This chapter discusses the move towards decolonising psychology education within higher education institutions in South Africa. By drawing on postcolonial theory and indigenous knowledge systems, we examine how Western-centric psychology curricula often fail to address the lived experiences and cultural contexts of South African students and communities adequately. Through using a systematic review of existing literature and qualitative analysis of current pedagogical practices, this study investigates the opportunities and challenges in reimagining psychology teaching to incorporate African epistemologies, Ubuntu philosophy, and culturally responsive methodologies. The findings indicate significant gaps between Western psychological frameworks and local African contexts, highlighting the necessity for transformative pedagogical approaches that honour indigenous knowledge systems while maintaining rigour in academic settings. We propose a framework for decolonising psychology education that integrates African worldviews, community-based learning, and culturally sensitive research methodologies. This chapter contributes to ongoing dialogue and debates about psychology curriculum transformation in post-apartheid South Africa and offers practical recommendations for educators who seek to create more inclusive and relevant psychology programmes.