Indigenous knowledge in the ecotourism curriculum at selected universities of technology and implications for post-qualification practice by field guides

Abstract

This research addresses the urgent need to integrate indigenous knowledge systems (IKS) into Africa's ecotourism curriculum. The current curriculum's lack of IKS deprives students of diverse cultural perspectives crucial for successful careers in field-guiding and understanding the role of indigenous communities in preserving flora and fauna. The study aims to establish the value of indigenous knowledge in the curriculum and practice of field guides. It highlights the benefits of integrating IKS, such as enhanced guiding skills, improved interpretation, and increased awareness of community development. However, it also identifies challenges, including resistance to change and resource constraints. The research involved semi-structured interviews with lecturers, students, and industry partners from the Durban University of Technology (DUT) and Vaal University of Technology (VUT), revealing a unanimous support for incorporating IKS. The study emphasizes the need for future research to involve indigenous communities actively to capture their key values and teachings, which are crucial for promoting sustainability and biodiversity preservation. Ultimately, the findings advocate for a paradigm shift in ecotourism education towards a more holistic and culturally sensitive approach by integrating indigenous knowledge.