Higher Education Institutions (HEIs’) have been challenged by society that their teaching and learning (T&L) strategies fail to focus and dwell on the problems that are experienced by communities. This led universities to experiment with various pedagogical styles to foster and drive their core mission. The lack of realization and use of indigenous knowledge (IK) and pedagogies has also contributed to the negative image of these institutions as they are viewed as being detached from the realities of society and their knowledge systems. It is therefore imperative to introduce a different approach and strategies to advance T&L at these HEIs. This paper examined the role and value of IK in the 21st century and how this knowledge system can be applied and appropriated using its pedagogical stance to foster T&L in higher education institutions of South Africa. A qualitative document analysis was applied to pinpoint the relevance and value of these indigenous pedagogies in HEIs. This methodology also assisted in discovering development trends within the field of IK and T&L in South Africa. The paper revealed that IK is a social capital that needs to be harnessed to foster sustainable teaching and learning at HEIs. This IK should be propagated, developed, and enhanced for universities to achieve positive thruputs. It is concluded that indigenous philosophies, values, pedagogies, and methodologies play a significant role in driving the T&L missions of universities in South Africa. The study contributes to debates on the decolonization of knowledge, knowers and pedagogies in HEIs’ thereby advancing scholarship.
Keywords: Indigenous Knowledge, Indigenous Knowledge Systems, Pedagogy, Teaching and Learning, Universities.
