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Focus Conference - Welcome

CONFERENCE OVERVIEW AND BACKGROUND

The Teaching with Technology Summit, hosted annually by the Teaching and Learning Development Centre at Mangosuthu University of Technology, has become a recognised national platform for advancing online learning and teaching practices and fostering innovation in higher education.

As the higher education sector continues to evolve in an era defined by Artificial Intelligence, data analytics, and digital transformation, it can no longer be business as usual. The 2026 Summit invites academics, learning designers, educational technologists, and researchers to explore what it means to design learning that truly works. This means learning that is purposeful, inclusive, and anchored in sound pedagogy.

Under the overarching theme — Designing Learning that Works: Technology, e-Pedagogy, and the Pursuit of Student Success — the Summit provides a space for dialogue and reflection on how technology and pedagogy come together to enhance engagement, belonging, and achievement. It also highlights the calibre of academic needed in this changing landscape: adaptive, reflective, and capable of aligning innovation with context and purpose.

The sixth Teaching with Technology Summit continues its tradition of connecting theory with practice by showcasing transformative approaches, research, and case studies that demonstrate how technology can be harnessed to design effective, equitable, and future-oriented learning experiences. It is a celebration of digital innovation that drives excellence and student success across the higher education sector.

SUMMIT DETAILS

Dates: 26 – 27 March 2026
Venue: Durban International Convention Centre (ICC), South Africa
Hosted by: Teaching and Learning Development Centre, Mangosuthu University of Technology (MUT)

Teaching with Technology Summit 2026

Teaching with Technology Summit 2026
Hosted by Mangosuthu University of Technology

Register Now

SUMMIT SUB-THEMES

The 2026 Summit continues its tradition of connecting theory with practice through the following sub-themes:

1. LEARNING EXPERIENCE DESIGN
  • Creating authentic, student-centred digital learning journeys
2. TECHNOLOGY FOR SUCCESS
  • Using AI, analytics, and digital tools to enhance engagement and outcomes
3. PEDAGOGY IN PRACTICE
  • Applying theory to real teaching challenges in blended and hybrid spaces
4. INCLUSIVE DESIGN
  • Ensuring accessibility, belonging, and success for all students
5. MEASURING WHAT MATTERS
  • Evaluating the impact of technology on learning and student achievement

PRESENTATION FORMATS

  • Paper Presentations (20 minutes): Share case studies, practical insights, or research findings that demonstrate effective integration of technology in teaching and learning.
  • Workshops (40 minutes): Facilitate interactive sessions that provide participants with practical tools, methods, or frameworks for enhancing digital teaching practice.
  • Panel Discussions (40 minutes): Engage in critical conversations exploring opportunities and challenges in designing effective digital learning experiences.

SUBMISSION GUIDELINES

  • Abstract Length: 250 – 300 words
  • Include: Title, author names, institutional affiliation, contact email, and preferred subtheme
  • Queries: twtsummit@mut.ac.za

• Important Dates:

  • Opening of Abstract Submissions: 31 October 2025
  • Abstract Submission Deadline: 21 January 2026
  • Notification of Acceptance: 28 February 2026
  • Registration Period: 15 November 2025 – 15 February 2026

Be part of the Teaching with Technology Summit 2026, a collaborative platform where innovation meets purpose and digital transformation is reimagined to enhance student success. Let us design learning that works, inspire new ways of teaching, and turn digital innovation into student success.

Submission Illustration

Join the Conversation

For more information, visit https://focusspace.co.za/ or contact:
Mrs Ntombikhona Nene | Coordinator | twtsummit@mut.ac.za | (031) 907 7265

Speakers

Diana Laurillard headshot
Diana Laurillard
Professor Emerita of Learning with Digital Technology, UCL Knowledge Lab
Vukile D. Mgijima headshot
Dr. Vukile D. Mgijima
Senior Lecturer, Department of English Studies, UNISA
Guest Speaker & Workshop Facilitator

Provisional 2026 Teaching with Technology Summit Programme

DAY ONE

THURSDAY
26 MARCH 2026

Time

Activity

Person Responsible

07h00 – 08:15

Registration

08:30 – 08:40

Welcome & Opening

Dr J.M Makua

08:40 – 09:10

Message from the Vice Chancellor

Prof RN Songca

09:10 – 10:15

Keynote address

Prof Diana Laurillard

10:15 – 10:45

Reflection on the keynote address

Tea Break: 10:45 – 11:05

Parallel Sessions (11:10 – 12:50)

Time

Session Chair: Dr Awonke Mbangi

Session Chair: Mr Makubalo

Session Chair: Dr TM Mthethwa

Rooms

Plenary: Room 22

Room 21 ABC

Room 21 DCE

11:10 – 11:30

Examining whether artificial intelligence undermines student independence and critical thinking in higher education

LB Moshoeu
University of Limpopo (UL)

Contours of a Generative AI-based Doctoral Education Ethics and Integrity Support Programme

Prof LOK Lategan
Central University of Technology (CUT)

Game-Based Learning for Critical Thinking in Resource-Constrained Higher Education: A Scoping Review and Contextual Framework for South Africa

B Nxumalo
AN Magwenyana
Dr A Mbangi
Mangosuthu University of Technology (MUT)

11:30 – 11:50

Empowering Lecturers as Designers: Implementing Laurillard’s Six Learning Types in Blended Learning

J Morkel
STADIO Higher Education
E Cilliers
Private
C Olivier
University of Pretoria

Spatial Pedagogy and The Orange River Paradox: Harnessing Geospatial Technologies for Water Equity and Agricultural Sustainability in the Northern Cape

Dr TA Olatoye
Dr R Kwenti
Sol Plaatje University (SPU)

Leveraging ICT tools to enhance teaching and learning at the selected secondary schools in the Eastern Cape

E Miya

11:50 – 12:10

Designing Learning That Works: Strengthening Mechanistic Reasoning in Organic Chemistry through Digital Mediation

A Magwenyana
Mangosuthu University of Technology (MUT)

Responsible Integration of AI and Digital Technologies for Improved Engagement and Outcomes in Higher Education

C Ngwenya
STADIO Higher Education

Reimagining Pedagogy for Effective Learning in Blended Environments

T Moloi

Session Chair: Dr Simphiwe Gumede

Session Chair: Ms Nozuko Mbutho

Session Chair: Dr Mpuzu Sikwela

12:10 – 12:30

When Learning Clicks: What Engages Students in Blended Contact Learning

E Venter
J Morkel
STADIO Higher Education

The Role of Digital Media Tools in Enhancing Student Engagement and Recruitment in Higher Education

M Nemasitoni
Prof T Chari
University of Venda (UNIVEN)

Investigation Challenges Faced By Primary School Teachers In Improving Teaching in Amathole East Primary School

L Hlongwe
Mr M Gwiliza

12:30 – 12:50

Enhance, Empower, Engage: An Autoethnographic Exploration of Technology Integration for Student Engagement in South African Higher Education

W Von Hagen
STADIO Higher Education

Enhancing Graduate Employability Through Innovative and Technology-Enabled Teaching Practices in Higher Education

H Hlengwa
Mangosuthu University of Technology (MUT)

Building Stronger Mentorship Bonds: Identifying and Addressing Factors That Affect Accounting Student-Teacher and Mentor Relationships: Insights from the O.R. Tambo Coastal, Eastern Cape

Z Ketwa
Dr Z Seleke
Prof BD Bantwini

Lunch Break: 12:50 – 13:50

14:00 – 14:45

Panel Discussion

Student Success Beyond the Statistics: Designing Inclusive Digital Experiences

Parallel Sessions (15:05 – 16:25)

Time

Session Chair: Mr Donald Mothisi

Session Chair: Mr Vuyani Khumalo

Session Chair: Dr Kavita Behara

Room

Plenary: Room 22

Room 21 ABC

Room 21 DCE

15:05 – 15:25

Revisiting the Pros and Cons of Artificial Intelligence in Teaching, Learning and Legal Research in South Africa

Professor I Tshoose
University of Limpopo (UL)

Reframing Reflection: Generative AI and Reflective Practice - Exploring AI-Mediated Mentoring of Lecturers in Higher Education

W Von Hagen
STADIO Higher Education

Guidelines for Using Generative Artificial Intelligence in Publication Literacy: Reflections from a South African Journal

Prof LOK Lategan
Central University of Technology (CUT)

15:25 – 15:45

Learning That Resonates: Using Culture, Humor, and Language to Improve Mathematics Outcomes

K Salaudeen
G Lukumon
P Farayola
AM Gbolagade
Emmanuel Alayande University of Education, Oyo (EAUEDOYO)

Inclusive and Culturally Responsive Online Course Design: Strategies for Diverse Student Populations

C Hingston
G Paul
Mancosa

The Impact of Artificial Intelligence (AI) on Postgraduate Studies at a University of Technology (UOT)

S Motsie
Vaal University of Technology (VUT)

15:45 – 16:05

Cultivating Care in Clinical Education: Designing Psychosocially Supportive Learning Environments for Nursing Students

L Snell-Hillermann
Dr M Coopasami-Pillay
Durban University of Technology (DUT)

Exploring the Impact of Industry Laboratory Excursion Exposure among Medical Laboratory Science Students

P Sikosana
Mangosuthu University of Technology (MUT)

Investigating the Impact of Gamified Assessment on Student Engagement and Learning: A Case Study within the Extended Curriculum Programme at the University of Pretoria.

D Paluncic
University of Pretoria (UP)

16:05 – 16:25

Human-Centred AI Analytics Framework for Enhancing Engagement, Performance, and Decision Quality in Digital Learning and Work Environments

Dr OS Ogunleyi
University of Venda (UNIVEN)

Cocktail Networking sessions: 17:30 – 20:00 at the ICC Business Lounge

DAY TWO

FRIDAY
27 MARCH 2026

Time

Activity

Person Responsible

07h30 – 08:20

Registration

08:30 – 08:45

Reflections & Closing Remarks

Dr J.M Makua, MUT.

08:45 – 10:15

Master Class - Dr VD Mgijima

From Access to Success: Leveraging Digital Tools to Foster Inclusive Learning

Tea Break: 10:15 – 10:30

Parallel Sessions (10:30 – 12:35)

Time

Session Chair: Mr ET Samkange

Session Chair: MR Lucky Mnisi

Session Chair: Mrs Thulisile Mtshengu

Room

Plenary: Room 22

Room 21 ABC

Room 21 DCE

10:30 – 10:50

Inclusive by Design, Exclusive in Practice? The Challenge of Digital Readiness in Pursuit of Student Success

N Harinarain
University of KwaZulu Natal (UKZN)

Democratizing Digital Transformation: Ensuring Equitable Access and Outcomes in Higher Education

B Ndlovu
BYC Mvuyana
MN Mkhize
Mangosuthu University of Technology (MUT)

Linking LMS Engagement and Cohort Throughput Across Faculties

LL Lekena-Bayaga
T Mofokeng
C Nyondo
Mangosuthu University of Technology (MUT)

10:55 – 11:15

Leveraging Technological Tools to Enhance Student Tracking and Success at a University of Technology: A Case Study of Academic Advising

S Mbuyazi
Dr M Khumalo
Durban University of Technology (DUT)

Digital platforms as sites for labour market success and threats: A critical discourse analysis

Prof S Ngcobo
Mangosuthu University of Technology (MUT)

Immersive Learning, Digital Inclusion and Educational Justice in South Africa: A Capability and Universal Design for Learning Perspective

M Ragolane
S Patel
Regent

11:20 – 11:40

Inclusive Digital Pedagogies for Equitable Student Success

T Moloi
R Motimele

Comparative Analysis: Virtual Reality vs. Traditional Construction Education Methods

NB Faya
BG Nqakaza
Mangosuthu University of Technology (MUT)

Visual Depictions as an Evolving Digital Communication Language for Higher Education: Cases from Post-Graduate Teacher Training

BG Nqakaza
Mangosuthu University of Technology (MUT)
RM Thompson
J Deyzel
T Liddell
L Moodley
Stadio

Session Chair: Ms Phumzile Sikhosana

Session Chair: Dr Lindelani Qwabe

Session Chair: Mr Thendo Tshekota

Room

Plenary: Room 22

Room 21 ABC

Room 21 DCE

11:45 – 12:05

Transitioning from Fixed Devices to Mobile Contexts: Analysing Digital Access and Student Mobility in Distance Education Through the Framework of the New Mobilities Paradigm.

KG Chonco
STADIO Higher Education

Reimagining Research Pedagogy in Public Administration: Designing Student Centred Digital Learning Experiences

Mr V Khumalo
Dr BYC Mvuyana
Ms T Maseko
Mangosuthu University of Technology (MUT)

Reconceptualising Technology Enabled Mentorship Models in Higher Education: Evidence from Mangosuthu University of Technology

AI Mchunu
N Buthelezi
M Mkhize
Mangosuthu University of Technology (MUT)

12:10 – 12:35

Leveraging Learning Analytics to Enhance Engineering Students’ Success in Mathematics 1 at a South African university of technology.

