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This review article examines the integration of Indigenous Knowledge Systems (IKS) into the economics education curriculum in South Africa, highlighting the need for a decolonised approach to education. It identifies challenges faced by teachers, such as insufficient training and lack of clear guidelines, while emphasizing the importance of culturally responsive pedagogy in enhancing educational outcomes. The study recommends that the CAPS curriculum specify economics topics suitable for IKS integration to

Author

Thứ Hai Phát

Language

EN