Abstract
This paper reimagines the future of the university through the lens of tertiary education in small island and postcolonial contexts, where institutions are often labeled as “under-resourced.” Instead, we adopt the term misresourced to highlight the structural inequalities and misplaced priorities that perpetuate educational disparities. The study explores how universities in these settings can become sites of transformation by linking teaching, assessment, and research in ways that prepare learners for meaningful work, responsible citizenship, and evolving identities. Central to this investigation is the concept of knowledge ecologies—collaborative, dynamic systems that value multiple ways of knowing and foster the co-production of knowledge between students, educators, and communities. We examine how participatory and culturally responsive teaching methods, coupled with inclusive and formative assessment practices, can empower learners and make higher education more relevant to local realities. These practices challenge traditional hierarchies in academia and promote a more fluid integration between research and instruction. Drawing from a case study of Entrepreneurship course redesign, this paper argues for a redefinition of tertiary education quality—one that goes beyond standardized metrics to consider relevance, relationality, and resilience. By foregrounding equity, contextual and authentic learning, and codesigned curricula this study contributes to broader discussions on the future of the university, particularly in the Global South. Ultimately, it calls for a shift in how we conceptualize resources, expertise, and learning environments in higher education.
Presenters
Guido RojerAssociate Professor, University of Curaçao Dr. Moises da Costa Gomez, Curacao
Details
Presentation Type
Theme
KEYWORDS
Tertiary Education, Knowledge Ecologies, Decolonization