Dr A Zondo
Dr T Mthethwa
Mangosuthu University of Technology (MUT)

From Policy to Practice: Embedding AI into Curriculum Design for Meaningful Learning

K Pillay

Measuring Industry 4.0 Readiness in a Practice-Based Curriculum: Lessons from the JPCAT

E Holmes
Central University of Technology (CUT)

Lunch Break: 12:35 – 13:30

Parallel Sessions (13:40 – 15:40)

Time

Session Chair: Mr Cyncol Sibiya

Session Chair: Mr Vince Ndou

Session Chair: Mr Khethokuhle Chonco

13:40 – 14:00

Framework for upholding Universal Design for Learning strategies for differently abled students in institutions of higher learning

MJ Boloka
University of South Africa (UNISA)

Harnessing Learning Analytics for Transformative Feedback: A Critical Examination of FeedbackFruits and Data-Driven e-Pedagogy at the University of the Free State

MV Phejane
University of the Free State (UFS)

Designing Learning that Reinforces Belonging: Pathways to Inclusive Student Success

LP Mamogobo
University of Mpumalanga (UMP)

14:00 – 14:20

Understanding Barriers to Academic Writing Through Student Feedback: A Writing Centre Perspective at a University of Technology

Ms L Msani
Dr N Shabangu-Zulu
Mr N Nomxoko
Ms N Chonco
Mangosuthu University of Technology (MUT)

Exploring Open Distance and e-Learning (ODeL) Student Perceptions Surrounding the Factors which Contribute to University Drop-Out: A Case study of ODeL institution: Midlands Region

S Mohapi
University of South Africa (UNISA)

Digital literacy and proficiency in South Africa: An inevitable 21st-century Necessity

IM Sefoka
University of Mpumalanga (UMP)

14:20 – 14:40

Bridging the Discourse Gap: A Longitudinal Study of Language Socialisation and Academic Identity Formation in First-Year University Students

TM Makhubele
NC Maluleke
Northwest University of Technology (NWU)
University of Zululand

Investigating the influence of Technology Integration in Foundation Phase Classes

N Mnakaniso
Mr Gwiliza
Walter Sisulu University (WSU)

Designing Inclusive Digital Learning Environments to Enhance Belonging and Student Success in Universities of Technology in South Africa

S Mkize
Mangosuthu University of Technology (MUT)

Session Chair: Mr Bibin George

Session Chair: Dr Ayanda Zondo

Session Chair: Mr Lindokuhle Mkize

14:40 – 15:00

Opportunities and Constraints of Artificial Intelligence in Enhancing Student Engagement and Success in South African Universities

SS Gumede
I Sithole
Mangosuthu University of Technology (MUT)

Evaluating Data Privacy Models in Educational Environments Using Machine Learning Techniques

E Femi
N Wayi-Mgwebi
University of Mpumalanga (UMP)

Enhancing the growth mindset of intelligence through AI literacy among Chinese and South African higher education students: The mediating role of digital wellbeing

B Mtshweni
University of South Africa (UNISA)

Utilizing AR and VR to Preserve and Promote African Languages

Author: Fairhope Ntokozo Gumede, Dr ON Mbathu, Dr S Mthembu and V Mncibi

University of Zululand

Abstract:

This study explores the potential of emerging technologies such as Augmented Reality (AR) and Virtual Reality (VR) in the preservation and promotion of African languages. These languages are rapidly declining due to globalization, lack of intergenerational transmission, and the dominance of colonial languages in education and media. While previous efforts have focused on documentation and policy advocacy, this research critically investigates how digital tools can be innovatively applied to revitalize Indigenous languages within educational and cultural contexts. The aim of the study was to capture insights on existing challenges and opportunities for leveraging immersive media in language learning and cultural engagement. The study is grounded in postcolonial theory and digital humanities, which together provide a lens to examine the intersections between technology, language identity, and cultural empowerment. A qualitative research design was adopted, employing semi-structured interviews and focus group discussions with language practitioners, educators, technologists, and cultural activists across South Africa. The findings reveal that these technologies offer dynamic, immersive, and interactive learning experiences that enhance vocabulary acquisition, pronunciation, storytelling, and cultural contextualization. However, the study also identifies limitations such as digital literacy barriers, infrastructure gaps, and the risk of techno-colonialism if these tools are not locally developed or culturally grounded. This research contributes to ongoing debates in education, linguistics, and technology studies by advocating for a decolonized, inclusive digital approach to language revitalization. The study ultimately positions immersive technologies as transformative tools that, when ethically and contextually applied, can play a crucial role in preserving African linguistic heritage and promoting multilingualism.

Key words: Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR), African languages, language preservation, digital technologies, cultural heritage, multilingualism, decolonization, Indigenous knowledge systems

Identity in the Making: The Relational Impact of Mentor Teachers on the Next Generation of Educators

Author:Lindiwe Jiyane

University of Mpumalanga

Abstract:

In the pursuit of globally relevant and inclusive teacher education, mentoring has emerged as a powerful relational process that shapes not only professional practice but also professional identity. In South Africa’s school-based teacher training context, mentor teachers play a crucial role in mediating preservice teachers’ transition from learners to reflective practitioners. This qualitative study investigates how mentor teachers influence the formation of professional identity among preservice teachers during school-based teaching practice, guided by the research question: How do mentor teachers contribute to the development of preservice teachers’ professional identity during school-based teaching practice? The aim was to explore the interpersonal, pedagogical, and reflective interactions between mentor teachers and preservice teachers that foster identity construction. Vygotsky’s sociocultural theory, which views learning and identity formation as socially mediated processes within the zone of proximal development, underpinned the study. An exploratory case study design was employed, with a purposive sample of 30 participants five mentor lecturers, five mentor teachers, and twenty preservice teachers selected for their direct involvement in school-based mentoring. Data were collected through semi-structured interviews and focus group discussions, capturing rich, lived experiences. Thematic analysis revealed that mentor teachers significantly shaped preservice teachers’ sense of professionalism, confidence, and teaching philosophy. Key themes included emotional support, modeling of ethical practice, and collaborative lesson planning. Preservice teachers emphasized how authentic, respectful relationships with mentors fostered a stronger sense of purpose and belonging. The study introduces an innovative practice of identity-sensitive mentorship, highlighting relational and reflective dimensions that support the holistic development of preservice teachers. It advocates for mentorship models that integrate emotional, ethical, and pedagogical scaffolding, contributing to global discourses on inclusive mentoring by positioning professional identity formation as central to effective teacher education.
Keywords: professional identity, mentor teachers, preservice teachers, reflective practice, teacher education, Vygotsky, school-based mentoring, sociocultural theory, identity-sensitive mentorship.

Innovative Teaching Strategies for Global Classrooms: Advancing Digital Equity and Global Partnerships in Higher Education

Author:Takalani Tshiovhe

University of Venda

Abstract:

In our interconnected world, higher education is rapidly evolving to meet the diverse needs of a global society. This study explores innovative teaching methodologies designed to engage students more actively and equip them with the skills necessary to navigate the complexities of the modern workforce. The central focus is on project-based learning, flipped classrooms, and gamification, which foster critical thinking, problem-solving, and collaboration skills essential for success in various careers. Project-based learning enables students to address real-world challenges by applying theoretical knowledge in practical settings. Flipped classrooms promote engagement with instructional content outside of class, facilitating deeper exploration and discussion during contact time, while gamification integrates game elements into the learning process, enhancing motivation and enjoyment. The study underscores the importance of continuous professional development for educators to foster an environment conducive to experimentation with new pedagogical strategies. Employing a comprehensive review of primary and secondary literature and online resources, the research analyses the effectiveness of these methodologies and highlights the foundational role of digital equity in educational transformation. Ensuring equal access to essential technological tools including computers, reliable internet, and digital literacy training is crucial for enabling all students to benefit fully from these approaches. Additionally, global partnerships such as virtual exchange programmes are shown to enhance intercultural competencies and offer invaluable insights by enabling collaboration with peers from diverse backgrounds. The findings advocate for a holistic framework that integrates innovative teaching practices, equitable access to technology, and international collaboration. By implementing such a model, higher education institutions can produce well-rounded, future-ready graduates equipped to tackle real-world challenges and thrive in a dynamic global environment.

Exploring Student Learning Preferences and Demographic Influences in Blended Learning: Evidence from South African Universities of Technology

Author:Bonga Ndlovu, Ndlovu, I. B., Mvuyana, BYC; Mkhize, M.M., Khumalo, V. and Gumede, S.S.

Mangosuthu University of Technology

Abstract:

The COVID-19 pandemic catalysed a rapid transformation in South African higher education, compelling universities to integrate online learning technologies at an unprecedented scale. Despite the demonstrated benefits of online learning including enhanced flexibility, broader accessibility, and cost-effectiveness critical knowledge gaps persist regarding student preferences, engagement patterns, and comparative academic performance between online and face-to-face instructional modalities. These gaps are compounded by significant disparities in technological infrastructure, digital literacy, and institutional support systems across South African universities, creating unequal learning environments that may disadvantage certain student populations. The study examines student learning preferences within South African universities and analyses the influence of demographic variables including socioeconomic status, geographic location, age, and prior technology exposure on these preferences. Understanding these preference patterns is crucial for developing culturally responsive, evidence-based pedagogical approaches and institutional policies that address the diverse needs of South African students while maximizing learning outcomes. Employing universities of technology as primary case studies, this research utilizes a sequential mixed-methods design that integrates qualitative focus group discussions with quantitative survey data from first-year undergraduate students. The qualitative component explores nuanced student experiences and motivations, while the quantitative analysis identifies statistically significant preference patterns across demographic groups. The findings will inform institutional strategic planning for technology-enhanced learning, guide resource allocation decisions, and contribute to the development of adaptive educational frameworks that can respond effectively to post-pandemic learning demands in South African higher education. The paper concludes on the needs to explore students learning preferences and the demographic influences in advancing teaching and learning informed by institutional strategic planning. Institutions of higher learning has the responsibility of addressing the diverse needs of students while maximizing the learning outcomes.

Keywords: Learning preferences, Higher education, Educational equity, Technology-enhanced learning, Demographic factors

Shaping Global Perspectives in Higher Education: Transforming Learning Through Innovation, Digital Equity, and Global Partnerships for Student Holistic Development

Author:Siduduzile Lizzly Ndlovu

Mangosuthu University of Technology

Abstract:

In the dynamic landscape of higher education, the imperative to innovate and foster holistic student development has become paramount. This systematic literature review explores the intersection of innovation, digital equity, and global partnerships in shaping global perspectives within higher education. The study identifies a critical gap in current research concerning the transformative potential of these elements on student holistic development. By synthesizing findings from diverse scholarly sources, the review aims to elucidate how innovative educational practices, equitable digital access, and strategic global partnerships can collectively enhance student learning experiences and outcomes. This review adopts a systematic approach to collate, analyse, and synthesize existing literature from peer-reviewed journals, conference proceedings, and academic books. Through thematic analysis, the review categorizes and interprets the findings to identify recurring themes, key insights, and emerging trends. This methodological rigor ensures comprehensive coverage of the topic while providing a nuanced understanding of the current scholarly discourse. The significance of this review lies in its systematic consolidation of empirical evidence and theoretical frameworks that underscore the transformative impact of innovation, digital equity, and global partnerships on higher education. By addressing the identified gap, this study not only informs academic scholarship but also offers practical implications for policymakers, educators, and institutional leaders striving to cultivate inclusive learning environments and foster holistic student development in a globalized world. This systematic literature review advocates for a paradigm shift towards integrated approaches that leverage innovation, equitable access to digital resources, and strategic partnerships to enrich learning experiences and prepare students for global citizenship and leadership roles.
Keywords: Innovation, digital equity, global partnerships, higher education, holistic student development, global citizenship, systematic literature review

Digital Inclusion or Exclusion? Assessing the Equity of Blended Learning Models in Social Work Education

Author:Mmaphuti Mamaleka

University of Venda

Abstract:

Blended learning approaches have gained significant traction in higher education, particularly in the wake of the COVID-19 pandemic. In social work education, models that integrate traditional classroom instruction with virtual learning methods are commonly employed. While mixed learning strategies encourage creativity and flexibility in education, they also present challenges related to digital access and equity within learning environments. Students who come from disadvantaged backgrounds, such as those in rural areas or marginalized educational zones, face substantial barriers when attempting to engage with digital learning programs. The primary objective of this research project is to ascertain whether blended learning methods in social work education foster greater inclusivity or perpetuate ongoing exclusion. The study utilizes qualitative methods to evaluate the accessibility, equality, and effectiveness of blended learning for social work students across various graduate and undergraduate programs. This conceptual paper will analyze secondary data, drawing insights from published journal articles relevant to the topic at hand. These articles will provide a deeper understanding of student perceptions regarding the support systems available to them and their views on blended learning methods. The gathered information will undergo thematic analysis, and the evaluation of institutional guidelines will yield insights into the active and passive strategies employed by institutions to bridge the digital divide. The findings from this research will inform the development of equitable teaching practices and organizational policies that uphold social justice values within social work practice. Ultimately, this research aims to illuminate student perspectives on educational equity, contributing to ongoing discussions about equity structures and student experiences in the realm of online learning.
Keywords: blended learning, digital equity, social work education, digital inclusion, educational access, higher education

Tracing the Evolution of Digital Tool Integration in Blended Learning: A Mixed-Method Approach.

