Decolonizing Engineering Education: A Systems Approach to Global Accreditation and Indigenous Knowledge Integration

Abstract

Engineering education is increasingly shaped by global accreditation frameworks that influence curricular design, assessment standards, and graduate competencies. While agreements like the Washington Accord promote the mutual recognition of engineering qualifications, they often embed Western-centric norms that risk marginalizing Indigenous Knowledge Systems (IKS) and context-specific approaches. This review critically examines how international accreditation structures interact with efforts to decolonize engineering education, focusing on the integration of IKS and cultural competence within globally benchmarked curricula. Using a systems approach and a PICO (Population, Intervention, Comparison, Outcome) framework, the study synthesizes peer-reviewed literature drawn from major databases, prioritizing works on accreditation reform, Indigenous engagement, and culturally responsive pedagogy. Findings reveal that although frameworks such as ABET and EUR-ACE advance outcome-based education, they frequently lack mechanisms to accommodate local knowledge systems. Regional initiatives from Canada, South Africa, New Zealand, and Southeast Asia demonstrate promising models that embed IKS into curriculum and assessment; however, widespread adoption is hindered by limited legal mandates, inconsistent faculty development, and insufficient feedback loops between communities and institutions. The review argues that meaningful decolonization requires systemic transformation across global, national, and institutional levels. Key strategies include revising accreditation criteria to recognize IKS as a legitimate form of knowledge, mapping core engineering courses to cultural competencies, and investing in faculty development that supports decolonial pedagogies. By highlighting leverage points for reform, this study contributes to the growing discourse on making engineering education more inclusive, context-sensitive, and socially responsive.