Approaches to the Integration of Indigenous Knowledge Systems in the Higher Education Curriculum at St. Augustine University, Tanzania

Abstract

This study explored approaches to the integration of indigenous knowledge systems (IKS) in the higher education curriculum at St. Augustine University of Tanzania (SAUT). Using the quintuple helix model as a lens, I examined the approaches to the integration of knowledge democracy, cultural resilience, ecological sustainability, and indigenous stakeholder involvement in the development of the curriculum at St Augustine University of Tanzania. I was motivated by Tanzania’s educational history which shows persistent, yet ineffective attempts to integrate indigenous knowledge systems in the higher education curriculum since the Ujamaa period. I adopted qualitative research approach, single case study research design. I collected data through interviews with purposively selected one faculty dean, three heads of department, nine lecturers, and three students. I analyzed the data thematically with the aid of turboscribe AI tool. I found that, knowledge democracy was integrated into the curriculum through competence-based curriculum, community experts, teaching local history; cultural resilience was integrated through, multicultural education, language, literature and cultural resources; ecological sustainability was integrated through well-established bachelor of science programs in environmental studies and management; and formal structures for indigenous stakeholder involvement were departmental boards, faculty boards, senate, and industrial advisory boards for some programs. However, indigenous stakeholder involvement in curriculum development at SAUT was sporadic, often through ad-hoc consultations. I conclude that integration of African indigenous knowledge systems in the curriculum at SAUT was largely exploratory, but not deeply embedded into the curriculum. I recommend that SAUT should institutionalize the integration of indigenous knowledge systems in teaching and learning and research across all the units through mandatory curriculum reviews.