Author:Lungisile Hlophe

Mangosuthu University of Technology

Abstract:

Education is a complex system that requires multiple perspectives and levels of analysis to understand its contexts, dynamics, and actors’ interactions. With the rise of the digital era, there has been a significant emphasis on integrating technology-enhanced teacher education, especially through blended learning approaches. Blended learning incorporates online learning experiences that facilitate meaningful learning through flexible online information and communication technologies, reduced classroom overcrowding, and well-planned teaching and learning experiences. Blended learning is increasingly popular in renowned universities worldwide, enhancing learning standards, boosting exam passing rates, providing time flexibility, and eliminating distance barriers. This study aims to identify some of the most promising trends in blended learning implementations in higher education. It also aims to identify key trends, influential countries, top-cited publications, and emerging themes in the field of blended learning literature through the use of bibliometric analysis. Furthermore, the study investigates co-authorship networks, keyword co-occurrences, and publication frequencies as part of the process to identify the most impactful research contributions. A methods analysis will be conducted to identify the most prevalent research frameworks and data collection methods. The bibliometric component of the study will use data extracted from Scopus covering publications between 2014 and 2024. This study will significantly contribute to the ongoing discourse on digital pedagogy by providing evidence-based insights into the evolution of digital tool integration in education. Furthermore, it will identify critical research gaps and outline future directions for innovation, policy development, and curriculum redesign in technology-enhanced learning environments. This research will be of use to educators, curriculum developers, and policymakers who are interested in improving blended learning strategies through informed digital adoption.
Keywords: Blended learning, digital tool integration, technology-enhanced education, bibliometric analysis, curriculum redesign, higher education, digital pedagogy

Utilizing AR and VR to Preserve and Promote African Languages

Author:Fairhope Ntokozo Gumede, Dr ON Mbathu, Dr S Mthembu and V Mncibi

University of Zululand

Abstract:

This study explores the potential of emerging technologies such as Augmented Reality (AR) and Virtual Reality (VR) in the preservation and promotion of African languages. These languages are rapidly declining due to globalization, lack of intergenerational transmission, and the dominance of colonial languages in education and media. While previous efforts have focused on documentation and policy advocacy, this research critically investigates how digital tools can be innovatively applied to revitalize Indigenous languages within educational and cultural contexts. The aim of the study was to capture insights on existing challenges and opportunities for leveraging immersive media in language learning and cultural engagement. The study is grounded in postcolonial theory and digital humanities, which together provide a lens to examine the intersections between technology, language identity, and cultural empowerment. A qualitative research design was adopted, employing semi-structured interviews and focus group discussions with language practitioners, educators, technologists, and cultural activists across South Africa. The findings reveal that these technologies offer dynamic, immersive, and interactive learning experiences that enhance vocabulary acquisition, pronunciation, storytelling, and cultural contextualization. However, the study also identifies limitations such as digital literacy barriers, infrastructure gaps, and the risk of techno-colonialism if these tools are not locally developed or culturally grounded. This research contributes to ongoing debates in education, linguistics, and technology studies by advocating for a decolonized, inclusive digital approach to language revitalization. The study ultimately positions immersive technologies as transformative tools that, when ethically and contextually applied, can play a crucial role in preserving African linguistic heritage and promoting multilingualism.
Keywords: Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR), African languages, language preservation, digital technologies, cultural heritage, multilingualism, decolonization, Indigenous knowledge systems

The Impact of Artificial Intelligence on students cognitive skills in a South African University: A Psychological and Educational Perspective

Author:Zime Zulu

University of Limpopo

Abstract:

The advancement of technology has provided some relief in teaching and learning, by enabling the use of the online platform. This however has had a ripple effect on the cognitive capabilities of students, especially during assessments, where online tools have been used to facilitate assessments. The use of Artificial Intelligence comes into play as a go-to during assessments for students. Programmes such as ChatGPT, Spin Bot, Copilot, Grammarly and Gemini to name a few are most utilized in many South African universities. The use of these tools has had an influence in the teaching and learning space, therefore posing either a significant increase or decrease in student cognitive skills. This study seeks to unpack how Artificial intelligence tool in an educational context has had an impact of artificial on the students’ cognitive skills such as critical thinking skills, memory and problem solving skills. This article takes on the social critical approach and uses the psychological Adaptive Control of Thought Model and integrating it into an educational perspective, where shared experiences will provide for the impact Artificial Intelligence has had on cognitive skills of students. This article uses semi-structure interviews and surveys to probe experiences on the use of AI tools, focusing on Lecturers and students as participants. The University of Limpopo will be the centre of data generation with ethical considerations requested as well as literature visited. The impact should bring to light the utility of AI as to form part of the resolutions to the professional development of academic staff and provide appropriate support to students.
Keywords: Artificial intelligence, cognitive skills, critical thinking, university students, educational psychology

Advancing Global Awareness and Empathy through Inclusive Academic Advising: A Bibliometric analysis of Framework for Transformative Support Practices in Higher Education Institutions

Author:Siduduzile Lizzly Ndlovu

Mangosuthu University of Technology

Abstract:

In an increasingly interconnected and diverse academic landscape, inclusive academic advising has gained attention as a transformative tool for fostering global awareness and empathy in higher education institutions. This bibliometric analysis investigates how inclusive advising frameworks are conceptualised and implemented across scholarly literature, with a focus on support practices that recognise and respond to diverse student identities, needs, and experiences. The study aims to identify key trends, methodologies, and theoretical approaches that inform transformative support systems in higher education globally. This study employs a systematic analysis of academic publications to identify key themes, trends, and research gaps in advising approaches that promote empathy and global consciousness among students. The analysis highlights how inclusive academic advising frameworks contribute to creating supportive educational environments that respect and respond to cultural, social, and individual diversity. By synthesizing existing research, the analysis highlights effective strategies and emerging innovations that promote holistic student development and cross-cultural understanding. Insights gleaned from the bibliometric review provide a roadmap for educators, advisors, and policymakers to implement transformative practices that enhance educational experiences and prepare students to engage meaningfully in a globalized world. Furthermore, the research draws attention to the intersectionality of students’ experiences, emphasizing the importance of equity-driven, student-centered advising models. It reveals how inclusive advising not only fosters academic success but also contributes to personal growth, ethical leadership, and civic responsibility. These findings advocate for a shift from transactional advising to relational, empathetic engagement, encouraging advisors to act as catalysts for social change and inclusive excellence within their institutions. This study contributes to the discourse on educational equity and inclusivity by advocating for proactive measures in advising that transcend traditional boundaries and foster a sense of belonging and empathy among students. It calls for continued scholarly inquiry and practical application of inclusive advising frameworks to ensure equitable access to educational resources and opportunities for all students, regardless of background or circumstance.
Keywords: Inclusive academic advising, global awareness, empathy, educational equity, bibliometric analysis

From Thesis to Tenure Track: Exploring the hidden transitions of early career academics in South African universities

Author:Thabang Mokoena

Abstract:

Early career academics (ECAs) in South African universities face a complex array of challenges that extend beyond the visible demands of teaching and research. Their transition from post-graduate student to academic marks a pivotal stage in the professional trajectory of Early Career Academics (ECAs), yet this journey remains underexplored in higher education literature. Literature highlights that ECAs often face an uphill battle in establishing themselves within the academy. Leathwood (2018) contends that the first five years of an academic’s career are pivotal, as the activities and achievements during this period tend to determine long-term trajectories, either towards academic consolidation or career derailment. Much of this pressure is rooted in the widespread institutional emphasis on research performance, particularly through publication metrics and competitive grant acquisition (Sutherland, 2017). While institutional discourse often emphasises research output and teaching readiness, this study sheds light on the "other side" of transition, the emotional, identity-based, and psychological shifts that ECAs experience as they enter academia. The paper addresses a significant gap by investigating how ECAs in South Africa navigate this liminal space, often caught between former student identities and the expectations of academic professionalism. Using Schlossberg’s Transition Theory as a conceptual framework, the study adopted a qualitative, reflective design involving ten purposively selected participants from diverse academic fields. Data was generated through semi-structured interviews and narrative reflections. In addition, thematic analysis was employed to analyze data, and the findings reveal that ECAs often face a state of disorientation, imposter syndrome, and institutional culture shock, but also show resilience by drawing on mentorship, community, and personal coping strategies. As a result, this study calls for the urgent need for our higher education institutions to recognise and address the hidden costs associated with early academic careers to go beyond generic induction programmes by offering reflective and relational support mechanisms. The insights offer practical implications for humanising academic spaces, developing context-sensitive mentoring, and framing transition not merely as a structural adjustment but as a deeply personal and ongoing journey.
Keywords: Early Career Academics, Transition, Schlossberg’s Theory, Identity Formation, Reflective Practice, Mentorship, Community, Community of Practice

Leading higher education institutions through global crisis: A case study on strategies used by South Africa universities to navigate the COVID pandemic

Author:Thabang Mokoena

University of Zululand

Abstract:

Global crises have a huge effect on the leadership methods of higher learning institutions across the globe. In 2020 the COVID-19 pandemic swept across the globe, forcing South African institutions to adopt new leadership methods to buffer the effects of the global health pandemic, following the national lockdown that was instated by the government that year. In response to lockdown protocols, higher education institutions in South Africa where able to navigate the COVID-19 pandemic through implementing inter alia digital transformation strategies, online teaching strategies, diverse training and support programmes for students and staff members and emergency health protocols. However, the presence of historically configured inequality in the country, inclusively present in higher education institutions resulted in uneven adaptability to the rapidly changing government policies. This paper will therefore constitute a qualitative review study. The crisis leadership theory will be used to underpin study. Secondary sources were used to collect data. The paper will used thematic analysis to analyse findings. The findings of the study show that higher education institutions in the country were able to adapt and transition through COVID-19. Many higher education institutions in South Africa were able to undertake dynamic approaches to overcome challenges that emerged with COVID-19 such as undertaking inclusive decision-making processes with staff and students, upgrading digital structures to prepare for e-learning, designing flexible curriculum, redirecting financial responsibilities to aid students and staff gain access to resources needed for learning. However, historical inequalities, embedded in higher education institutions resulted in the presence of funding limitations in some universities, lagging mental and academic support and evident digital divide among students and staff. The paper therefore recommends that adaptability to future crisis requires higher education institutions to formulate comprehensive crisis management frameworks, continue to pursue flexible and inclusive leadership styles, upgrade physical and digital structures and strengthen collaborations with other universities at both national and global level to buffer future crisis effects. Keywords: Higher Education Institutions, COVID-19, Crisis Management, Transformative leadership, Inter-University Collaborations.
Keywords: Higher Education Institutions, COVID-19, Crisis Management, Transformative leadership, Inter-University Collaborations.

A comparative study of Chemistry I students’ and teachers’ views on translanguaging pedagogy at Mangosuthu University of Technology

Author:Nkululeko Damoyi, Mtsweni S., Mzimela S and Makhathini T.P.

Mangosuthu University of Technology

Abstract:

Translanguaging practice has become one of the critical concepts in disciplines such as education and linguistics to effect dynamic insight of multilingualism, advance equity, inclusivity, access and success in the space of learning. The main objective of the practice is to activate and draw on the students’ various language backgrounds, including semiotic and linguistic repertoires to enhance language and content learning. In 1994 South Africa emerged from an apartheid past that promoted English and Afrikaans languages spoken by minorities as the only languages of instruction in educational institutions. Generally, little has been done to reverse the incessant language barriers that negatively affect student academic progress and social integration in the South African classroom. The aim of this study was to examine the students’ and lecturers’ attitudes and perceptions towards the implementation of translanguaging pedagogy as a teaching strategy at the Mangosuthu University of Technology. The study involved lecturers from the field of Chemical Engineering and 120 Chemistry I students with data collected through structured questionnaires covering demographic information, awareness, attitudes, implementation perspectives, impact on teaching and learning. The questionnaires assessed familiarity with translanguaging, perceived benefits, feelings about multiple languages in the classroom, preparedness to implement translanguaging and practical use in the classroom. Descriptive statistics and thematic analysis were used to summarize and interpret the acquired data to provide the insights into the practical use and recommendations for improving the success of translanguaging in the classroom within the university. The findings of the study indicate a minimum level of awareness of translanguaging among the Chemistry I students and Chemical Engineering lecturers and at large, although positive attitude towards translanguaging is evident. However, there are concerns about some of the constructs such as potential confusion, lack of support and limited resources with the implementation process of translanguaging. This study suggests that implementing translanguaging strategies could enhance comprehension, participation, and cultural inclusivity, but this requires an adequate amount of training and resources.
Keywords: translanguaging, linguistics, learning and teaching, language barriers

Developing Global Competencies through Work-Integrated Learning in South African Higher Education

Author:Bongekile Mvuyana, Dr BYC Mvuyana and Ms JN Ngcobo

Mangosuthu University of Technology

Abstract:

