Abstract
Indigenous foods (IF) are central to cultural heritage, sustainable diets, and food security in South Africa (SA), yet they remain underrepresented in South African Higher Education (SAHE) culinary and hospitality curriculum. This study explored second-year culinary students’ knowledge, awareness, and learning preferences regarding IF to inform curriculum reform. A quantitative descriptive survey was conducted with 128 students from a traditional university and a university of technology in Gauteng. Data were collected using a structured questionnaire and analysed using descriptive statistics. Most participants were female and lived in urban areas during school term time. While the majority had consumed at least one IF in the past year, more than half demonstrated limited knowledge or misconceptions, often misclassifying foods like spinach and lentils as indigenous. Despite this, almost all students showed strong interest in learning more and supported bilingual instruction in English and native languages. Educational resources focusing on IF were underused. Very few students frequently used textbooks, case studies, or articles; learner guides and teaching notes were more common but inconsistently applied. Class discussions only partially aligned with the South African Food-Based Dietary Guidelines (SAFBDG), with crops such as sorghum, millet, cowpeas, and morogo underrepresented. The findings reveal key curriculum gaps. Strengthening IF content through bilingual, visual, and experiential learning can improve awareness, support sustainable food systems, preserve cultural heritage, and promote public health. Systematic curriculum reform is essential for decolonising SAHE and aligning hospitality education with national dietary goals