Keywords
Health sciences education; curriculum translation; indigenous languages; Sub-Saharan Africa; scoping review protocol, Interprofessional education, Narrative analysis, Policy analysis, Professional practice
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Ngcobo SJ, Zhandire T, Luvuno Z et al. Translation of health sciences curricula into indigenous languages in sub-Saharan Africa: a scoping review protocol [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:657 (https://doi.org/10.12688/f1000research.163337.1)
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Study Protocol
Translation of health sciences curricula into indigenous languages in sub-Saharan Africa: a scoping review protocol
[version 1; peer review: awaiting peer review]
PUBLISHED 04 Jul 2025
OPEN PEER REVIEW
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Abstract
Corresponding author:
Tracy Zhandire
Competing interests:
No competing interests were disclosed.
Grant information:
The author(s) declared that no grants were involved in supporting this work.
Copyright:
© 2025 Ngcobo SJ et al.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: Ngcobo SJ, Zhandire T, Luvuno Z et al. Translation of health sciences curricula into indigenous languages in sub-Saharan Africa: a scoping review protocol [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:657 (https://doi.org/10.12688/f1000research.163337.1)
First published: 04 Jul 2025, 14:657 (https://doi.org/10.12688/f1000research.163337.1)
Latest published: 04 Jul 2025, 14:657 (https://doi.org/10.12688/f1000research.163337.1)
Introduction
Translating the health sciences curriculum into indigenous languages has considerable potential to mitigate health inequities.1 Providing healthcare workers with training in their native languages enhances their understanding of course material, hence better preparing them to serve different linguistic and cultural communities.2 Furthermore, it promotes community involvement and cooperation by recognizing and appreciating the linguistic and cultural diversity present within the population.3
Moreover, translating the curriculum into indigenous languages not only aids healthcare professionals nonetheless, also enriches the academic background of healthcare students. Studies indicate that students are more inclined to comprehend intricate topics when articulated in their native language, resulting in enhanced learning and knowledge retention.4 Consequently, enhancing educational access for individuals who may lack proficiency in the predominant or official languages utilized in academic environments.5
Furthermore, translating curriculum information into indigenous languages enhances the cultural relevance and significance of instructional materials for students. This method promotes a more profound comprehension of health ideas within their cultural framework.6 The translation of health sciences curricula into indigenous languages tackles linguistic gaps, promotes cultural inclusivity, and enhances the efficacy of healthcare education.
Recent years have seen a growing acknowledgment of the necessity to incorporate indigenous knowledge and traditional healing techniques into medical curricula.7 Several medical schools in Sub-Saharan Africa have implemented courses or modules on traditional medicine, cultural competence, and cross-cultural communication to equip healthcare professionals for effective practice in varied and multicultural environments.8
The concept of curriculum translation encompasses the process of modifying educational materials, courses, or programs to suit different linguistic and cultural contexts.9 Within the realm of health sciences, the term refers to structured educational programs aimed at preparing individuals for careers in diverse health-related fields such as medicine, nursing, public health, pharmacy, dentistry, and allied health professions.10
In the context of this scoping review, curriculum translation specifically pertains to the adaptation of health sciences curriculum into indigenous languages within Sub-Saharan Africa. This adaptation extends beyond mere language conversion; it involves careful consideration of cultural, linguistic, and contextual nuances to ensure that the curriculum is not only linguistically appropriate but also culturally sensitive and relevant to the target audience.
The goal of curriculum translation in this context is to overcome linguistic and cultural barriers, increase access to healthcare education, and promote inclusivity in indigenous communities. By tailoring educational content to students’ linguistic and cultural backgrounds, curriculum translation aims to enhance knowledge retention, student engagement, and health outcomes in these populations. This scoping review seeks to explore the current status, challenges, and best practices for translating health sciences curricula into indigenous languages in Sub-Saharan Africa, providing a foundation for future research and policy development. The review will map existing practices, identify challenges, and propose strategies for effective curriculum translation by addressing the following key questions:
1. What indigenous languages are represented in health sciences curricula in Sub-Saharan Africa?
2. Which aspects of health sciences curricula (e.g., medicine, nursing, public health) have been translated into indigenous languages in Sub-Saharan Africa?