Developing global competencies through work-integrated learning (WIL) presents a transformative opportunity for South African higher education to address the dual imperative of producing globally competitive graduates while advancing local socio-economic development. Key factors influencing the effectiveness of WIL include the formation of strategic partnerships with industry, government, and civil society organizations. This study investigates the implementation of WIL programs across diverse disciplines, with a particular focus on how South African institutions navigate the tension between preparing graduates for global mobility and addressing local skills shortages in critical sectors such as healthcare, engineering, education, and information technology. Using a systematic literature review methodology, the study synthesizes findings from peer-reviewed articles, institutional reports, and policy documents published between 2015 and 2024. Sources were identified through a comprehensive search strategy across multiple academic databases, including Scopus and Web of Science. Through thematic analysis, the study explores how South African universities employ experiential learning to develop internationally relevant competencies within the context of the country's unique developmental challenges and opportunities. The findings reveal that the successful implementation of WIL in South Africa often involves integrating indigenous knowledge systems with global best practices, creating distinctive learning experiences that equip students for both local leadership and international engagement. The study advocates for embedding the United Nations Sustainable Development Goals (SDGs) into experiential learning projects to enhance relevance and impact. It also highlights innovative WIL models emerging in the country, such as community engagement initiatives aimed at alleviating poverty and inequality, and entrepreneurship-driven programs. These initiatives foster essential global competencies, including cross-cultural collaboration, ethical decision-making, systems thinking, and adaptability skills increasingly demanded in the global workforce. The study concludes that South Africa’s approach to cultivating global competencies through WIL offers valuable insights for other emerging economies seeking to balance global integration with local development through experiential education.
Keywords: work-integrated learning, global competencies, South African higher education, international competitiveness, sustainable development

AI-Driven Skills Mapping: Bridging the Gap Between Industry Needs and Graduate Competencies – A Systematic Review

Author:Lungisile Hlophe and Thalente Lungile Nkosi

Mangosuthu University of Technology

Abstract:

The growing disconnect between graduate competencies and the evolving demands of the built environment and construction sectors has emerged as a critical concern for higher education. Graduates often enter the workforce underprepared, lacking the skills necessary to thrive in increasingly technology-driven and complex professional environments. This misalignment between academic outcomes and industry expectations underscores the urgent need for educational reform. With the rapid advancement of Artificial Intelligence (AI), there is a growing interest in utilizing AI-driven tools to bridge this skills gap through more dynamic curriculum development and proactive skills forecasting. This study conducts a systematic review of literature to examine how AI is being applied to identify, forecast, and align educational outcomes with labor market needs, particularly in the context of the built environment and construction sectors. The review is guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Peer-reviewed articles published between 2010 and 2025 were sourced from reputable academic databases, including Scopus. Studies were selected based on strict inclusion and exclusion criteria, ensuring quality and relevance. Key areas of focus include the use of AI in skills mapping, job market analytics, and education policy formulation. The findings demonstrate that AI has the potential to drive real-time curriculum updates, enhance employability, and foster stronger collaborations between academia and industry. Additionally, AI-enabled tools can help identify emerging job roles, competencies, and training needs that traditional curriculum review methods may overlook. Despite its promise, the review also identifies significant challenges, including ethical concerns, data availability and accuracy, algorithmic bias, and the limited implementation of AI in under-resourced educational contexts. These limitations highlight the importance of developing inclusive and transparent AI strategies. This review contributes valuable insights for educators, policymakers, and industry stakeholders seeking to leverage AI in transforming education to meet future workforce demands.
Keywords: Artificial intelligence, skills mapping, graduate employability, curriculum alignment, construction industry

Shaping Digital Education: The role of digital technologies and systems in improving students’ engagement in South Africa higher education sector

Author:Themba Mathebula

University of Limpopo

Abstract:

Shaping digital education entails modernising existing techniques by incorporating technology to improve teaching and learning experiences. This includes creating online courses, utilising learning management systems (LMS), and incorporating data-driven strategies for individualized learning. It also entails ensuring digital equity in the classroom and encouraging flexible, engaging, and inclusive learning environments. Therefore, this research will also investigate how technology excelled so far by answering the question why the class size needed improvements in the academic engagement of students. These technologies provide a variety of learning experiences, such as tailored training, collaborative learning, and immersion simulations. Thus, this research is insightful as it seeks to further demonstrate how the traditional classroom training falls short of delivering an instant learning environment, speedier evaluations, and greater participation. This research takes on the responsibility of identifying mechanisms or techniques that can help bridge this gap and contribute to shaping digital education more effectively. Digital technologies and systems play a vital role in enhancing student engagement by facilitating collaboration, offering individualized learning pathways, and creating compelling learning experiences. Digital literacy, critical thinking abilities, and student involvement can all be enhanced by these tools, as they all support academic engagement in general. Consequently, the results and recommendations of this research will be used to inform digital education through the utilisation of systems and technology in higher education. Thus, this study elucidates the challenges that are currently faced by students by detailing some clear paths of enhancing students’ performance and improving throughput rates.
Keywords: Digital education, student engagement, higher education, digital technologies, individualized learning

Enhancing Student Engagement in HRM Education through Educational Website Design

Author:Ntombikhona Nene and Duma PT

Mangosuthu University of Technology

Abstract:

As education systems shift toward learner-centered paradigms, there is a growing need to engage students more actively in the design and delivery of learning experiences. This study investigates a project-based approach where undergraduate Human Resource Management students were tasked with selecting a unit standard, designing a related learning programme, and developing an educational website to deliver the content. The primary aim was to explore how such a task fosters learner agency, digital literacy, and deeper curriculum engagement and entrepreneurial mindset within a student-centered framework. The study employed a qualitative research design. Data were collected from a purposive sample of undergraduate students enrolled in a HRM third year course over one semester. Sources included reflective journals, semi-structured interviews, and analysis of the students’ completed websites and programme designs. Thematic analysis was used to interpret the data, focusing on student perceptions of learning, engagement with curriculum content, and the integration of technology in instructional design. The findings show that students experienced increased motivation, deeper understanding of unit standards, and enhanced confidence in using educational technologies. Many expressed that the project enabled them to connect theory with practice in meaningful ways. The creative freedom to design their own learning environments led to greater ownership, innovation, and collaboration among peers. Engaging students as co-creators of curriculum and digital content empowers them to take control of their learning while building essential skills for the modern classroom. This approach not only aligns with student-centered pedagogy but also prepares future employees to design relevant, engaging, and technologically enhanced learning environments. It is recommended that curriculum development and instructional design courses adopt similar student-centered, project-based models. Institutions should ensure access to digital tools and provide supportive scaffolding to maximize student success. Encouraging reflective practice throughout the process also proved beneficial for deeper learning.
Keywords: Student engagement, Human Resource Management education, educational website design, learner-centered pedagogy, digital literacy.

Reimagining the Curriculum of the Future: Exploring Future-Fit Frameworks

Author:Rodean Booysen

Sefako Makgatho Health Sciences University

Abstract:

This conceptual paper aims to offer a critical and future-focused reflection on curriculum theory from the perspective of an Academic Developer responding to the rapidly changing global landscape. The future, described by the Japanese as Society 5.0, envisions a human-centered society deeply integrated with technology, artificial intelligence, and data-driven innovation. Framed by principles of cosmopolitanism and NATE, the present study advocates for a curriculum that is responsive to the complexities and interdependencies of a global society. The research question that captures the essence of this study is, 'How can curriculum frameworks grounded in Telagogy, Cosmopolitanism, and NATE inform the design of a future-oriented education system that responds to the cognitive and societal demands of Society 5.0?' Drawing on my professional experience, this study advocate for a future-fit curriculum underpinned by cosmopolitanism and the Non-Affirmative Approach to Education (NATE). Central to this discussion is the emerging concept of Telagogy, an emergent educational framework gaining international traction that speaks directly to the cognitive and ethical demands of Society 5.0. Telagogy positions learners not only as recipients of knowledge but as co-constructors of meaning in a world where the boundaries between technology, human, social and environmental systems are becoming increasingly blurred. My reflections will include my perspective as influenced by my experience and the theoretical underpinning highlighted. These will be presented as a conceptual paper delineating key considerations to designing a curriculum fit for the future. Furthermore, this study contributes to the ongoing dialogue on how curricula can better prepare learners to engage critically and compassionately with the world they are inheriting and shaping.
Keywords: Telagogy, curriculum, NATE, cosmopolitanism, Society 5.0

Enhancing the First-Year University Mathematics practice through Adaptive Learning: A Conceptual Exploration of ALEKS in Blended Learning Environments

Author:Anilkumar Krishnannair

University of Zululand

Abstract:

The integration of digital tools within blended learning environments has transformed pedagogical strategies in higher education, particularly in mathematics instruction. This conceptual paper explores the role of adaptive learning as a foundation for personalized education, focusing on the use of ALEKS (Assessment and Learning in Knowledge Spaces) as a digital platform to support first-year university students in mathematics. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), adaptive learning tailors content to the learner’s evolving level of competence, ensuring that instruction remains within an optimal range of challenge and support. Personalized learning, as conceptualized by the Universal Design for Learning (UDL) framework, emphasizes flexibility in how students access information, engage with content, and demonstrate understanding. ALEKS operationalizes these principles by offering non-linear, individualized learning trajectories, immediate feedback, and data-driven insights that guide both learners and instructors. In the context of a blended learning model, ALEKS complements traditional face-to-face instruction by providing a scalable and responsive platform for addressing diverse learner profiles. It enables continuous formative assessment and supports differentiated instruction, making it particularly effective in large, diverse cohorts typical of first-year university mathematics. This paper proposes a conceptual framework for integrating ALEKS within blended mathematics instruction, grounded in adaptive learning theory and the UDL model. Central to this exploration is the research question: How can the integration of adaptive learning platforms like ALEKS, grounded in personalized learning theories, enhance the teaching and learning of first-year university mathematics within blended learning environments? The paper critically examines the pedagogical implications of adaptive digital tools and their potential to foster equitable, efficient, and effective learning experiences in higher education, offering theoretical insights for the design of inclusive, data-informed, and student-centred instructional practices in contemporary academic settings.

The Understanding of Student Perspective’s on Tutorial Mode of Deliverance to Enhance the Pedagogical Skills: An Analysis of Theorical Studies

Author:Talente Ncama

Abstract:

The tutorial mode of deliverance plays a crucial role in higher education by enhancing student engagement and comprehension. In the field of Public Management and Administration Sciences, tutorials serve as an interactive learning tool that supports theoretical understanding and practical application. However, the effectiveness of tutorials from the students’ perspective remains underexplored. This study investigates student perceptions of tutorial sessions, focusing on their benefits, challenges, and impact on learning. The research problem centers on whether tutorials effectively enhance academic performance and student engagement. A mixed-methods approach was employed, combining qualitative and quantitative data collection. Using a case study research design, data were gathered from students from the universities, within the Faculty of Public Management and Administration Sciences. The study population included undergraduate and postgraduate students, with a sample size of 150 selected through stratified sampling. Data was analyzed using statistical methods for quantitative responses through SPSS (Statistical Package for the Social Sciences) and thematic analysis for qualitative insights. Findings revealed that students generally found tutorials beneficial in improving their understanding of course material. However, challenges such as inconsistent tutor quality, passive student participation, and scheduling conflicts were identified. Recommendations include standardized tutor training, strategies to increase student engagement, and more flexible tutorial schedules. The study concludes that while tutorials are a valuable learning tool, improvements in their implementation can further enhance their effectiveness in Public Management and Administration Sciences. Future research could explore the integration of digital tutorials to address current challenges and improve
Keywords: Tutorial Mode, Student Perspective, Public Management, Higher Education, Learning Effectiveness

Leveraging Cross-Cultural Competence for Inclusive Learning and Student Engagement in Higher Education

Author:Londeka Msani, Msani LM, Dr SA Adewumi ,Dr PT Duma

Mangosuthu University of Technology

Abstract:

The concept of cultural competence in education has been discovered as critical for creating inclusive teaching and learning environments that acknowledges diversity and promote equal and fair opportunities for students and educators. This paper will explore how cultural competence can be employed for fostering diversity, inclusive learning and improved students’ engagement within the context of higher education of learning. The paper attempts to provoke nuance dialogue on the discourse of cultural competency for a broader understanding of issues that accounts for cultural competence challenges among students from diverse culturally backgrounds. The lack of cultural competence among students reflects the poor ability to interact and engage with other students from diverse background. What is not clear is how effective the higher education curriculum in promoting cultural competence among students for inclusive learning and enhanced students’ engagement. Through theoretical arguments, the paper reflects on the foundation of cultural competence in understanding how students differ as result of cultural backgrounds, ethnicity, race, age, experiences, culture, religion, sex, gender, location and disabilities, and how these differences can be leveraged for a more inclusive learning outcome. Cultural incompetent students frequently feel excluded, misunderstood, unrecognized in classrooms that does not fully take into consideration their challenges. These difficulties may have a detrimental effect on their sense of belonging, confidence, engagement dexterity and achievement. Thus, creating a more inclusive and engaging learning environment cannot be unconnected from building a culturally responsive and competent students. The paper echoes a clear responsibility of higher education of learning in ensuring students learning and engagement policies are deeply mirrored through sustainable cultural competence framework that supports inclusion, diversity and equity of all irrespective of their differences.
Keywords: Cross-cultural competence, Cultural Diversity, Diversity and Inclusion, Globalization and Education, Inclusive learning environment, Higher Education, Equity in Education.

