Analyzing Policies and Faculty Views on Curriculum Decolonization at Two Public Universities in Abia State, Nigeria

This study investigates the policies and faculty perceptions regarding curriculum decolonization at the two public universities in Abia State, Nigeria. It addresses the problem of persistent colonial legacies in higher education curricula, which undermine local relevance and epistemic justice, by comparing a state-owned comprehensive university, Abia State University (ABSU), and a federal specialized university, Michael Okpara University of Agriculture (MOUAU). Using a comparative cross-sectional mixed methods design, data were collected from 146 academic staff (73 from each university) via surveys, supplemented by 38 in-depth interviews and policy document analysis. Findings reveal strong faculty consensus on the necessity of decolonization but significant gaps in understanding and implementation. MOUAU, benefiting from a clearer federal mandate and resource advantage, demonstrated more structured policy directives and higher faculty confidence in integrating indigenous knowledge, particularly in agricultural fields. ABSU’s approach was more ad hoc and symbolic. A major constraint cited across both institutions was the rigid national curriculum accreditation framework. The study concludes that effective decolonization requires moving beyond rhetorical commitment to develop concrete, discipline-specific strategies, supportive institutional policies, and more flexible national standards to enable meaningful curriculum transformation.