Indigenous music fosters cultural preservation, innovation, and social change while promoting multicultural education in South African universities

This study explores the role of indigenous music in advancing cultural preservation, pedagogical innovation, and social change in South African universities through a systematic thematic review of peer-reviewed literature. It argues that integrating indigenous music into higher education curricula strengthens cultural identity, epistemic justice, and student engagement. Guided by Cultural Historical Activity Theory and Critical Pedagogy, the study frames indigenous music as a legitimate knowledge system within curriculum transformation debates. The findings demonstrate that indigenous music supports curriculum decolonization, intercultural dialogue, and socially responsive teaching practices. Rather than reporting empirical participants, the review synthesizes thematic patterns across studies addressing policy, pedagogy, and institutional culture. Key challenges include limited resources, inadequate staff training, and resistance to epistemic change. Despite these constraints, indigenous music emerges as a catalyst for inclusivity and critical citizenship. The article concludes by recommending institutional policy alignment, staff capacity development, and curricular support in higher education.