To Bloom or Not to Bloom: Reassessing Assessment in AI-Augmented Higher Education

Author:Keneilwe Molotsi

Tshwane University of Technology

Abstract:

The rapid emergence of Artificial Intelligence (AI) in higher education has disrupted traditional pedagogical frameworks, particularly those guiding learning outcomes and assessment. Bloom’s Taxonomy, while historically foundational in structuring educational objectives, is increasingly insufficient in capturing the dynamic, interdisciplinary competencies now demanded in AI-mediated learning environments such as algorithmic reasoning, ethical decision-making, and human-AI collaboration. This study critically examines whether Bloom’s hierarchical model remains relevant in an era where knowledge is non-linear, co-created with intelligent systems, and deeply intertwined with socio-technical contexts. To address this, the study employs a mixed-methods Design-Based Research (DBR) approach, integrating qualitative stakeholder engagement with quantitative validation. The first phase involves a systematic literature review of existing taxonomies and their limitations in AI-enhanced education. The second phase entails participatory co-design workshops and focus groups with educators, students, AI developers, and policymakers to explore lived experiences with AI in teaching and assessment. A prototype AI-integrated assessment taxonomy is then developed and pilot-tested in selected higher education institutions across diverse socio-economic contexts. Data from surveys and feedback sessions are analysed using thematic coding and statistical comparison to evaluate the framework’s relevance, inclusivity, and ethical alignment. Findings highlight the urgent need for a shift from static, one-size-fits-all assessment models to fluid, responsive, and ethically grounded taxonomies. The study concludes that while Bloom’s model offers historical value, it must be reimagined or replaced by frameworks that embrace complexity, contextual sensitivity, and human-AI synergy. This research contributes to the global discourse on equitable and future-ready education by proposing a new model that reflects the ethical, cognitive, and technical realities of AI-driven learning.
Keywords: Artificial intelligence, tertiary education, Bloom’s Taxonomy, assessment frameworks, human-AI collaboration

Hypercapitalism and its impact on higher education: A critical realist perspective in knowledge making.

Author:Nkosinathi Emmanuel Madondo and Sinenhlanhla Felicia Memela

Mangosuthu University of Technology

Abstract:

Hypercapitalism refers to an advanced form of capitalism characterised by the rapid and intense global exchange of goods, services, people, and information. Critics argue that this system disrupts social life by allowing commercial interests to dominate every aspect of the human experience. In a hypercapitalist society, the boundaries between culture and commerce have dissolved, allowing commercial interests to dominate cultural spheres. From a critical and social realism perspective, culture is seen as a realm of ideas and theories that is increasingly influenced by market forces, which shape everyday life, including knowledge making in universities. Significantly, this means that universities are likely reduced to credentialing institutions that produce knowledge as a commodity, rather than fostering intellectual exploration and critical thinking. Consequently, in the current higher education landscape, academic teachers are caught between two competing demands. On the one hand, they are expected to produce culturally relevant knowledge and create inclusive learning environments that value students’ diverse backgrounds and experiences. On the other hand, they are constrained by the dominant influence of hypercapitalism, which prioritises market-driven knowledge production over other considerations. The core argument of this article, thus, is that the current hypercapitalist framework in higher education, driven by market forces and productivity demands, limits the production of knowledge that is culturally responsive and locally relevant. While higher education should indeed prepare students for the workforce, an exclusive focus on economic imperatives narrows its scope and purpose, potentially exacerbating existing inequalities. Learning from the past, we can see that hypercapitalism may constrain universities from prioritising their core function: providing students with access to powerful knowledge that enables them to solve problems, critique existing conditions, and adapt to different learning contexts.
Keywords: Hypercapitalism, higher education, critical realism, powerful knowledge, culturally responsive pedagogies

Entrepreneurial competencies: shaping graduate attributes

Author:Duma Thuli and Mthembu NA

Mangosuthu University of Technology

Abstract:

Unemployment rate remains a significant challenge, with youth unemployment rising to 64% in the first quarter of 2025. Many countries including South Africa view entrepreneurship as a potential solution to the world's economic issues. Thus, entrepreneurship education has become a strategic priority in higher education as institutions seek to equip graduates with the skills necessary to navigate an uncertain and innovation-driven global economy. The purpose of this paper is to deepen the understanding of entrepreneurial competence and identify its key role in shaping student’s entrepreneurial behaviour (mindset). The planned behaviour theoretical framework is used to explore how core entrepreneurial competencies such as opportunity recognition, critical thinking, creativity, innovation, risk-taking, and resilience are taught in higher education settings. For this research, desk research data will be collected from literature review including but not limited to policy documents, curriculum guidelines, and case studies from various global and local institutions to examine current practices and pedagogical frameworks. The content analysis will be employed to analyse the empirical data. The analysis reveals that experiential learning, project-based tasks, and interdisciplinary approaches are widely recommended as effective methods for fostering entrepreneurial competencies. The findings suggest that entrepreneurial competencies, including business skills, management, human relations, conceptual understanding, and attitude, are crucial for both entrepreneurs and job seekers. To develop entrepreneurship, graduates require more resources, which include physical and financial resources as well as compassionate lecturers. Additionally, challenges such as inconsistent curriculum design, limited resources, and insufficient alignment with real-world entrepreneurial ecosystems persist. The paper concludes by offering recommendations for enhancing the integration of core entrepreneurial competencies into higher education curricula, emphasizing the need for adaptable, context-sensitive teaching models that reflect both global trends and local realities. These models should not only equip students with theoretical knowledge but also foster practical skills and critical thinking abilities essential for navigating the complexities of today’s entrepreneurial landscape. By bridging the gap between academic learning and real-world application, institutions can better prepare graduates to thrive in diverse business environments.
Keywords: Entrepreneurial mindset, entrepreneurship competencies, graduate attributes, planned behaviour

Revolutionising Academic Support with Artificial Intelligence in Higher Education: A pilot study of an under-resourced university in Durban

Author:Nondumiso Shabangu-Zulu and Phiwayinkosi Richmond Gumede

Mangosuthu University of Technology

Abstract:

UThe digital transformation of higher education is accelerating new paradigms of academic support. Globally, artificial intelligence (AI) is emerging as a powerful enabler of inclusiveness and innovation. To leverage the affordances of AI technologies, the University has embarked on a chatbot development project, which is in its pilot stage. Despite AI's promise, limited research exists on how such technologies can be effectively implemented to support students in under-resourced institutions. This study aims to explore the implementation of an AI-driven chatbot piloted within the university. The objective is to assess how AI can drive equity and innovation in academic support systems. Using a qualitative exploratory design, data will be collected from interactions recorded on the chatbot by supported students. The pilot study shares insights on the usefulness of an AI-powered chatbot in supporting students. The study highlights AI’s potential to improve pedagogical practices and student retention while addressing digital equity. The study will involve purposive sampling of student participants from selected faculties to ensure diverse input across academic disciplines. Ethics clearance and stakeholder consultations are central to the research design to ensure the protection of participant data and institutional alignment. Thematic analysis will be used to evaluate chatbot-student interactions, focusing on student experiences, support needs, and patterns of engagement. Special emphasis will be placed on contextual challenges and infrastructural limitations common to under-resourced universities. The findings are expected to guide institutional policy on scalable, ethical, and sustainable digital academic support interventions.
Keywords: Artificial intelligence, academic support, chatbots, higher education innovation, blended learning

Teaching Law with Ubuntu Pedagogy: Reclaiming African Epistemologies within the legal space

Author:Zeanette Naidu and Cindy Delomoney

Mangosuthu University of Technology

Abstract:

In South Africa, the decolonisation project is ongoing and complicated. In the Higher education space, this is even more so, due to the social and political forces that continue to resist transformation. Legal education and the law curriculum at most universities in South Africa still largely reflect Eurocentric knowledge as a result of which African students continue to feel marginalized and excluded. Western constructs on education were partial, and one sided as opposed to being reciprocal and holistic. Indigenous knowledge and traditional law were devalued and set aside in favour of Western systems which emphasises the need for a reinterpretation of education based on African values. This is why there is a fundamental need to revive traditional ways of learning, doing and understanding law. The law curriculum has, however, taken steps to integrating and reviving the philosophy of Ubuntu into its epistemology. This is apparent from the constitutional and jurisprudence prestige afforded to Ubuntu. However, this is not sufficient. The paper, therefore examines the relevance of Ubuntu pedagogy as a learning theory in Law and assesses how it can contribute towards African-centered knowledge. The study adopts a qualitative, theoretical research design and uses document and discourse analysis to evaluate the potential of using Ubuntu pedagogy to teach Law. This paper argues that the practice of Ubuntu integration must be substantively consistent across all modules. It further argues that it is not only the curriculum which must be reinterpreted but also how the legal content is taught.
Keywords: Ubuntu pedagogy, decolonisation, African epistemologies, legal education, curriculum transformation, indigenous knowledge

Addressing Cultural Diversity in South African Classrooms: Challenges and Transformative Practices

Author:Vuyokazi Maqhubela

Walter Sisulu University

Abstract:

South African classrooms are inherently diverse, reflecting the country’s rich variety of languages, ethnicity, and cultural traditions. While this diversity offers opportunities for inclusive education and intercultural learning, it also presents significant challenges for educators, particularly in managing cultural biases, language barriers, and unequal power relations. This study explores the challenges associated with addressing cultural diversity in South African classrooms and examines transformation practices that promote equity and social cohesion. The study also examines the difficulties and innovative approaches related to dealing with cultural diversity in South African classrooms, emphasizing how institutions, educators, and policies react to and interact with these dynamics. The main research question is: What transformation practices foster inclusive and equitable learning environments? The study will employ a qualitative research methodology, using a case study design. Data will be collected through semi-structured interviews with teachers, school leaders, and school managers. Transformation Learning Theory will be used. The research engages with both policy analysis and empirical studies conducted in diverse South African school settings, focusing on the role of teacher training, curriculum content, and school leadership in fostering inclusive educational environments. One of the findings despite progressive post-apartheid education policies, a significant gap remains between policy intentions and classroom realities. Many teachers lack the necessary training and resources to implement culturally responsive practices, and systemic inequalities continue to marginalise learners from non-dominant cultural backgrounds. The transformative strategies and professional development approaches that empower educators to meaningfully engage with cultural diversity were recommended. The lack of the necessary training and resources to implement culturally responsive practices, and systemic inequalities, continue to marginalise learners from non-dominant cultural backgrounds. This study addresses this gap by identifying transformative strategies and professional development approaches that empower educators to meaningfully engage with cultural diversity.
Keywords: Diversity, Transformation, Marginalise, Cultural, Professional, Policy Studies

Enhancing Teaching and Learning through Generative AI: Rethinking Teaching and Learning at a South African Research Intensive University

Author:Sithenjisiwe Dube, Malcolm Weaich, Greig Krull, Raazia Moosa, Fatima Rahiman, Laura Dison, Fiona Macalister, Shirra Moch, Thabang Kaneli, Fezile Wagner, Lindelani Mnguni, Rodney Genga and Kershree Padayachee

University of The Witwatersrand

Abstract:

The study explores how students at a South African research-intensive university are engaging with Generative Artificial Intelligence (GAI), highlighting their readiness for integrating advanced GAI digital tools (e.g., ChatGPT, Copilot, Claude, and Meta AI) into their learning environments. Underpinned by an interpretivist paradigm and a qualitative methodology, this UCDP-funded study investigates how GAI can influence teaching and learning among undergraduate students. Drawing on insights from six focus group discussions conducted after an institutional survey, the validated transcripts were deductively analysed and thematically coded to map the landscape of GAI use in teaching and learning. Findings reveal that GAI may be used as a tool to support learning in several ways, including as a reading and literacy assistant, a writing and argumentation aid, a means of developing critical thinking, and a problem-solving facilitator. The rapid integration of GAI into learning environments presents an opportunity for both students and staff to critically reflect on the ethical considerations, academic integrity, emerging policy needs, and pedagogical implications associated with GAI. The analysis further identifies key barriers to integration, such as disparities in access, familiarity and usage, digital readiness, and the lack of institutional guidance on responsible GAI use. The importance of developing critical digital GAI literacies and transforming pedagogical approaches through technology integration is emphasised. Based on the study's insights, a recommendation is made to include students as key stakeholders in higher education, to enhance pedagogies through advanced GAI tools, aligning with socio-constructivist learning theory.
Keywords: Critical GAI Literacies, Enhancing Pedagogies, GAI Access, GAI in Learning, GAI Readiness.

