Africanisation is a way to decolonise and transform the tertiary education environment. After discussing the need for the localisation of information systems (IS), specifically the human-computer interaction (HCI) and business analysis (BA) sub-disciplines, the results of an empirical study are provided and analysed. African case studies were used in an HCI and a BA module at an open-distance e-learning institution in South Africa. The students were required to apply theoretical principles to localised scenarios, thus raising awareness of the need for academic Africanisation and nurturing their critical thinking skills. The teaching and learning interventions took place during the COVID-19 pandemic. The article reports on students’ narrative comments regarding these endeavours. The narrative data was analysed qualitatively. Although some participants questioned the need for Africanisation in education and suggested looking at global examples instead, they acknowledged the Western bias in current HCI and BA textbooks and study material. The participants expressed the need to be prepared to work in international markets, on the one hand, while acknowledging the need for more African examples in the study material, on the other hand.