This conceptual chapter investigates the potential impact of generative AI on the promotion of African indigenous knowledges and the decolonization of South African university curricula. The primary research question guiding this study is: How might the increasing integration of generative AI in higher education affect the preservation and advancement of indigenous knowledge systems and decolonial efforts in South African universities? Methodologically, this chapter employs a comprehensive literature review and critical theoretical analysis. It synthesizes insights from postcolonial studies, philosophy of technology, and educational theory to construct a robust analytical framework. The chapter is structured in five sections, each contributing to the central argument. First, it contextualizes and defines “indigenous knowledge” and “decolonisation of the university curriculum” within South Africa. Second, it analyses the influence of neoliberal technological paradigms on South African higher education. Third, it critically examines the Global North-centric development of AI and its role in perpetuating epistemic biases. Fourth, it applies Don Ihde’s postphenomenology framework, that is infused with Heidegger’s notion of enframing (Gestell) and Carl Poppers ideas of objective knowledge to unveil AI’s ideological underpinnings and potential constraints on indigenous knowledge advancement. Finally, it explores the implications of AI in creating what Deleuze terms a “society of control.” Key findings suggest that the uncritical adoption of generative AI in education risks further marginalizing indigenous epistemologies and impeding curriculum decolonisation efforts. The chapter reveals how AI, rooted in Western knowledge systems, that is owned and controlled by a minority of white Western males for profit, may reinforce existing epistemic hierarchies and potentially erode human subjectivity in educational contexts. This analysis contributes to the ongoing discourse on technology’s role in shaping educational paradigms, offering critical insights into the complex interplay between AI, indigenous knowledge, and decolonial efforts in South African higher education. It calls for a more nuanced, culturally sensitive approach to integrating AI in educational settings to preserve epistemic diversity and advance decolonial agendas.