Understanding students' admission dynamics in ensuring inclusive education for all students

Author:Innocent Zitha

North West University

Abstract:

This study presents a comprehensive analysis of the various factors that influence student admissions, underscoring their critical role in fostering an inclusive educational environment for all prospective students. The explicit purpose of this study is to identify the barriers that obstruct equitable access to education and to propose targeted strategies for enhancing inclusivity throughout the admissions process. To achieve this aim, researchers conducted a study involving 209 participants selected through purposive sampling from the Extended Curriculum Programme (ECP) students. The researchers employed a mixed-method approach, which is well-aligned with the positivist research paradigm, as it allows for a thorough examination of the research problem by integrating both quantitative data and qualitative insights. Data was collected using a combination of structured questionnaires and narrative inquiries, enabling a multifaceted understanding of the participants' experiences. The findings from this analysis identified thirteen significant factors that contribute to the challenges these students encounter when seeking admission to higher education institutions. These factors include pregnancy, late submissions of applications, various health and mental health issues, intentional gap years taken for personal reasons, placement on waitlists, limited applications to only one university, the need to upgrade qualifications, and submitting applications that do not meet the specified entry-level requirements. To promote inclusivity effectively within the admissions process, it is essential for career exhibitions and other outreach initiatives to accommodate and engage all learners, particularly those facing these identified challenges. This paper advocates for the development and incorporation of accessible materials that cater to diverse learning needs, specialised guidance that addresses the unique circumstances of these students, and interactive elements that facilitate active engagement. Educational institutions can work towards creating a more inclusive atmosphere that supports the aspirations of all students, regardless of their background or challenges.
Keywords:Student admissions, inclusive education, access barriers, Extended Curriculum Programme, equity strategies

From ChatGPT to Consultation: How Writing Centres are Responding to the AI-Assisted Writer

Author:Nozibusiso Mbava, Patience Mutsvairigwa and Nondumiso Shabangu (Dr)

Mangosuthu University of Technology

Abstract:

The use of AI technologies such as ChatGPT into academic writing has generated both optimism and concern in higher education, presenting opportunities and challenges for Writing Centres. As students rely more on AI for ideation, drafting, and editing, Writing Centre tutors are at the vanguard of navigating this changing world. This study explores how Writing Centre tutors at a selected University of Technology (UoT) in KZN are responding to the rise of the AI-assisted writer, focusing on their perceptions, challenges, and emerging pedagogical strategies for supporting student writing while maintaining academic integrity and promoting deep learning. The study used a qualitative methodology with written reflections, providing detailed personal accounts of their direct encounters with AI-generated or AI-assisted student writing, their evolving pedagogical approaches in consultations, ethical concerns, and forward-looking perspectives on the Writing Centre's future role and function in an AI-infused academic world. The findings reveal that some tutors are using scaffolded ways to teach students to use AI critically, such as asking students to compare AI-generated drafts to their own work or to assess AI outputs for bias and inaccuracy. Tutors describe encountering students who submit AI-generated manuscripts without complete comprehension, and AI-assisted students frequently struggle with over-reliance on AI-generated writing, resulting in challenges with originality, voice, and deeper learning. The study provides specific, concrete recommendations targeted to the Writing Centre at the participating University of Technology, as well as potential value for other Writing Centres dealing with these fundamental developments. These recommendations include implementing emerging best practices, such as ethics-focused workshops, training tutors in AI literacy, and draughting explicit, adaptable AI use regulations during consultations. Writing Centres can assist students make use of AI's potential while preserving the essential ideals of writing as a critical, reflective discipline by adopting a proactive approach.
Keywords:Artificial Intelligence, ChatGPT, Writing Centres, AI-assisted writing, academic integrity, digital literacy, tutor response, higher education.

Rethinking Scientific Discourse for Equity: Transforming Higher Education Curricula through a Deeper Understanding of Reality

Author:Nkosinathi Emmanuel Madondo and George Bibin Mohan

Mangosuthu University of Technology

Abstract:

This paper explores the relationship between scientific language, power, and knowledge in higher education, arguing that traditional approaches can perpetuate epistemic injustices. It examines the challenges and opportunities for transforming science programmes at a South African university, where students from diverse backgrounds encounter Western, decontextualised scientific knowledge shaped by scientific language. The paper makes a case for inclusive curriculum design and pedagogies that promote epistemic justice and social inclusion by promoting indigenous knowledge practices and languages, thus promoting culturally responsive pedagogies. Addressing the research problem of linguistic inaccessibility and epistemological exclusion, this paper investigates how dismantling rigid scientific discourse can open space for inclusive pedagogies that draw on indigenous knowledge systems and students’ lived experiences. By examining the underlying structures of reality, this paper reveals how language is rooted in its context and identifies opportunities to utilise indigenous practices as a bridge to understanding complex scientific concepts so that curriculum is culturally responsive. Methodologically, the paper used a qualitative case study approach where data were gathered through curriculum reviews, classroom observations, and semi-structured interviews with faculty and students across science education modules. Findings reveal that students from homes where language is used to communicate systematised, abstract meanings, such as in academic or professional families, enter higher education with a linguistic advantage. Conversely, many students struggle to access meaning in science classrooms, not due to lack of ability, but due to the mismatch between their everyday language practices and dominant academic discourse. The integration of indigenous knowledge systems in a vertically recontextualised context, without divorcing these from decontextualised teaching practices valued in science improved engagement and conceptual understanding across diverse student groups. This study concludes that dismantling traditional scientific language practices is not about reducing academic rigour, but about reimagining epistemological access. It calls for curriculum transformation that aligns social justice with knowledge generation, enabling a more inclusive and pluralistic science education.
Keywords:Scientific language, Depth ontology, Practical curriculum transformation"

Shaping future leaders: A transformative impact of Tutorship Development Programme on tutors in higher education

Author:Baseza Totobayo, Nelisa Tembani, Abongile Ngwabe and Sabelo Peter

Walter Sisulu University

Abstract:

Tutorship Development Programmes (TDPs) are increasingly recognised as critical initiatives for fostering the personal development of tutors in higher education. While such programmes are often examined for their pedagogical or institutional impact, this study centres specifically on the transformative influence of a TDP on the personal growth of tutors at Walter Sisulu University. The programme was designed to cultivate a range of interpersonal and intrapersonal competencies, including communication, emotional intelligence, leadership potential, adaptability, and time management. A phenomenological research design was employed to explore the lived experiences of 15 tutors who participated in the programme. Data were collected via an online questionnaire comprising both closed and open-ended questions, facilitating the collection of quantitative and qualitative data. Descriptive statistics were used to analyse quantitative responses, while thematic analysis was applied to qualitative data to surface dominant themes in tutors' narratives of personal transformation. Findings from the study indicate that tutors experienced notable gains in self-confidence, emotional regulation, interpersonal communication, and reflective self-awareness. Communication emerged as the most frequently cited area of development, with many tutors reporting that the programme helped them overcome anxieties around public speaking and interpersonal engagement. Emotional intelligence and time management were also highlighted as key competencies fostered through structured tutorship engagements. Tutors described a renewed sense of motivation, a stronger commitment to continuous learning, and improved resilience in managing academic responsibilities. Nevertheless, challenges were identified, particularly in relation to the scale of responsibility tutors were expected to manage, often with limited institutional support and high student-to-tutor ratios. These constraints sometimes hindered the depth of personal engagement and reflection possible within the programme. This study contributes to ongoing conversations about student leadership and personal empowerment within higher education. It offers evidence that TDPs can serve as transformative spaces for tutor self-development and recommends increased institutional investment in such initiatives as part of broader strategies for cultivating leadership from within.
Keywords:Tutorship Development Programme, personal growth, higher education, transformative learning, student leadership

Repositioning Indigenous Knowledge in Digitally-Enhanced Global Classrooms: A South African Perspective on Epistemic Justice and Curriculum Innovation

Author:Benjamin Seleke

Walter Sisulu University

Abstract:

The global reconfiguration of higher education, driven by the imperatives of digital transformation, equity, and international collaboration, necessitates a rethinking of how learning systems account for and integrate diverse epistemologies. This conceptual paper explores the intersection of Indigenous Knowledge Systems (IKS), digital pedagogy, and curriculum internationalisation within the South African higher education context. It argues that the dominant reliance on Eurocentric frameworks in digital teaching and learning perpetuates epistemic marginalisation, thereby undermining efforts toward inclusive global citizenship education. Anchored in decolonial theory and the principles of epistemic justice, this paper problematises the absence of IKS in current digitally-mediated learning environments. It proposes a hybridised framework that marries the cultural depth of African epistemologies with emerging digital tools, such as Artificial Intelligence (AI), Augmented Reality (AR), and Open Educational Resources (OER), to enhance cross-cultural engagement and curriculum relevance. Drawing on case studies from curriculum reform initiatives in South African universities and insights from Technology Education in community and adult learning contexts, the paper outlines practical pathways for integrating IKS into blended and virtual learning platforms. Furthermore, it explores how self-directed learning (SDL) approaches grounded in Ubuntu can foster authentic student agency, intercultural empathy, and academic resilience in transnational education settings. The paper offers a conceptual model for inclusive curriculum design that fosters digital equity while supporting students from historically marginalised communities to thrive in global classrooms. In doing so, it advocates for knowledge co-construction, collaborative digital partnerships, and South–South scholarly exchange as essential vehicles for reimagining higher education futures. This contribution is timely and urgent, particularly considering Africa's positioning within the global knowledge economy and the Sustainable Development Goals’ commitment to inclusive, equitable, quality education for all.

Pedagogical Innovations in the 4th Industrial Revolution (A digitalization and innovation intervention in education)

Author:Ngaka Mosia and K Masenya

UNISA

Abstract:

Technology has greatly changed how we educate; it has greatly offered support for teaching staff to disseminate information more efficiently and effectively, greatly expanding access to education. Digitalization in education, in this sense, refers to the use of desktop computers, mobile devices, the Internet, software applications, and other types of digital technology to teach students. Digital incorporation of technologies has rapidly transformed education over the past few decades. With the introduction of technology, the use of gadgets like iPads, tablets, computers, and even phones in almost all learning institutions. This transformation has taken effect across the sectors. In some areas, Museums and galleries around the world have gradually integrated touch screens and interactive elements into their exhibits. Apps like Reading Eggs have brought kids' learning to smartphones and made things a lot easier. The fact that these things have become normalized so quickly is a testament to the rapid way we’ve all seamlessly integrated new technologies into our lives. Higher education institutions need to evaluate how they offer a student life experience that prepares students to be healthy and dynamic people in this age and the future. The education curricula today need drastically different models of education; we need to restudy the whole concept, modernize education and redesign the education system, introduce technology-focused subjects required for a digital economy, and introduce subjects such as coding and data analytics to prepare our learners for the jobs of the future. The societal changes from the 4IR will require higher education to develop a greater capacity for ethical and intercultural understanding of the paradigmatic shift brought about by the fourth industrial revolution (4IR), with huge implications for the world of work and in the extension of higher education and the students of the future. This research adopts a qualitative research approach to explore and explain the technology innovation applied in teaching and learning, in a distance education university. Results of the innovation application are presented as evidence of the success of the application of innovation in education.

The Peer Facilitator as Co-educator and Learner: Exploring the Dual Role, Development, and Ethical Considerations in University Peer Support Programs

Author:Nonhlanhla Joyisa

Mangosuthu University of Technology

Abstract:

Peer learning and support programs have become an essential feature of higher education institutions (HEIs), offering valuable academic and social support to students throughout their university journey. Central of these programs are peer facilitators, typically senior students who play a dual role as both academic support providers and learners in their own right. While the benefits for students receiving help are well documented, the experiences, development, and ethical responsibilities of the facilitators themselves remain underexplored. This article investigates the complex nature of the peer facilitator’s role, particularly within the South African higher education context, where students face a variety of academic and socio-economic challenges. Using a qualitative case study design, the research draws on in-depth interviews, surveys, focus groups, and document analysis to explore peer facilitator strategies, developmental outcomes, and ethical considerations. Findings reveal that peer facilitators employ a variety of approaches such as guided discussions, collaborative learning and small group work to enhance student understanding and engagement. These methods are often perceived to improve academic performance and skill development, including communication, writing, referencing, and problem solving abilities. However, peer facilitators face several challenges that affect their effectiveness. These include managing large groups, balancing facilitation duties with personal academic responsibilities, and coping with unprepared or disengaged students. Additionally, institutional barriers such as weak coordination between academic departments and support services hinder the smooth operation and integration of peer programs. The study also highlights critical ethical concerns. Inadequate training, inconsistent professionalism standards, and incidents of misconduct such as offering improper assistance during assessments or breaching confidentiality undermine both program integrity and student trust. Despite these challenges, peer facilitation offers meaningful developmental benefits, including enhanced leadership, confidence, academic reinforcement, and increased employability. The study concludes by emphasizing the importance of viewing peer facilitators not just as helpers, but as co-educators who require structured support, ethical training, and opportunities for reflection and growth. By addressing both the benefits and challenges of this dual role, universities can optimize the impact of peer learning initiatives and contribute meaningfully to holistic student success.
Keywords:Peer learning, student support, academic development and holistic student success

A Case Study on Social Integration Processes Undergone by First-time Entering Students at a Rural-based University in South Africa

Author:Orifha Sinthumule, Usanda Bekebu; Orifha Sinthumule and Aaron Khosa

University of Venda

Abstract:

The South African higher education sector has witnessed a substantial rise in student enrolment for post-secondary qualifications since 1994. This period has been marked by the massification of higher education, a trend observed at national, regional, continental, and international levels. Consequently, institutions now accommodate increasingly diverse student populations, representing varied socio-cultural and national backgrounds. This study aimed to investigate social integration and assimilation as variables measuring the experiences students undergo in the Extended Curriculum Programme in the Management Sciences. The researchers framed their analysis through a multidisciplinary approach, with a specific focus on Leiper’s (1990) tourism system model and Allport’s contact theory (1954). A qualitative research approach was employed, where data were collected from 12 first-entering students at the University of Venda. Respondents were selected using a simple random selection method from students in the first-year foundation programme. Additionally, group interviews were the preferred tool for data collection, as they facilitated students' discussions about their experiences. The collected data were categorised and analysed using ATLAS.ti thematic analysis. This study argues that academic success has become a clichéd variable. Furthermore, the study corroborated that institutions should develop mechanisms to support socio-cultural integration. Moreover, the study revealed that cultural differences and language barriers hinder smooth social integration, particularly for students from marginalised or international backgrounds. The study recommends the continued examination of students' social integration and assimilation processes into the university community.
Keywords:Case-Based Learning, Support Systems, Entrepreneurial Outcomes, South Africa.

