REPOSITIONING INDIGENOUS KNOWLEDGE UTILISATION IN "STUDENTREPRENEURSHIP”

Abstract

Indigenous Knowledge (IK) is widely recognized as a pivotal factor in cultural preservation, innovation, and inclusive entrepreneurship. In South Africa, practices such as beadwork illustrate how IK facilitates community empowerment and local economic development. However, integrating IK into entrepreneurship education remains constrained by a predominantly Eurocentric curriculum. This study investigates the factors influencing student participation in IK-based entrepreneurship programs, emphasizing how IK can enhance inclusive innovation, job creation, and socio-economic development. It is premised on the notion that entrepreneurship education should incorporate cultural relevance and sustainability alongside economic objectives. A mixed-methods research design was employed, using a quantitative approach that involved a cross-sectional survey of 215 students and qualitative that included key informant interviews and focus group discussions. Data was gathered through a structured questionnaire covering awareness of IK, perceived value, curriculum exposure, and experiential learning. Descriptive statistics were used for demographic analysis, and binary logistic regression was used to identify determinants of participation. The dependent variable was participation (1 = Yes, 0 = No), and independent variables included IK familiarity, perceived importance, institutional support, and entrepreneurial benefits. The model was estimated using maximum- likelihood estimation, and goodness- of- fit was evaluated using the Hosmer–Lemeshow test. Reliability and validity were verified using Cronbach' s alpha and expert review. The findings revealed that the model was statistically significant, explaining 32% of the variance and correctly classifying 72% of cases. Notably, IK familiarity, perceived importance, and institutional support significantly enhanced participation. Students with greater IK familiarity were more than twice as likely to engage in these programs (OR = 2. 2.27). Overall, while attitudes toward IK were positive, limited practical exposure underscores the need for stronger curriculum integration and enhanced experiential learning opportunities. Repositioning Indigenous Knowledge Utilisation in "Studentrepreneurship" requires curricula and institutional transformation, however, for effective and optimized utilization.