This practice note explores the role of quality education in building inclusive societies by integrating indigenous South African musical instruments—such as the umasengwane, umtshingo, and kudu horns—into undergraduate university curricula, especially for students from underprivileged backgrounds. The study argues that including indigenous instruments not only validates and preserves local knowledge systems, but also fosters cultural pride, belonging, academic engagement, and equitable access to higher education. Drawing from postcolonial theory, ethnomusicology, and educational justice frameworks, the paper proposes a curriculum model that places indigenous music at the centre of inclusive educational transformation in South Africa.

Date of Publication: 2025