Examining the Effectiveness of Collaborative Learning Among Diverse Student Populations in a Built Environment Classroom

Author:Andisiwe Dumako

Walter Sisulu University

Abstract:

In today’s Built Environment classrooms, student populations are becoming increasingly diverse not only in terms of cultural and educational backgrounds but also in their approaches to learning. Traditional, lecture-based teaching methods often fail to engage all learners, particularly in highly technical fields such as the built environment, where the curriculum can seem abstract or disconnected from students’ interests and real-world applications. As a result, many students lose interest quickly, struggle to maintain focus, and may underperform in conventional assessment settings. At the same time, a shift toward more independent and free-spirited student attitudes has created a demand for dynamic, interactive learning environments that foster active participation and collaboration. This paper investigates the effectiveness of collaborative learning strategies among diverse student cohorts in built environment programmes. Collaborative learning, which emphasises teamwork, group projects, and peer-to-peer interaction, is proposed as a means to address disengagement and enhance learning outcomes. The study compares academic performance by analysing grades from group projects and collaborative tasks against those from individual tests, aiming to assess the impact of cooperative learning on student engagement, motivation, and academic achievement. Additionally, qualitative feedback from students is examined to provide insights into their experiences and perceptions of collaborative learning environments. Findings indicate that collaborative learning not only increases student interest and interaction but also leads to improved academic outcomes, particularly for those who may struggle with traditional, individual assessments. Students report a deeper understanding of course material, greater retention, and enhanced problem-solving skills when engaged in team-based activities. These results underscore the importance of integrating collaborative learning approaches within built environment education. By fostering a more inclusive and interactive classroom, educators can better support the next generation of built environment professionals, equipping them with the skills and mindset needed to thrive in dynamic, collaborative work settings.
Keywords:Collaborative learning, diverse student populations, built environment education, student engagement, and academic performance

The Mediating Role of Support Systems in the Relationship Between Case-Based Learning and Entrepreneurial Outcomes in a Selected South African University Context.

Author:Mazanai Musara

University of Mpumalanga

Abstract:

This study investigates the mediating role of support systems in the relationship between casebased learning and entrepreneurial outcomes, specifically entrepreneurial skills and intentions, among students at a South African university. While the case study method is widely regarded as an effective pedagogical tool in entrepreneurship education, its impact is not uniform and may be shaped by the surrounding support environment. Drawing from Biggs, Kember, and Leung’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), this research integrates pedagogical engagement, learning preferences, and the availability of institutional, social, and structural support into a single analytical framework. Quantitative data were gathered through a structured survey administered to undergraduate students who experienced entrepreneurship education primarily through case-based learning. The results show that deep engagement with case studies, reflected in behaviors such as critical inquiry, intrinsic motivation, and proactive learning, significantly predicts the development of entrepreneurial competencies and intentions. However, this relationship is substantially strengthened when robust support systems are in place. Support systems comprising university resources, peer and family encouragement, access to finance, mentorship, and enabling infrastructure serve as a key mediator by converting pedagogical engagement into practical entrepreneurial readiness. Students who reported high levels of support were more confident in launching ventures, showed stronger opportunity recognition, and exhibited greater resilience and adaptability. These findings emphasize that while pedagogical innovation like case-based learning is important, it cannot operate in isolation. For entrepreneurship education to yield meaningful outcomes, it must be embedded within ecosystems that offer both social encouragement and structural support. The study offers valuable insights for educators, policymakers, and university administrators by highlighting the need to integrate pedagogical approaches with systemic support to effectively cultivate entrepreneurial talent, especially in emerging economies like South Africa.
Keywords:Case-Based Learning, Support Systems, Entrepreneurial Outcomes, South Africa.

Walking a Tightrope: Exploring the Experiences of Working Honours Students in South African Higher Education.

Author:Mzwakhe Mandlakhe Mthethwa, Dr Sibongamandla Silindokuhle Dlomo. University of KwaZulu-Natal, Dlomos1@ukzn.ac.za

University of KwaZulu-Natal

Abstract:

Postgraduate education has become increasingly essential for career progression in South Africa’s education sector, particularly for newly qualified teachers. However, many Bachelor of Education (B.Ed.) graduates begin their teaching careers while simultaneously enrolling in Honours programmes. This dual role presents significant challenges as they strive to balance full-time teaching responsibilities with academic demands. Yet, there is limited empirical research examining how these first-year Honours students negotiate this transition within the higher education teaching and learning space. This study addresses this research gap by exploring the lived experiences of ten newly employed teachers who are concurrently enrolled in their first year of an Honours programme at a South African university. The objective is to uncover the academic, professional, and emotional challenges they face, the coping mechanisms they adopt, and the extent to which institutional structures support or hinder their dual engagement. A qualitative research design was employed, using convenience sampling to select participants and semi-structured interviews to collect data. The analysis was guided by Schlossberg’s Transition Theory and Astin’s Theory of Student Involvement, providing insight into how students manage competing roles and responsibilities. Findings reveal that participants experience significant time constraints, emotional fatigue, and conflicting role expectations. Nonetheless, they demonstrate strong intrinsic motivation, strategic time management, and reliance on peer and family support. Institutional inflexibility, lack of asynchronous learning options, and limited lecturer understanding were identified as key barriers to academic success. These insights have practical implications for teacher education and postgraduate programme design. The study calls for more adaptive, supportive, and context-sensitive teaching and learning approaches that align with the realities of working Honors students in South African Higher education.
Keywords:Working honours students, newly qualified teachers, work-study balance, postgraduate experiences, teaching and learning support.

Third Generation Cultural-Historical Activity Theory as an Analytical Framework for the Integration of a Problem-Based Learning Approach in Undergraduate Final Year Engineering Education

Author:Kavita Behara, Kavita Behara, Matthew Sibanda, and Thanduxolo K. Magenuka

Mangosuthu University of Technology

Abstract:

Engineering education continues to grapple with the persistent challenge of bridging theoretical knowledge and real-world application. Traditional lecture-based methods, which often emphasize rote learning, have proven inadequate in preparing students for the complex demands of contemporary engineering practice. This paper explores how Third-Generation Cultural-Historical Activity Theory (CHAT) can be systematically integrated with Problem- Based Learning (PBL) to address these challenges in final-year engineering education. Third- Generation CHAT provides a powerful analytical framework that highlights the dynamic interplay between subjects (students), tools (technologies, curriculum, assessments), and communities (peers, educators, industry stakeholders) within an educational setting. It emphasizes contradictions and tensions within and between overlapping activity systems, creating opportunities for transformative learning. Meanwhile, PBL fosters critical thinking, collaboration, and real-world problem-solving through student-centered, inquiry-driven pedagogy. When aligned, CHAT and PBL can work synergistically: CHAT analyzes the sociocultural and systemic contexts of learning, while PBL provides the pedagogical strategy to activate meaningful engagement and reflection. Drawing on our experience teaching finalyear electrical engineering students, the study illustrates how this integration promotes active participation, critical inquiry, and the development of professional competencies. For instance, collaborative design tasks mediated through digital platforms not only enhanced technical understanding but also cultivated teamwork, communication, and ethical reasoning. By embedding real-world engineering problems within a CHAT-informed framework, students were able to navigate and reflect on the broader contexts of their learning activities. This review highlight that the fusion of CHAT and PBL offers more than an instructional model it forms an inclusive strategy for educational reform. It fosters deeper learning, critical engagement, and a sense of professional identity, making it a compelling approach for 21st-century engineering education.
Keywords:Engineering education, problem-based learning, cultural-historical activity theory, transformative learning, professional competencies

Exploring the Impact of AI-Powered Digital Communication Tools on Collaborative Learning in Higher Education in South Africa.

Author:Zamanci Socikwa and Everjoy Chipo Makazhe

Walter Sisulu University

Abstract:

Artificial intelligence (AI) has significantly evolved since it was established as a branch of computer science in 1956, becoming a transformative force in various aspects of daily life, the military, the manufacturing industry, and education. In South Africa, the COVID-19 pandemic has played a dual role, acting as a disruptor and an accelerator for adopting AI in higher education. The swift adoption of AI-based digital communication tools is transforming collaborative learning practices in higher education in South Africa. Tools such as AI chatbots, virtual writing tutors, and AI-enhanced collaboration platforms are emerging opportunities for students to engage, communicate, and collaboratively build knowledge. This study explores the effect of these tools on student collaboration with a focus on how they enhance communication effectiveness, support different learners, and make it easier to manage tasks in groups. Through a qualitative research approach, the study examines how AI-empowered digital communication technologies influence student experience, interaction, and learning outcomes in collaborative settings. The findings of the research highlight the potential advantages as well as limitations of integrating AI technology into higher education. The study recommends that higher education institutions in South Africa adopt inclusive digital strategies that support capacity-building among both students and educators, invest in infrastructure development, and actively encourage the ethical and pedagogically sound integration of artificial intelligence in educational settings, with a particular emphasis on enhancing collaborative learning outcomes. This involves not only ensuring that AI tools are used responsibly and transparently but also aligning their application with established educational principles and best practices.
Keywords:Artificial intelligence, higher education, South Africa, digital communication; collaborative Learning

The Impact of AI on Student Support Services in Higher Education

Author:Arthi Ramrung

Mangosuthu University of Technology

Abstract:

As artificial intelligence (AI) continues to revolutionise various sectors, its integration into higher education presents both opportunities and challenges, especially within student support. A panel discussion conducted at the 2025 Teaching with Technology Summit allowed six institutional experts to interrogate how AI technologies could be used to enhance the efficiency and effectiveness of support services in Higher Education. The interview questions were designed using the Actor Network Theory to examine the interconnectedness of human and non-human actors within the network of student support services. During the analysis of the data, it was observed that while Actor-Network Theory (ANT) provided a useful framework for mapping the socio-technical assemblages involved: chatbots, advisors, infrastructure, and students, it lacked the critical tools to interrogate the ethical, cultural, and political dimensions of these transformations. This study draws on Karen Barad’s Agential Realism to address the limitations of the Actor Network Theory flattened ontology while addressing aspects of agency, materiality and meaning making. As such, deepening the understanding of how AI reconfigures student support as a site of entangled agency, power, and meaning making. The empirical data collected during the panel discussion provided insights into the interactions between AI tools, students, staff, and administrative systems. The narratives of participants were categorised into themes and analysed using both theories. One of the main limitations observed during the analysis was that the Actor Network Theory ignored deeper issues of inequalities and flattened the power dynamics which exist within this complex system. Barad’s concept of intra-action, however, helps us understand how agency emerges through these entanglements, where students, technologies, and institutional structures co-constitute one another. In addition, Barad’s notion of the agential cut reveals how institutional and technological decisions actively create boundaries between who is supported and who is marginalised. This paper argues for a shift toward ethical, inclusive, and reflexive AI integration that reimagines student support as a relational and justice-oriented practice.
Keywords:Artificial Intelligence, student support services, higher education, agential realism, Actor-Network Theory

Reframing equitable access to technology and social justice discourses in South African higher education

Author:Rivalani Masonto | Prof IM Ntshoe

University of Zululand | Central University of Technology

Abstract:

As artificial intelligence (AI) continues to revolutionise various sectors, its integration into higher education presents both opportunities and challenges, especially within student support. A panel discussion conducted at the 2025 Teaching with Technology Summit allowed six institutional experts to interrogate how AI technologies could be used to enhance the efficiency and effectiveness of support services in Higher Education. The interview questions were designed using the Actor Network Theory to examine the interconnectedness of human and non-human actors within the network of student support services. During the analysis of the data, it was observed that while Actor-Network Theory (ANT) provided a useful framework for mapping the socio-technical assemblages involved: chatbots, advisors, infrastructure, and students, it lacked the critical tools to interrogate the ethical, cultural, and political dimensions of these transformations. This study draws on Karen Barad’s Agential Realism to address the limitations of the Actor Network Theory flattened ontology while addressing aspects of agency, materiality and meaning making. As such, deepening the understanding of how AI reconfigures student support as a site of entangled agency, power, and meaning making. The empirical data collected during the panel discussion provided insights into the interactions between AI tools, students, staff, and administrative systems. The narratives of participants were categorised into themes and analysed using both theories. One of the main limitations observed during the analysis was that the Actor Network Theory ignored deeper issues of inequalities and flattened the power dynamics which exist within this complex system. Barad’s concept of intra-action, however, helps us understand how agency emerges through these entanglements, where students, technologies, and institutional structures co-constitute one another. In addition, Barad’s notion of the agential cut reveals how institutional and technological decisions actively create boundaries between who is supported and who is marginalised. This paper argues for a shift toward ethical, inclusive, and reflexive AI integration that reimagines student support as a relational and justice-oriented practice.
Keywords:Artificial Intelligence, student support services, higher education, agential realism, Actor-Network Theory

