. The paper concludes that moving beyond Western models is essential for achieving meaningful and sustainable innovation in entrepreneurship education. It advocates for a balanced approach that integrates global
This conceptual paper explores the relationship between innovation and decoloniality in education, arguing that educational innovation must go beyond technocratic solutions to challenge the colonial legacies embedded in curricula, teaching methods, and institutional frameworks. Mainstream models of educational reform in the Caribbean often reproduce colonial, Eurocentric ways of knowing and uphold global knowledge hierarchies under the guise of modernization, thus there is a need for new ways of thinking about educational barriers and system change. This article introduces the term “decolonial educational innovation,” which highlights the integration of Indigenous knowledge systems, the value of diverse epistemologies, and the support of culturally relevant, community-led pedagogies. Drawing on real examples from decolonial education efforts from the Caribbean, the article demonstrates how innovation can be understood as a relational and restorative process rather than a neoliberal goal. Ultimately, it advocates reimagining educational futures a tool to advance epistemic justice and dismantle coloniality in all its forms.
Tavis D. Jules, Abigail Smith, Karen Naidoo· Comparative and Internationa...· 0 citations
The pursuit of equity and social justice in higher education demands pedagogical approaches that transcend Western-centric traditions and legitimise diverse cultural epistemologies. This study examines Culturally Responsive Teaching (CRT) specifically in the Indonesian EFL context and intends to examine CRT as a pedagogical strategy and a way to problematise epistemological assumptions. Guided by the PRISMA 2020 framework and analysed through Critical Discourse Analysis (CDA) combined with document analysis), this research critically examines 22 documents. The findings indicate that, although CRT is recognised in national initiatives such as the Emancipated Curriculum and Emancipated Learning, its practical implementation remains uneven and largely superficial. At the classroom level, educators attempt to integrate indigenous knowledge, cultural identities, and local wisdom into English language teaching; however, these efforts are constrained by rigid, exam-driven curricula, limited professional support, and the pervasive influence of global English standards. The tension between internationalisation and localisation illustrates both the challenges and opportunities for CRT in reshaping Indonesian EFL education. Theoretically, CRT is positioned as a decolonial stance that resists epistemic hegemony while advancing epistemic justice by legitimising the ecology of knowledge. Practically, the study emphasises the urgency of aligning policies with CRT principles, expanding teacher training, and developing culturally sustaining instructional resources. By situating CRT at the nexus of social justice, decolonization, and global competence, this study contributes to global debates on inclusive and transformative education, highlighting its significance for the Global South and beyond.
The decolonisation of higher education has become a significant discourse in South Africa, particularly following the #FeesMustFall movement and ongoing calls for curriculum transformation. Within accounting education, growing concerns have emerged regarding the continued dominance of Eurocentric knowledge systems and international accounting frameworks that often marginalise Indigenous Knowledge Systems (IKS) and local socio-economic realities. This marginalisation limits the capacity of accounting education to contribute meaningfully to social sustainability through inclusive knowledge production, equitable economic participation, and the development of socially responsible graduates. Guided by Decoloniality Theory and Human Capital Theory, this study examines how accounting curricula can integrate Indigenous Knowledge Systems and local economic realities to promote social sustainability while maintaining graduate employability and global competitiveness. This study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework to synthesise peer-reviewed literature published between 2020 and 2026. Data were collected from Scopus, Web of Science, ERIC, Sabinet, and Google Scholar. Thematic analysis was used to identify recurring patterns and emerging themes relating to curriculum decolonisation, Indigenous Knowledge Systems, social sustainability, and accounting education. The findings revealed five dominant themes: the continued dominance of Eurocentric curriculum structures; increasing demand for contextualised accounting education; recognition of Ubuntu-based ethical principles; educator preparedness challenges; and growing support for hybrid curriculum models integrating local and global perspectives. The review found that integrating Indigenous Knowledge Systems, Ubuntu ethics, and local economic realities can enhance curriculum relevance, promote social inclusion, strengthen ethical accountability, and improve graduate preparedness for diverse socio-economic environments. The study further proposes a contextualised accounting curriculum framework that balances Indigenous Knowledge Systems, local economic realities, social sustainability objectives, and internationally recognised accounting competencies. The study recommends curriculum redesign, educator professional development, institutional support for curriculum transformation, and stronger collaboration among universities, communities, policymakers, and professional accounting bodies. The findings contribute to ongoing debates on curriculum transformation and provide practical insights for developing socially sustainable, contextually relevant, and globally competitive accounting education in South African universities.
