Integrating Indigenous Knowledge Systems into Higher Education: A Case Study of African Rural University
Abstract
This study investigates the integration of Indigenous Knowledge Systems (IKS) into higher education using the African Rural University (ARU) in Uganda as a case study. Amidst global debates on the decolonisation of education and the revival of marginalised epistemologies, ARU stands out as the first all-women university in Africa to structurally embed IKS in its curriculum, pedagogy, and institutional philosophy. The study examines how IKS is operationalised in ARU’s programs, particularly through courses such as African Philosophy and Indigenous Knowledge Systems, as well as the unique use of Traditional Wisdom Specialists as university instructors. Adopting a qualitative case study design, data were collected through interviews, observation, and document review. Findings indicate that ARU's curriculum is composed of 40% practical and 60% theoretical learning, equipping students with hands-on skills in herbal medicine, indigenous agriculture, cultural ethics, and participatory development. Graduates emerge as Rural Transformation Specialists who are employed by the parent organisation, Uganda Rural Development and Training Programme (URDT), to serve as epicentre managers in rural communities. The study concludes that the ARU model offers a compelling framework for integrating Indigenous and academic knowledge systems to foster relevant, context-sensitive, and transformative education. It recommends broader policy support for IKS in African higher education, as well as further research into its long-term impact on sustainable development and rural transformation
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