In the past two decades, the concept of decolonisation of higher education in South Africa gained momentum. Amidst this growing concern, the role players in the education sector have interrogated their role in this discourse and examined how curricula and pedagogical approaches can stand up to this call for decolonisation. Some decolonial theorists have associated the concept with changing the nature of knowledge, shifting our position in relation to knowledge, and economic transformation. Even though there are multiple views and schools of thought, the question that remains unanswered in curriculum development is what the concept of decolonisation will look like in technologically advanced university settings