Nokuthula Ngobese· International Journal of Sus...· 0 citations
Higher education is under increasing pressure to produce graduates equipped with the competencies required for rapidly evolving knowledge economies, technological change, and sustainable development. However, despite widespread competency-based education reforms across East Africa, teaching in many universities remains predominantly lecture-centred, limiting the development of critical thinking, problem-solving, creativity, collaboration, digital competence, entrepreneurship, and other transferable skills required by contemporary labour markets. This study employed an Integrative Literature Review (ILR) and thematic analysis of contemporary literature to synthesise global evidence on competency-based innovative pedagogies (CBIPs) in higher education, and examine their contextual adaptation within East African universities. The findings indicate that CBIPs promote learner-centred, active, real-world, collaborative, technology-enhanced, and experiential learning that strengthens graduate competencies for lifelong learning and employability. Rather than advocating direct transfer of international pedagogical models, the study proposes a context-sensitive adaptation framework that integrates curriculum and assessment reform, academic staff development, digital transformation, university–industry collaboration, and enabling institutional and policy environments to support sustainable implementation. The framework demonstrates that pedagogical transformation, rather than curriculum reform alone, is essential for strengthening graduate competencies and advancing sustainable higher education transformation. The study concludes that context-sensitive adaptation of CBIPs can enhance graduate employability, foster innovation and entrepreneurship, and position East African universities as strategic contributors to sustainable human capital development and regional economic transformation.
C. Rugut· East African Journal of Educ...· 0 citations
Integrating intellectual property (IP) education into post-colonial curricula is a culturally charged intervention, especially where Western juridical norms intersect with communal knowledge traditions. This qualitative study examines Ghana’s prospective IP literacy integration into its pre-tertiary curriculum, utilising semi-structured interviews with 25 purposively selected stakeholders, including curriculum architects, creative arts educators, IP practitioners, and indigenous cultural custodians. Framed by Bourdieu’s theory of practice, Problem-Based Learning, and UNESCO’s Education for Sustainable Development (ESD) principles, thematic analysis reveals that IP frameworks are largely perceived as culturally exogenous. This generates pedagogical tensions, as educators exhibit low self-efficacy not from cognitive deficits, but from the perceived irrelevance of codified ownership logics to local creative praxis, with the current syllabus offering no space for these epistemological frictions. Paradoxically, stakeholders view IP as a potential shield for heritage, advocating for a phased, contextualised pedagogy anchored in indigenous narratives. The paper contends that sustainable IP education demands more than technical training; it requires a decolonial reorientation that repositions local artisans as primary agents of knowledge validation. Ultimately, this study provides policymakers with a critical roadmap, arguing that a carefully designed pilot phase is essential to empirically test these theorised tensions, safeguard Ghana’s cultural capital, and nurture its creative economy within the basic school curriculum.
Benjamin Oduro Arhin Jnr· International journal of res...· 0 citations
The marginalisation of indigenous and traditional knowledge systems within India's higher education landscape represents a critical gap at the intersection of epistemological justice, sustainable development, and rural livelihoods. This paper synthesises evidence from ecological, pedagogical, and economic literatures to construct an integrative framework for embedding Traditional Knowledge Systems (TKS) into higher education curricula as a vehicle for building sustainable livelihoods. Drawing on Sen’s Capability Approach, Shiva’s Ethnoscience paradigm, and Freire’s Critical Pedagogy, the paper advances the TKS-SL Nexus Model, a five-pillar architecture that bridges epistemic plurality, community-embedded learning, bio-cultural conservation, entrepreneurial incubation, and policy co-creation. The paper identifies structural barriers, including curricular rigidity, credentialist hierarchies, and colonial epistemological residue, that systematically exclude traditional knowledge holders from the formal knowledge economy. Three pathways are theorised: (i) institutionalising TKS as accredited disciplinary modules within the National Education Policy 2020 framework; (ii) establishing Living Knowledge Laboratories as hybrid community–university interfaces; and (iii) deploying knowledge co-production protocols that valorise practitioner expertise alongside academic credentials. The framework carries implications for the United Nations Sustainable Development Goals (SDGs 4, 8, and 15) and contributes to emerging discourses on decolonised, pluriversal universities. This paper positions TKS integration not as cultural preservation alone, but as a transformative economic and ecological strategy for twenty-first century India.
Amitava Ghosh· International Journal of Int...· 0 citations
