The purpose of this study is to gain a better understanding of what research says about current EDI initiatives to decolonize and indigenize higher education institutions and explore the benefits and challenges of Indigenization.

In 2015, Canada’s Truth and Reconciliation Commission presented 94 “Calls to Action” to facilitate reconciliation between Canadians and Indigenous Peoples, which prompted educational institutions to respond and indigenize their curriculum. The study aims to explore existing literature on benefits and challenges of Indigenization. Findings of this research will be valuable to higher education institutions in Canada in developing better practices for embedding EDI initiatives with regards to Indigenization.

A scoping review was conducted following the JBI (Joanna Briggs Institute) methodology. This research applied a narrative content analysis of relevant literature by mapping key concepts and identifying knowledge gaps.

The key databases searched were the Education Research Complete (ERC) and the ERIC (EBSCO) database. The search focused on peer-reviewed, English-language journal articles published between 2015 and 2024 (April 22), with a focus on higher education. Foreign language journal articles were excluded. Arksey & O’Malley’s (2005) five-stage scoping framework was adopted.

A total of 22 articles were included in the scoping review. Key findings were grouped into three main themes: (1) benefits of Indigenization; (2) challenges of Indigenization; and (3) Indigenization/culturally response curriculum. Benefits suggest that Indigenization aims to counter colonialism and create a sense of belonging among all students. Decolonial Indigenization has transformative potential in that it will shift power dynamics and empower Indigenous students. Moving away from seeing difference as disability will create a more inclusive curriculum. Institutions need to foster Indigenous student identity to enhance student learning. Incorporating a culturally responsive curriculum that interweaves Indigenous and mainstream knowledge will be beneficial, as will the integration of supportive educational strategies for Indigenous students.

Insight gained provide an overview of how EDI initiatives with regards to Indigenization are being addressed within higher educational institutions to create an inclusive curriculum. These findings may help higher education institutions to better inform Indigenization of the curriculum. This scoping review may have limitations as its focus is on providing an overview on the literature rather than in-depth information on Indigenization initiatives. Due to time constraints and a narrow search strategy, this scoping review may have missed some relevant studies, and further research may be needed.