3. What methodologies and procedures are employed to translate health sciences courses into indigenous languages in Sub-Saharan Africa?
Methods
This scoping review will be guided by Arksey and O’Malley’s Arksey and O’Malley,11 methodological framework, as outlined in the Joanna Briggs Institute (JBI) manual for evidence synthesis.12 The review will follow six key stages: first, the research question guiding the review will focus on, what are the approaches, strategies, and evidence related to translating health sciences curricula into indigenous languages in Sub-Saharan Africa? To identify relevant studies, a systematic search will be conducted across multiple databases, using a predefined set of search terms and inclusion criteria. Only studies published between 2004 and present in English will be included, and those that do not meet the criteria, such as non-peer-reviewed studies or studies outside the review’s scope, will be excluded.
Study selection will be a two-stage process: titles and abstracts will be screened, followed by full-text review. Two independent reviewers will perform the screening, with disagreements resolved through discussion or a third reviewer. Data extraction will be carried out using a standardized charting form to capture essential details, such as study design, population characteristics, and key findings. This stage will also be performed by two independent reviewers to ensure consistency. The results will be collated and summarized qualitatively, with studies grouped by themes related to the research questions. A narrative synthesis will be used to present these findings. In the final stage, a stakeholder consultation will be conducted with relevant stakeholders, including healthcare professionals, researchers, and policy-makers, to refine the findings and ensure their relevance to practice and policy. The review has been registered with the Open Science Framework (OSF), and reporting will follow the PRISMA-ScR guidelines.12–14
The study is set to begin in August 2025 and conclude by March 2026, covering all phases of data collection, analysis, and reporting. While the primary aim of this scoping review is to map the breadth and scope of the literature rather than assess the methodological quality of individual studies, the relevance of studies will be rigorously evaluated during both the selection and synthesis phases. Specifically, the studies will be assessed based on their alignment with the research question, study design, and other contextual factors.
Scope of the review
This scoping review aims to explore two key areas: (1) the translation of health sciences curricula into indigenous languages in Sub-Saharan Africa, and (2) the methodologies and practices employed in the adaptation of these curricula. While the need for culturally and linguistically appropriate health education is a global issue, this review specifically focuses on Sub-Saharan Africa due to its unique linguistic diversity, cultural context, and healthcare needs. The challenges and practices in this region may differ significantly from those in other parts of the world, necessitating a focused exploration of the translation processes, the languages involved, and the cultural considerations that influence curriculum development. By examining both the translation practices and the educational outcomes, this review aims to provide a comprehensive understanding of how adapting health sciences curricula to indigenous languages can enhance healthcare education accessibility and effectiveness in Sub-Saharan Africa.
Stage 1: Identification of the review question
The Population, Concept and Context (PCC) framework,15 was used to identify the main concepts in the primary review question and inform the search strategy ( Table 1). This review addresses the following research questions and objectives.
Table 1. PCC framework.
Primary research questions
What are the approaches, strategies, and evidence related to translating health sciences curricula into indigenous languages in Sub-Saharan Africa?
Objectives to address these questions
1. To identify the indigenous languages represented in health sciences curricula in Sub-Saharan Africa.
2. To examine the aspects of health sciences curricula (e.g., medicine, nursing, public health) that have been translated into indigenous languages in the region.
3. To analyze the methodologies and procedures used for translating health sciences courses into indigenous languages in Sub-Saharan Africa.
Stage 2: Identification of relevant studies
Comprehensive searches will utilize keywords related to the interventions. A comprehensive search strategy was developed to identify relevant studies. Multiple databases, including PubMed, Scopus, Web of science, African Journals Online (AJOL), Africa-Wide Information, CINAHL (Cumulative Index to Nursing and Allied Health Literature), PsycINFO, ERIC (Education Resources Information Center), Linguistics and Language Behaviour Abstracts (LLBA), and Embase, will be searched using appropriate keywords and Boolean operators. The relevant Boolean operators (AND, OR) and search strings are shown in Figure 1. Truncations will also be used to broaden the search. All search results will be imported into the Endnote 21 before being loaded to Rayyan.
Figure 1. Sample search strategy pretested on 21 September, including key MeSH terms and Boolean operators used to identify relevant studies for the scoping review.
