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The Indigenous knowledge continues to play a vital role in the lives of Indigenous communities; however, much of the knowledge is at risk of becoming extinct. This is due to the oral nature of the knowledge.  With consideration for the safeguarding of the knowledge, digital content creation is a valuable tool for promoting indigenous knowledge. This raises the question: How can digital content creation be utilised as a tool to safeguard and promote indigenous knowledge? Thus, this paper explores the latter. The paper presents qualitative data generated from secondary sources between 2015 and 2025, utilising the Directory of Open Access Journals, ScienceDirect, and Google Scholar as search engines. The generated data was analysed using key themes emerging from the Qualitative Document Analysis (QDA). The findings show that digital content creation enables Indigenous communities to sustainably safeguard Indigenous knowledge while allowing easier access to the knowledge in the upcoming generations. The findings further show that the use of the use of digital content creation has not been a smooth process; therefore, bias, misrepresentation, digital divide, and intellectual property rights have emerged as the key considerations for safeguarding and promoting IK. Therefore, this paper concludes that digital content creation plays a vital role in reviving, preserving, and promoting the IK; therefore, these contestations may need to be mitigated for sustainable safeguarding of the IK.

This paper aims to examine the effects of innovative teaching strategies that incorporate learners lived experiences into the implementation of the South African Life Skills curriculum. It also aims to evaluate how current pedagogical approaches align with or diverge from learner-centred methodologies that value indigenous knowledge systems. Employing a qualitative research design grounded in the interpretive paradigm, we conducted semi-structured interviews and focus group discussions with 23 purposively selected Life Skills educators from primary schools. These participants were chosen based on their extensive experience in teaching the subject. The collected narratives were analysed thematically through post-colonial and Afrocentric theoretical lenses to reveal underlying pedagogical trends and epistemological biases. Findings from the study demonstrate that (i) despite the transformative goals of the Life Skills curriculum, many educators still rely on teacher-centred, Eurocentric methods; (ii) such approaches marginalise the learners’ socio-cultural backgrounds and exclude their indigenous knowledge from classroom discourse; and (iii) there is a significant gap between curriculum intentions and instructional practices, which hampers effective learner engagement and inclusivity. The study recommends a shift towards learner-centred pedagogies that recognise and integrate home-brewed knowledge systems and cultural experiences as legitimate and valuable. Such an approach not only fosters inclusivity and relevance but also enhances learners’ identity formation and critical thinking. These findings contribute to ongoing debates about decolonising education in South Africa and provide practical guidance for curriculum designers, teacher educators, and policymakers.

This article explores the integration of Indigenous Knowledge Systems (IKS) into entrepreneurship education in South Africa, advocating for a culturally responsive and inclusive approach. Drawing from historical, socio-political, and pedagogical perspectives, the study critiques the dominance of Western knowledge systems in formal education and the resulting marginalisation of IKS. It argues that embedding indigenous perspectives in entrepreneurship curricula can enhance relevance, foster innovation, and support sustainable development, particularly in rural communities. Through a literature-based, qualitative review complemented by stakeholder input including students, educators, and policy actors the research identifies the benefits and challenges of incorporating IKS into entrepreneurship education. These include improved creativity, community engagement, and a stronger connection between academic theory and local entrepreneurial practice. Key findings highlight strategies such as guest lectures, knowledge-sharing platforms, and collaboration with science parks to support IKS-driven entrepreneurship. The study recommends curriculum reform, educator training, and institutional policies that validate IKS as a valuable entrepreneurial asset. Ultimately, integrating IKS offers a pathway to decolonize higher education, empower indigenous learners, and build inclusive, contextually grounded entrepreneurial ecosystems.

The movement to decolonize education in Africa has gained significant momentum as scholars, policymakers, and communities critically assess the legacy of colonial education systems. This research explores the imperative for curriculum reform, the re-evaluation of language policy, and the integration of indigenous knowledge systems as key strategies for advancing decolonization. The paper investigates how colonial epistemologies persist within educational structures, hindering efforts to cultivate culturally relevant and locally grounded pedagogies. By analyzing the implications of current policies and practices in various African countries, the study sheds light on the tensions and opportunities in transforming educational content and delivery. The research draws on qualitative data from case studies, policy documents, and academic literature to assess the readiness of African institutions to embrace a decolonized framework. Emphasis is placed on the significance of language as a vehicle of cultural identity and the crucial role of community knowledge holders in shaping curricula. Furthermore, the study considers how early childhood, primary, and higher education systems can benefit from inclusive and pluralistic approaches that validate African worldviews. The findings illustrate that while there are ongoing challenges, such as institutional resistance and resource limitations, there are also promising initiatives that reflect a commitment to epistemic justice. Ultimately, this paper proposes a strategic, context-sensitive approach to decolonizing education that acknowledges historical injustices while laying the foundation for a more equitable and empowering learning environment across the continent.