The global higher education landscape is increasingly dominated by Western-centric accreditation standards and university ranking systems, often framing institutional quality and legitimacy through a narrow, Euro-American lens. This dominance has significant implications for Indigenous universities and knowledge systems, which are frequently marginalized or devalued despite their critical contributions to cultural preservation, community engagement, and locally relevant scholarship. Drawing on a critical review of accreditation frameworks, global ranking methodologies, and case studies of Indigenous institutions, this paper interrogates whose knowledge is prioritized in global higher education. It highlights the structural inequities that favor Western epistemologies, the challenges Indigenous universities face in gaining recognition, and the broader consequences for educational sovereignty and epistemic justice. The study advocates for reconceptualizing quality assurance and recognition systems to inclusively value diverse epistemologies, promote culturally responsive higher education, and advance the legitimacy of Indigenous knowledge within global academic discourse.

Indigenous knowledge, higher education, accreditation, university rankings, epistemic justice, educational equity, decolonization, knowledge sovereignty

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