Sep 2026· Multidisciplinary Journal of Educational Research· Vol 16, pp. 175-192· 0 citations· 39 references
Abstract
The growing demand for sustainable peace in Nigerian higher education institutions necessitates the decolonisation and integration of indigenous knowledge systems into academic curricula. This study examines the perspectives of Nigerian academics on Indigenous Peace Pedagogies (IPPs), explores institutional barriers to integration, and identifies strategic pathways for embedding IPPs within higher education. Using a qualitative design, semi-structured interviews with 15 faculty members from Nigerian universities were analysed thematically. The findings reveal deep awareness among academics of the value of IPPs and a shared recognition of their cultural relevance. However, systemic challenges such as outdated curricular, skepticism toward indigenous knowledge, absence of policy support, and resource shortage impede meaningful integration. Participants propose curriculum development and inclusion, educator training, government support, and community engagement as key strategies for institutional adoption. This study contributes to policy development and pedagogical transformation toward decolonised peace education.
Efforts to decolonise higher education have been primarily focused on universities, while technical
and vocational education and training (TVET) has been overlooked. Consequently, Eurocentric ways
of knowing continue to dominate and shape curricula, influencing operations in this sector. This
conceptual article, situat...
Kholofelo Moshobane· Educational Research for Soc...· 0 citations
This study examines how Indigenous African leadership philosophies, particularly Ubuntu and participatory governance models, can transform higher education institutions into sites of peace education and epistemic justice. It responds to the enduring marginalisation of Indigenous Knowledge Systems within African univers...
Sulaimon Adewale, N. Ndwandwe· Discover Education· 0 citations
This study aims to develop an eco-theology-based curriculum model for Islamic higher education that integrates Islamic theological principles with environmental sustainability. The study employed a qualitative approach using Straussian Grounded Theory. Data were collected through semi-structured interviews, participato...
Traditional Islamic education in Uganda, particularly at the Idaad and Thanawi levels, plays a critical role in shaping morally grounded and spiritually conscious individuals. However, the current curriculum remains outdated, rigid with much emphasis on rote learning, and misaligned with both contemporary educational s...
AbdulSwamad Gyagenda, S. Ssekamanya· Ulum Islamiyyah· 0 citations
The transformation of Islamic higher education increasingly requires curricula that integrate professional competence, adaptability, and Islamic values while responding to changing institutional and societal demands. This study examines how an Islamic Educational Management curriculum can be reconstructed around the pr...
A. Muhith, Nifta Khuddin Mubaror, Uswatun Kasanah et al.· Research Journal on Teacher...· 0 citations
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