Postsecondary education for individuals with intellectual disabilities (ID) is increasingly recognized as a vital part of social justice and equity. However, inclusion often remains superficial and limited in higher educational institutions. This issue partially stems from lingering colonial legacies that have shaped predominantly Eurocentric curricula and institutional cultures, which have insufficiently addressed the complexities of cultural identities, epistemologies, and diverse learning needs. Decolonizing higher education through multicultural pedagogies offers a critical, transformative pathway to foster greater equity, social justice, and a genuine sense of belonging for students with ID, especially those from racial and cultural minority backgrounds.

This study includes a systematic review of existing research discussing decolonization in higher education from the perspective of multicultural education. It emphasizes the importance of prioritizing the voices and lived experiences of students with ID. The research employed a rigorous search strategy, selecting 45 articles published between 2015 and 2025 across major academic databases, including ERIC, Scopus, and Google Scholar. Quality assurance was conducted in accordance with PRISMA standards to ensure transparency, methodological rigor, and reproducibility. Both qualitative, quantitative, and mixed-methods studies were included to provide diverse perspectives.

A thematic synthesis was used to analyze the qualitative data, identifying key themes such as inclusion policies, innovative pedagogies, institutional support mechanisms, and, notably, first-person narratives and student experiences. This synthesis offers practical examples of how (1) multicultural and decolonial pedagogical goals can challenge and reshape dominant Eurocentric narratives and (2) improve student empowerment, identity affirmation, and culturally responsive teaching. Critical issues also emerge concerning gaps in the current literature regarding the voices of students with ID, especially those from diverse racial and cultural backgrounds. Structural challenges include the lack of culturally responsive curricula, limited access to support services, and policy gaps related to intersecting identities and systemic barriers.

In conclusion, the thematic synthesis highlights that pedagogies rooted in decolonial and multicultural frameworks are not merely tools for promoting more inclusive knowledge but also function as spaces of social and cultural change where students can incorporate their culture and worldview into their studies. It advocates for collaborative and participatory processes that engage educators, policymakers, students, and community stakeholders to jointly shape learning environments and institutional policies that truly recognize students’ diverse needs and abilities. Ultimately, this systematic review urges coordinated efforts to decolonize higher education through curriculum reform, teaching practices, and policy changes, addressing the epistemic violence caused by colonial and modern forms of knowledge production, especially in Africa. Such transformation is essential not only for increasing access to education but also for nurturing a sense of belonging, validating identities, and unlocking the full potential of students with intellectual disabilities from diverse racial and cultural backgrounds.

Keywords: Decolonization, Higher Education, Multicultural Education, Marginalized, Intellectual Disabilities.