Integrating indigenous knowledge in construction education in developing countries

Nolwazi Qumbisa, Fidelis Emuze and Bankole Osita Awuzie

Chapter 2 in Research Companion to Advances in the Construction Industry in the Global South, 2026, pp 22-43 from Edward Elgar Publishing

Abstract: Construction professionals undertake diploma and degree programmes to make them work-ready in an industry where contextual factors influence the business and project aspects of their roles and responsibilities. Such professionals learn technical and management techniques in vocational, technical, and higher education through varying pedagogical approaches, including workplace training. Given the increasing need for locally relevant global education, this chapter conceptually argues for the decolonisation of construction education to ensure the incorporation of local perspectives as well as contextual peculiarities of developing countries into the curricula and academic practices rather than only Western views. Also, the chapter presents case studies and theoretical approaches for moderating colonial influences from the extant curricula to engender effective student-centred learning and improvements in the real-world impact of the learning experience.

Keywords: Construction education; Curriculum; Decolonisation; Developing countries; Inclusivity (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035349012
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