Akademik Veri Yönetim Sistemi
HIGHER EDUCATION RESEARCH & DEVELOPMENT, 2025 (SSCI, Scopus)
The need to transform university curricula is a pressing issue for researchers, students and stakeholders in twenty-first-century higher education (HE) worldwide. In the Global South, particularly in South Africa, calls for the decolonisation of education have intensified in line with students' demands for epistemic access and social justice to ensure that all students, regardless of race, language or cultural background, benefit equally from pedagogical practices. Based on this, this study explores the voices and perspectives of master's and doctoral postgraduate students at an open distance learning (ODL) university in South Africa on the decolonisation of the university curriculum. Through a qualitative interpretative approach, participants shared their thoughts on how ODL fields could better address issues of inclusion and equity. Guided by decolonisation theory, data analysis included thematic coding and a search for patterns across interviews. The findings reveal an urgent need for HE institutions and stakeholders to address the epistemic and social injustices inherent in curricular content and teaching practices, particularly within ODL frameworks, to foster a more inclusive academic environment.