Decolonizing Global Education: A Sustainable Paradigm for Inclusive Knowledge Systems and Equitable Development in the 21st Century

This paper examines the transformative potential of decolonizing global higher education to align with Sustainable Development Goals (SDGs), emphasizing the integration of Indigenous African knowledge systems and China-Africa collaborations. Through a comprehensive review of decolonization frameworks, policy innovations, and cross-continental partnerships, the study highlights the necessity of dismantling colonial legacies in education to foster culturally relevant, equitable, and sustainable practices. Methodologically, it synthesizes case studies, participatory approaches, and systemic analyses to explore the synergies between Indigenous epistemologies (e.g., Ubuntu) and global metrics (e.g., China’s Coupling Coordination Degree model). Key findings reveal that localized SDG education models, digital infrastructure advancements, and inclusive pedagogies empower students to address socio-economic disparities, climate change, and inequality. The study concludes that a decolonized, "glocal" educational paradigm—rooted in relational ethics, technological innovation, and participatory governance—can bridge the gap between local contexts and global sustainability agendas. This approach not only reimagines education as a catalyst for planetary regeneration but also underscores the imperative of epistemic justice and intercultural collaboration in achieving the 2030 Agenda. The paper advocates for a radical shift toward education systems that prioritize communal well-being, ecological balance, and equitable development.