The growing global emphasis on Artificial Intelligence, data-driven research, and knowledge economies has intensified longstanding debates around the ownership, control, and ethical use of Indigenous knowledge systems. In Fiji and the wider Pacific, these debates are deeply rooted in colonial histories that facilitated the extraction, documentation, and external control of Indigenous knowledge without meaningful consent, recognition, or benefit-sharing. This paper critically examines the intersection of Indigenous knowledge, colonial legacies, and intellectual property rights (IPR) within the context of education and research in the Pacific region, with particular focus on Fiji.

Drawing on decolonial theory, critical pedagogy, and Indigenous epistemological frameworks, the study interrogates how historical and contemporary research practices have contributed to what can be conceptualized as epistemic dispossession, where Indigenous communities have been systematically excluded from ownership and governance of their own knowledge systems. The paper further explores how existing international legal instruments and policy frameworks, including those advanced by UNESCO and World Intellectual Property Organization, attempt to address issues of intellectual property protection, while highlighting their limitations in adequately safeguarding communal, oral, and culturally embedded knowledge traditions characteristic of Pacific societies.

The analysis situates Fiji within the broader Pacific discourse, emphasizing the importance of culturally responsive and community-centred approaches to research, education, and policy development. It argues that prevailing Western-centric intellectual property regimes often fail to recognize collective ownership, intergenerational knowledge transmission, and the relational nature of Indigenous epistemologies. As a result, there is an urgent need to reconceptualize intellectual property frameworks to align with Indigenous worldviews, ensuring that knowledge is not commodified or appropriated in ways that undermine cultural integrity and sovereignty.

Furthermore, the paper examines emerging efforts to reclaim ownership and agency, including the integration of Indigenous knowledge into national curricula, the development of ethical research protocols, and the strengthening of community-led governance structures. It highlights the role of higher education institutions, policymakers, and researchers in advancing equitable partnerships that prioritize informed consent, reciprocity, and benefit-sharing. The study also addresses the implications of digital technologies and AI, which present both opportunities for preservation and risks of further exploitation of Indigenous knowledge.

Ultimately, this paper contributes to ongoing scholarly and policy debates by proposing a transformative framework for reclaiming Indigenous intellectual sovereignty in Fiji and the Pacific. It calls for a shift from extractive research paradigms toward inclusive, ethical, and decolonized approaches that respect Indigenous rights, promote cultural sustainability, and ensure that knowledge production serves the communities from which it originates.

Indigenous Knowledge, Intellectual Property Rights, Decolonization, Colonial Legacies, Fiji, Pacific Islands, Research Ethics, Knowledge Ownership, Cultural Sustainability, Epistemic Justice, AI and Indigenous Data, Education Policy

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