To ensure comprehensive coverage, additional sources will be consulted, including institutional repositories and organizational websites for reports, policy documents, and non-peer-reviewed materials related to health sciences curricula translation and indigenous languages in Sub-Saharan Africa. Additionally, consulting subject matter experts, contacting relevant organizations or institutions, and hand-searching reference lists of key articles will help identify further relevant literature. This multi-faceted approach ensures a thorough identification of literature on the translation of health sciences curricula into indigenous languages in Sub-Saharan Africa.
Screening and data management
Initially, we planned to use EndNote 21,16 a proprietary software developed by Clarivate Analytics, for reference management. However, to align with open-access principles, we have opted to utilize Zotero 7.0.15,17 a free and open-source alternative offering similar functionalities. For article screening and management, we will use Rayyan,18 a free web-based tool designed to streamline the screening process. Rayyan will be used to store, organize, and remove duplicate records as well as facilitate screening, data extraction, and charting. Non-English grey literature selected for inclusion will undergo translation, with relevant data systematically extracted. This approach ensures efficient management, transparent documentation, and systematic tracking of study selection process.
Stage 3: Study selection
The following criteria will guide the inclusion and exclusion of studies:
Inclusion criteria
In addition to the parameters on the search strategy, as shown in Figure 1, studies will be included if they addressed the study PCC ( Table 1).
Exclusion criteria
1. Studies conducted in non-formal educational settings, such as community workshops or informal training sessions.
2. Opinion pieces, editorials, or commentaries – unless they provide empirical data, they may not contribute meaningfully to the review.
3. If a study discusses general education but not health sciences, it may not be relevant.
4. If a study focuses on translation but not into indigenous languages, it should be excluded.
5. If geographical scope is a key factor, explicitly exclude studies from other regions.
Geographical focus
This review will focus exclusively on studies conducted in Sub-Saharan Africa, as this region faces unique linguistic, cultural, and educational challenges in health sciences education. Studies from regions outside of Sub-Saharan Africa will be excluded, as the factors influencing curriculum translation and the effectiveness of interventions may not be directly applicable to the specific socio-cultural and linguistic contexts of Sub-Saharan Africa. The review will highlight the specific challenges faced in translating health sciences curricula into indigenous languages in the region, aiming to improve healthcare education accessibility and relevance.
Screening process
The study will undergo three stages of screening: title screening, abstract screening, and full-text screening. In line with standard review practices, any discrepancies in study selection will be resolved through discussion and consensus among reviewers. The primary reviewers (TZ and SJN) will independently screen titles and abstracts based on the predefined inclusion and exclusion criteria. If disagreements arise, a third reviewer will be consulted for resolution. For full-text screening, TZ and SJN will independently assess the included full-text articles. To ensure reliability and validity, a third reviewer will randomly select 10% of the full-text articles for independent evaluation and validation of final inclusion decisions. Any conflicts will be resolved through discussion, with a third reviewer involved when necessary.
All reviewers will adhere to a strict screening protocol to ensure consistency. Rayyan will be used for screening titles, abstracts, and full texts. Additionally, support from a librarian will be sought to enhance the search and screening process. The study selection process will be summarized using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework14 (see Figure 2).
Figure 2. PRISMA flowchart illustrating the search and study selection process, showing the number of records identified, screened, and included in the final review.
Stage 4: Charting of the data
A customized data charting form will be used to systematically capture relevant information from the studies included in the review. This will include study characteristics (e.g., author(s), publication year), study design, indigenous languages represented, types of health sciences curricula translated, translation methods, and key findings (see Table 2). This structured approach ensures comprehensive synthesis and interpretation of all pertinent information from the selected studies.
Table 2. Data charting form.
Consideration of study quality and data extraction process
In this scoping review, we will include a variety of study designs—randomized controlled trials (RCTs), observational studies, and qualitative research—to capture a broad spectrum of evidence on the translation of health sciences curricula into indigenous languages in sub-Saharan Africa. Each study design contributes uniquely: RCTs assess intervention efficacy, observational studies provide real-world applications, and qualitative research explores contextual factors influencing translation practices. We will consider variations in sample sizes and population characteristics, which may impact the findings’ relevance and generalizability.
