Decolonizing university education—the concerns consuming Indian students regarding the compulsory isiZulu module at UKZN

A study conducted at the University of KwaZulu-Natal (UKZN) investigated Indian students' attitudes towards a compulsory isiZulu module, which has been in place for approximately a decade. Utilizing both quantitative questionnaires and qualitative interviews, the research assessed student perspectives, the impact on isiZulu usage, and communication abilities post-module completion. The study indicates that social variables contribute to divisions between Indian and Black African communities, and observed limited multilingualism among students.

Why it matters

This research provides insights into the operational effectiveness and social impact of mandatory language education policies within diverse institutional settings. Understanding student attitudes and the influence of social dynamics is crucial for developing inclusive educational strategies and fostering inter-community cohesion.

Key insights

• The compulsory isiZulu module at UKZN has been implemented for about ten years, intended as an innovative initiative.
• The study specifically focused on the attitudes of Indian students towards this compulsory module.
• Research methodology included both quantitative questionnaires and qualitative interviews to gather student insights.
• Key areas of assessment included student attitudes towards the module, isiZulu language usage, and communication abilities after completing the module.
• The study highlights that social variables contribute to divisions between the Indian and Black African communities.
• Observations suggest limited multilingualism among the student population surveyed.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1860563