As calls to decolonise curricula and pedagogy in higher education grow, engineering education (EE) remains a vital yet often overlooked area of reform. While most research on decolonisation focuses on the humanities and social sciences, engineering still reflects colonial legacies and often sidelines non-Western knowledge systems.
In our recent study, we reviewed global literature to explore how decolonisation is understood and enacted in EE. We examined how it reshapes curricula, teaching and institutional priorities across regions. Using a geopolitics of knowledge lens, we analysed how efforts vary depending on local histories, social movements and policy contexts.
From Indigenous architecture to ancient dam systems, non-Western innovations challenge the Eurocentric roots of engineering. Our goal is to show what meaningful, locally relevant decolonisation in EE can look like – and how it might move beyond rhetoric toward real transformation.
What does decolonisation mean in engineering education?
Across the literature, three main interpretations of decolonising engineering education (DEE) emerged. First, many scholars focused on identifying how Eurocentric knowledge dominates EE. This includes which topics are taught, how they’re taught and whose expertise is valued.
Second, DEE is about transforming those structures – shifting away from Western models and integrating knowledge from African and Global South contexts. These efforts aim to develop more sustainable and locally relevant ways of teaching and solving problems.
Third, decolonisation means creating space for Indigenous and marginalised knowledge systems in the curriculum. In places like Canada and Chile, that means embedding Indigenous worldviews. In South Africa or Nigeria, it also includes addressing barriers like English-language dominance in the classroom.
These approaches vary by region, and the meaning of ‘local’ differs widely. But across all contexts, key questions remain: Whose knowledge counts, and whose is still excluded? Scholars note that current debates often miss perspectives from places like South Asia, the Caribbean and parts of Europe. DEE must expand to include a broader range of voices and contexts.
How is decolonising engineering education being put into practice?
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Globally, DEE is being implemented through three main strategies. One is diversifying course materials by including voices from the Global South and marginalised communities. In the United States and United Kingdom, for example, instructors are updating reading lists and integrating equity-related content. At University College London, courses on AI now include work from diverse global and gender perspectives.
Another strategy is integrating Indigenous knowledge directly into teaching. In Canada, several universities offer modules that embed Indigenous principles into engineering. In South Africa, students learn about engineering through traditional practices like food preservation or the use of the vuvuzela to demonstrate mechanical systems..
Co-curricular activities also play a key role. In Canada, Indigenous elders have given guest lectures on engineering’s impact on communities. In Brazil, students participate in grassroots engineering workshops to co-design solutions with Indigenous groups. These approaches foster reflection and connect learning with real-world community contexts.
Yet DEE looks different depending on where it’s implemented. In South Africa, students now design local community projects. In Canada and Latin America, new courses are built entirely around Indigenous perspectives. These examples show that decolonisation has many paths – but all raise important questions about power, equity and whose knowledge shapes engineering education.
What are the challenges?
Implementing DEE comes with several persistent challenges. One major issue is student resistance. In some cases, students fear that localising the curriculum could hurt their chances in the global job market. In South Africa, for instance, students worried that community-focused projects would be less attractive to large employers.
Institutional support is another barrier. Many initiatives depend on temporary funding or leadership, raising concerns about long-term sustainability. In Canada and Chile, Indigenous knowledge often clashes with university rules around research ethics and ownership. In South Africa, scholars noted a lack of collaboration between universities and local experts.
Systemic barriers also remain. Curricula often prioritise Western frameworks and global industry needs, making it hard to include Indigenous or local knowledge. Logistical issues – like language gaps, scheduling conflicts or lack of guest speakers – further complicate efforts. The literature also notes emotional barriers, such as shame or uncertainty, and questions whether full decolonisation is even possible within colonial academic systems.
Why it matters beyond engineering
Our review shows that the lessons from DEE – challenging power, integrating diverse knowledges and shifting institutional priorities – apply across STEM. Fields like mathematics, computer science and the natural sciences can benefit from similar approaches.
By extending DEE principles across STEM, educators can create more inclusive, responsive and locally grounded learning environments. Ultimately, decolonising engineering – and STEM more broadly – is essential for building a more just and globally relevant future for higher education.
University World News
