Towards Curriculum Transformation in South African Higher Education: A Decolonial Perspective

The transformation of higher education in South Africa remains an ongoing and complex process shaped by enduring colonial and apartheid legacies that continue to influence institutional structures. Central to this transformation is the imperative of curriculum decolonisation, which has gained prominence as both a theoretical framework and a practical strategy for addressing epistemic inequalities within universities. Grounded in decolonial theory, this study interrogates the persistence of the coloniality of knowledge, which privileges Eurocentric epistemologies while marginalising African and indigenous ways of teaching and learning. This research study examined how curriculum decolonisation is conceptualised and experienced by students and academic staff at a Selected University of Technology (UoT) in Gauteng South Africa. Drawing on qualitative methods, including questionnaires, interviews and document analysis, the study explored the extent to which the curriculum of South African higher education institutions reflects the diverse knowledge systems and respond to student needs and expectations. Attention was also given to the influence of student-led movements such as #RhodesMustFall and #FeesMustFall, which intensified calls for epistemic justice and highlighted the disconnect between institutional knowledge production and the lived experiences of historically marginalised students. Drawing on decolonial theory, the study explored how dominant Eurocentric epistemologies continue to shape universities curriculum, often marginalising indigenous knowledge systems. The findings indicated that, despite policy reforms and institutional initiatives, curriculum decolonisation remains uneven, often constrained by conceptual ambiguity, limited institutional support, and resistance to change. This research study argues that meaningful curriculum decolonisation requires a fundamental rethinking of epistemological assumptions, pedagogical practices, and institutional structures. It calls for the recognition of staff and student-centred approaches to teaching and learning.