To ensure consistency and accuracy, we will develop calibrated data extraction forms or pre-tested templates tailored to the review’s objectives and aligned with established scoping review guidelines. These forms will be piloted on a subset of included studies before full-scale data extraction. The pilot phase will help refine the forms, clarify ambiguities, and ensure effective data capture. Any adjustments needed based on feedback from the pilot phase will be incorporated to enhance the reliability of the data extraction process.
Data extraction will be performed independently by multiple reviewers to minimize bias and errors. Each reviewer will extract data from the same set of studies, and any discrepancies will be resolved through discussion and consensus. If consensus cannot be reached, a third reviewer will be consulted to make the final decision. This dual-review approach is recommended to increase the accuracy and reliability of data extraction, ensuring methodological rigor in our scoping review and providing reliable data to inform our research questions.
Stage 5: Collating, summarizing, and reporting the results
The study selection process will be presented using a PRISMA-ScR flowchart19 to ensure transparency. A narrative synthesis approach will be used to summarize and analyze the extracted data, incorporating both global and regional perspectives on the translation of health sciences curricula into indigenous languages. The extracted data will include key details such as author(s) names, year of publication, study design, study population, translation methods, study setting, aims, geographic location, and key findings. This will provide a structured overview of the existing evidence base.
Findings will be organized thematically, with categorization based on the types of health sciences curricula translated, translation methods used, and their effectiveness. The review will further categorize the challenges and best practices identified in translating curricula, as well as the effectiveness of these translated materials. The review will also highlight successful translation initiatives from different regions in Sub-Saharan Africa, facilitating a comparative analysis of regional variations in translation approaches and identifying best practices that could be adapted to other settings.
Descriptive statistics may be employed to summarize the key characteristics of the included studies. Findings will be presented through tables, charts, and narrative summaries to enable clear interpretation and cross-regional comparisons. Visual representations, such as conceptual frameworks, may also be used where applicable to illustrate relationships between translation methods, curriculum types, and contextual influences.
The implications of these findings will be explored in terms of research, practice, and policy formulation. This will ensure that the review contributes to evidence-based decision-making regarding the translation of health sciences curricula in Sub-Saharan Africa. Given the exploratory nature of scoping reviews, which aim to provide an overview of existing literature on a concept or intervention,19 formal quality appraisal of the included studies may not be conducted. However, methodological rigor and trustworthiness will be considered during the synthesis and interpretation of the data to ensure a comprehensive and contextually relevant analysis.
Stakeholder consultation
Consultation is a vital component of Arksey and O’Malley’s scoping review framework, ensuring that the findings are relevant, comprehensive, and practically applicable. In this scoping review, stakeholder consultation will be conducted to refine the results and enhance their utility for future implementation. Key stakeholders will include public health practitioners, policymakers, researchers, and representatives from organizations involved in health education, curriculum development, and language preservation in Sub-Saharan Africa. These individuals will be selected based on their expertise in health sciences education, curriculum translation, and the intersection of language and health practice.
Consultations will be conducted through virtual or in-person meetings, depending on availability and logistical considerations. Engagement methods will include structured discussions, surveys, or focus groups to gather insights on the applicability of the findings and the potential impact of translated health sciences curricula on educational practices. Stakeholder input will help to validate the results, identify any gaps in the translation process, and refine key themes related to best practices and challenges in the curriculum translation.
This consultation process will occur during the final stages of data synthesis, allowing stakeholders to inform the interpretation of the results and shape the final recommendations. Their feedback will be systematically integrated into the discussion and conclusion sections to ensure that the review’s findings align with real-world needs and decision-making, particularly with regard to the translation of health sciences curricula into indigenous languages in Sub-Saharan Africa.
Dissemination plan
1. Peer-reviewed publications: Findings will be submitted to journals on health education, language, curriculum development, and public health in Sub-Saharan Africa, ensuring accessibility for the academic community, researchers, educators, and policymakers.
2. Conference presentations: Results will be shared at national and international conferences focused on health education, language preservation, and public health, fostering collaboration and further discussion.
3. Policy briefs: Concise policy briefs will be created for policymakers, educators, and public health officials, offering actionable recommendations on translating health sciences curricula into indigenous languages.
