Decolonising higher education in South Africa: a review of strategies for enhancing inclusiveness, equity, and diversity

Abstract

South African higher education remains deeply influenced by historical inequities and the enduring legacies of colonialism and apartheid, shaping curricula, institutional structures, and patterns of inclusion. This article critically examines how a decolonial approach can advance inclusivity, equity, and diversity by addressing persistent challenges such as unequal resource allocation, linguistic barriers, student disadvantage, and limited post-graduation opportunities. Employing a PRISMA-guided systematic literature review of thirty-three sources, the study intentionally incorporates scholarship from the Global South and indigenous perspectives, while reflexively acknowledging the limitations of English-language and formal sources. Findings reveal the continued dominance of Eurocentric knowledge systems and structural barriers that marginalise local epistemologies. Effective interventions identified include curriculum transformation, participatory governance, community-engaged learning, and educator capacity-building. While concerns regarding academic standards and global competitiveness, particularly in STEM disciplines, are recognised, evidence suggests these can be purposefully reconciled with decolonial objectives. The study concludes that integrating rigorous academic standards with epistemic justice can foster both innovation and social transformation. The insights presented offer actionable guidance for policymakers, educators, and institutional leaders committed to building more inclusive and equitable higher education in South Africa and comparable contexts across the Global South.