This project aims to examine current research on the integration and contribution of Indigenous Knowledge into teaching sustainability within geography education, motivated by the decolonisation of education curricula and education for sustainable development. By integrating Indigenous Knowledge Systems and their related sustainability practices, the current more Western-based geography curriculum can be decolonised. The Scopus database was utilised to do a comprehensive literature review for the study. Ten articles in all were chosen, examined, and synthesized utilising a qualitative thematic approach based on the predetermined eligibility criteria. Education for sustainable development, culturally relevant educational practices, community involvement, challenges in integrating Indigenous Knowledge and the decolonisation of knowledge systems are themes that emerged from the literature. Integrating Indigenous Knowledge in geography holds pedagogical importance and can be used to promote sustainability principles that are relevant to the contexts of South African students. While there are challenges that may arise and serve to hinder the meaningful integration of Indigenous Knowledge Systems into the geography curriculum, these challenges can be addressed with careful planning and collaboration with Indigenous communities, as well as through ongoing support for educators. Overall, these findings could be beneficial in developing educational policies and programmes that aid in the meaningful integration of Indigenous Knowledge Systems into sustainability education.

Keywords: Indigenous knowledge systems, decolonisation, sustainability, geography education.