The Role of Traditional Wisdom Specialists in Teaching and Learning at African Rural University, Kagadi District, Bunyoro Sub-region, Western Uganda

Abstract

Globally, higher education institutions increasingly recognize Indigenous Knowledge Systems (IKS) as important for decolonizing education, strengthening cultural identity, and developing context-responsive solutions to contemporary challenges. Across Africa, universities are integrating indigenous knowledge into teaching, research, and community engagement, although implementation remains uneven. In East Africa, this integration is increasingly relevant to local livelihoods, environmental sustainability, and rural development. In Uganda, however, the systematic involvement of traditional knowledge holders in university teaching remains limited. This study examines the role of Traditional Wisdom Specialists (TWS) in teaching and learning at African Rural University (ARU) in Kagadi District, Bunyoro Sub-region, Western Uganda. Using a qualitative case-study approach, the study draws on interviews, observations, document analysis, and examination of teaching, research, and community-engagement practices. Findings indicate that TWS contribute to curriculum delivery, experiential learning, research, innovation, and community engagement by connecting indigenous knowledge with academic learning. Their participation strengthens knowledge transmission in sustainable agriculture, climate adaptation, food security, environmental management, and cultural preservation. Unlike approaches that primarily incorporate indigenous knowledge as curriculum content, ARU engages TWS as active educators and knowledge holders. The study concludes that institutionalizing TWS in higher education can promote culturally relevant learning, rural transformation, and sustainable development, while providing a potentially replicable model for other institutions in Uganda, Africa, and beyond.