Integrating indigenous knowledge systems into entrepreneurship education: A South African perspective

Elizabeth Oluwakemi Ayandibu

doi:10.20525/ijrbs.v14i6.4263

Authors

Elizabeth Oluwakemi Ayandibu Department of Economics Faculty of Commerce, Administration and Law, University of Zululand, South Africa. https://orcid.org/0000-0003-3593-2783

DOI:

https://doi.org/10.20525/ijrbs.v14i6.4263

Keywords:

Indigenous Knowledge Systems; Entrepreneurship Education; Community Engagement; Innovation; Curriculum Development; Decolonization; South Africa

Abstract

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.

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