4. Data sharing via OSF: Relevant data and findings will be publicly shared on the Open Science Framework (OSF), promoting transparency and enabling further research.
These strategies aim to ensure the findings reach key stakeholders and maximize impact on curriculum development and health education in Sub-Saharan Africa.
Limitations of the study
1. Some relevant grey literature may be inaccessible due to restrictions, lack of availability, or language barriers.
2. Differences in translation methodologies across Sub-Saharan Africa may complicate synthesis and the identification of best practices.
3. Lack of standardized reporting in some studies may make it difficult to assess the quality of translation practices.
4. Older studies may not reflect current practices, limiting the generalizability of the findings.
5. Variations in healthcare systems and language policies within Sub-Saharan Africa may limit the transferability of findings to all countries in the region.
Discussion
Language preservation is essential for maintaining the cultural identity and legacy of indigenous groups.20 Translating health sciences curricula into indigenous languages enhances healthcare access while supporting language revitalization, fostering cultural pride and resilience.21 Indigenous groups face significant healthcare access challenges due to linguistic and cultural barriers.22 By training healthcare providers in indigenous languages, healthcare equity and provider-patient understanding can improve.
Since healthcare beliefs vary across cultures, indigenous perspectives on health are often unique.23 Effective patient care is more achievable through culturally relevant curricula that align with these diverse beliefs. In Sub-Saharan Africa, health sciences training is primarily community-focused, emphasizing health promotion, prevention, education, and social determinants.24 Given the regional disease profile, a primary healthcare-oriented medical curriculum is essential.19,25 Historically, medical curricula in Sub-Saharan Africa have adhered to Western accreditation standards rooted in biomedical perspectives.26 This review initiates a shift towards contextually relevant medical education that centers on African community needs and engagement.
It is important to note the linguistic diversity in Sub-Saharan Africa, where over 2,000 languages are spoken.27 Translating health sciences curricula into these languages presents both challenges and opportunities. The varying degrees of language proficiency across regions and the complexities of ensuring accuracy in medical terminology across different indigenous languages necessitate careful planning and collaboration with local language experts.28 Ensuring the correct translation of technical medical terms is essential for providing effective healthcare education.
Beyond healthcare, translating curricula into indigenous languages has the broader social and economic implications. Education in a one’s native language has been shown to improve academic performance, which can increase employment opportunities and social mobility.29 Empowering students with education in their own language fosters community cohesion and reinforces cultural identity, which can positively affect local and national development.30
Improving health literacy is another important outcome of translating health sciences curriculum into indigenous languages. Effective communication between healthcare providers and patients is crucial in ensuring better health outcomes. When patients understand medical terminology in their own language, it reduces miscommunication, improves compliance with medical advice, and enhances overall health outcomes.31 Training healthcare providers in these languages ensures they are equipped to meet the needs of indigenous communities, promoting better patient care and reducing health disparities.
Technological innovations, such as e-learning platforms and mobile applications, can play a significant role in overcoming logistical barriers to translating health curricula across diverse and remote regions of Sub-Saharan Africa. These platforms can deliver translated educational materials in a flexible and scalable manner, increasing access to healthcare training in indigenous languages.32 The integration of technology allows for more widespread dissemination of educational content and enables healthcare workers in underserved areas to access and benefit from culturally relevant training programs.
This initiative aligns with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education). By promoting healthcare education in indigenous languages, this initiative supports the goal of equitable healthcare access and quality education for all.33 This approach also supports SDG 10 (Reduced Inequality), as it addresses educational and health disparities that disproportionately affect indigenous communities.
Authors’ contributions
SJN, ZML, WHC, CTN, GBM, BPN, SED, and DN conceptualized the study, with SJN leading its design and development. SJN and TZ drafted the initial manuscript, refining the scope and methodology. All authors contributed to designing the study, defining research questions, developing the methodology, and reviewing the protocol framework. They also provided iterative feedback, participated in discussions, and reviewed and approved the final manuscript.
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how to cite this article
Ngcobo SJ, Zhandire T, Luvuno Z et al. Translation of health sciences curricula into indigenous languages in sub-Saharan Africa: a scoping review protocol [version 1; peer review: awaiting peer review]. F1000Research 2025, 14:657 (https://doi.org/10.12688/f1000research.163337.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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