Reimagining Student Engagement in Higher Education: The Role of Martial Arts and Physical Education in Fostering Discipline, Motivation, and Academic Success

Author:Musa Mathunjwa, Mathunjwa, M.L., Shaw, I., Shaw and B, Haddad M

University of Zululand

Abstract:

Amid growing concerns about student disengagement, stress, and academic underperformance, there is an urgent need to explore holistic approaches that foster motivation, discipline, and persistence. This study investigates how combat sports and physical education can be reimagined as powerful tools for enhancing student engagement in higher education. Drawing on existing literature and theoretical frameworks such as selfdetermination theory and embodied learning, the study examines the unique contribution of physically intensive and structured activities such as judo, boxing, and formal physical education programmes in cultivating the non-cognitive skills essential for academic success. Combat sports, often misrepresented as solely aggressive pursuits, are shown to instil core values such as respect, resilience, goal-setting, and emotional regulation. When delivered with intention and inclusivity, physical education creates opportunities for students to develop a sense of competence and belonging. These experiences translate into improved classroom focus, emotional well-being, and enhanced self-regulated learning. The discipline developed through routine training and the mastery of technique in combat sports mirrors the persistence required for academic achievement. The study also highlights practical implications for curriculum developers and student support services. Integrating combat sports and structured physical activities into campus wellness and learning strategies can promote not only physical health but also improve students’ academic attitudes and outcomes. Moreover, the research addresses concerns about accessibility and gender inclusivity, advocating for adaptive programming that reflects diverse student needs. This study repositions physical education and combat sports as transformative educational practices. Far from being peripheral to academic development, they hold untapped potential to re-engage students especially those who struggle within traditional pedagogical frameworks. The findings call for a renewed commitment to embodied learning as a cornerstone of holistic student development in South African and global higher education contexts.
Keywords:martial arts, physical education, student engagement, higher education, academic success, resilience, emotional regulation

Reflections on contextualised mathematics in an engineering diploma

Author:Darlington Hove

Mangosuthu University of Technology

Abstract:

In many engineering programmes, students often struggle to connect abstract mathematical concepts with practical engineering applications. This disconnect can lead to disengagement and underperformance in mathematics and engineering-related modules. Engineering lecturers observed that students in higher-level diploma modules were particularly challenged by the need to apply abstract mathematical knowledge to real-world engineering problems. This observation motivated a focused reflection on teaching practices aimed at improving mathematical understanding. This paper explores the value and impact of contextualised mathematics within an engineering diploma programme. It is guided by the central research question: How does the contextualisation of mathematics influence student engagement and understanding in engineering education? The study reflects on efforts to bridge the gap between theory and practice by embedding mathematical instruction within authentic civil engineering contexts, supported by the use of technology. The reflection draws on qualitative data gathered from student feedback, classroom observations, and informal interviews with both students and lecturers. The contextualisation approach involved designing mathematical problems and instructional examples that align closely with civil engineering tasks, making the content more relevant and meaningful to students' academic and professional trajectories. The findings reveal several benefits of this contextualised approach. Students reported improved engagement, greater conceptual understanding, and increased motivation to learn mathematics when it was presented through practical, discipline-specific examples. However, the implementation presented challenges, including the additional time and collaboration required to develop context-rich materials, and the initial difficulty students faced in adjusting from traditional abstract problem-solving to applied, contextual tasks. Despite these challenges, the study affirms that contextualised mathematics is a powerful pedagogical strategy for enhancing the relevance and effectiveness of mathematics instruction in engineering programmes. The paper concludes by advocating for the intentional integration of contextual learning within the curriculum to better equip engineering students for real-world problem-solving and interdisciplinary collaboration.
Keywords:Mathematics, engineering education, student engagement, conceptual understanding, curriculum design

Student-Staff Exchange Programs for Collaborative Learning in Higher Education

Author:Bongekile Mvuyana, Dr BYC Mvuyana, Dr BK Zwane and Mr V Khumalo

Mangosuthu University of Technology

Abstract:

Internationalisation strategies have profoundly reshaped the landscape of higher education, enhancing the global relevance, competitiveness, and societal impact of universities. Higher education institutions across the globe are facing unprecedented challenges in the 21st century, driven by rapid technological advancements, globalization, shifting student demographics, and evolving labour market demands. The report issued by the Council for Higher Education indicate that 6.5 per cent of the total number of enrolments in universities in South Africa are international students, which is a significant proportion of the student body (Chasi and Quinlan 2021, 209). In this context, student-staff exchange programs have emerged as a strategic tool to foster collaborative learning, strengthen international partnerships, and cultivate globally competent graduates. This paper critically examines the role of student-staff exchange programs in facilitating collaborative learning within higher education institutions. Since institutions of higher learning are operating within an increasingly interconnected and competitive global landscape, they are expected to attract talent, secure resources, and build strong reputations while also engaging in cross-border collaboration to address complex societal issues. Adopting a systematic literature review methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the study synthesizes existing research on the impact and effectiveness of such programs. The findings highlight that joint research initiatives, co-teaching practices, and collaborative curriculum development are among the most effective modalities for promoting meaningful collaborative learning experiences. The paper recommends that higher education institutions develop comprehensive frameworks for student-staff exchange programs that explicitly incorporate collaborative learning objectives and include robust assessment mechanisms. It emphasizes the importance of recognizing these programs as integral to institutional internationalization strategies, rather than treating them as ancillary activities, and calls for appropriate resource allocation and administrative support. The review also identifies methodological gaps in current research and proposes directions for future empirical studies to deepen the evidence base for international collaborative learning in higher education. Transforming universities into dynamic hubs of knowledge exchange is imperative so that they are able to contribute meaningfully to both local development and global progress as envisaged..
Keywords:Student exchange, Staff exchange, Collaborative learning, institutions of higher education, internationalization

Integrating E-Assessment to enhance Pedagogical Practices in TVET Colleges in Gauteng Province, South Africa

Author:Odumo Xaki

Abstract:

The integration of digital technologies in education has the potential to transform teaching and learning practices, particularly within the context of Technical and Vocational Education and Training (TVET). This study explores how e-assessment practices can be effectively integrated to enhance pedagogical approaches in TVET institutions. The central research question guiding the study is: How can e-assessment be integrated to enhance pedagogical practices in TVET colleges in Gauteng Province, South Africa? This question addresses the urgent need to align assessment strategies with the demands of digital learning environments and competencybased curricula. A qualitative research approach was employed to investigate TVET lecturers’ experiences, opinions, and practices regarding the use of e-assessment technologies. Selected lecturers and instructional designers from three public TVET colleges in Gauteng participated in semi-structured interviews and focus group discussions to gather data. Thematic analysis was used to identify trends, challenges, and innovative strategies emerging from the incorporation of e-assessment into routine teaching activities. Despite the benefits of e-assessment in boosting student engagement, self-paced learning, and real-time feedback, several challenges hinder its effective implementation. These include resistance to pedagogical reform, limited professional development opportunities, and inadequate digital infrastructure. The study also found that lecturers utilise interactive assessments, simulationbased evaluations, collaborative platforms, and mobile-friendly assessment methods that align with students' digital preferences. These strategies illustrate a shift towards more flexible, learner-centred, and technologically enhanced teaching practices. This paper contributes to the sub-theme Enhancing Pedagogies through Technology by contextualising how eassessment can advance TVET pedagogy. It highlights the need for institutional support, capacity building, and the alignment of digital assessment tools with real-world competencies and curriculum outcomes. Drawing on the Scalable Assessment and Reporting Model (SARM) and the Technological Pedagogical Content Knowledge (TPACK) framework, the study proposes a model to guide lecturers and policymakers in enhancing teaching and learning through digital innovation.

Transformative Leadership for Equity, Innovation, and Resilience in Higher Education: Reimagining Institutional Leadership for a Global Future

Author:Ntombizanele Tshali

Mangosuthu University of Technology

Abstract:

The rapidly changing landscape of higher education driven by global disruptions, calls for equity, and accelerated technological advancement demands a critical rethinking of traditional leadership paradigms. Conventional hierarchical and managerial leadership approaches, often rooted in rigid governance structures and power-based authority, are increasingly inadequate in fostering the innovation, diversity, and adaptability required to address contemporary challenges. This study aims to explore the potential of transformative leadership as a dynamic and responsive framework capable of promoting institutional equity, resilience, and innovation within a globalized academic context. Employing a qualitative review methodology, the study synthesizes insights from international case studies, contemporary leadership theories, and higher education policy analyses. It examines how academic leaders can reimagine their roles to support inclusive governance structures, champion digital transformation, respond effectively to global crises such as pandemics and climate change, and uphold the foundational values of academic freedom and cultural diversity. The findings underscore the urgent need for a paradigmatic shift toward leadership models that are adaptive, collaborative, and ethically grounded. Transformative leadership, as conceptualized in this study, offers a holistic approach to guiding higher education institutions through complexity and change while aligning with broader goals of social justice and sustainability. The study concludes that adopting such leadership frameworks is essential for ensuring higher education remains relevant, responsive, and resilient in the face of evolving global demands.
Keywords:Higher Education, Equity, Innovation, Diversity, Resilience, Pandemics, Transformative Leadership

Bridging Boundaries: Advancing Digital Equity and Innovation through Blended Learning in Global Higher Educatio

Author:Sibonelo Thanda Mbanjwa, Mtolo Thandanani and Mbhele Lethukuthula

Mangosuthu University of Technology

Abstract:

In an era defined by rapid technological advancement and global interconnectivity, higher education is undergoing a transformative shift toward inclusive, innovative, and borderless learning. The integration of technology into teaching and learning has not only redefined the student experience but has also compelled institutions to reconsider the frameworks through which knowledge is created, shared, and assessed. This study explores how blended learning environments powered by digital tools, pedagogical innovation, and strategic partnerships are reshaping the global higher education landscape, particularly within developing contexts. Drawing from a multi-institutional case study conducted across South African universities, this research further investigates how institutions are leveraging blended learning to promote equitable access to education, foster student engagement, and build sustainable global academic partnerships. The study employs a mixed-methods approach, incorporating quantitative student surveys, qualitative interviews with academic staff, and institutional policy reviews. Data analysis reveals that while digital innovation has expanded access to educational content and diversified instructional modalities, significant barriers remain. These include unequal access to devices and reliable internet, limited digital literacy among students and staff, and the lack of contextually relevant digital resources. Despite these challenges, the research identifies promising practices from institutions that have successfully integrated localized digital content, adaptive learning technologies, and collaborative international platforms. These efforts have contributed to improved academic outcomes, enhanced student participation, and strengthened transnational academic cooperation. This study argues for the urgent need to prioritize digital equity not only through infrastructural investment but also through inclusive pedagogical approaches and supportive policy frameworks. Key recommendations include sustained capacity-building initiatives for educators, the cocreation of globally relevant and culturally responsive curricula, and the institutionalization of virtual exchange programs and global classrooms. As universities across the globe continue to redefine their missions in a post-pandemic world, embracing blended learning with intentionality, inclusivity, and global perspective can catalyse a more connected, innovative, and equitable future in higher education.
Keywords:Blended learning, digital equity, global academic partnerships, higher education, inclusive pedagogy, South African universities, educational technology

Novel Approaches to Advancing Construction Education: A Global Perspective

Author:Motheo Meta Tjebane and Nosipho Buhle Faya

Mangosuthu University of Technology

Abstract:

The construction industry is undergoing a profound transformation driven by rapid technological advancements, globalisation, and increasingly urgent sustainability demands. These shifts necessitate an equally agile evolution in construction education. In the South African context, construction education remains heavily reliant on traditional didactic methods, with limited but emerging integration of digital learning technologies. This lag highlights a growing need for systemic reform to align local curricula with global standards. While institutions in countries such as the United Kingdom, Singapore, and Australia are adopting immersive, learner-centred pedagogies that leverage cutting-edge technologies, many South African institutions are constrained by limited resources, infrastructure, and policy alignment. To adequately prepare professionals for the dynamic demands of the global construction sector, this study explores innovative educational frameworks and pedagogical strategies implemented internationally, with a comparative lens on South African construction education. A systematic literature review will be conducted using academic databases, guided by keywords such as “advancing construction education,” “novel approaches,” “Building Information Modelling (BIM),” “technology-enhanced learning,” and “AI-driven platforms.” The study will examine the integration of digital teaching tools such as gamification, simulation, virtual and augmented reality (VR/AR), and artificial intelligence in curriculum delivery and student engagement. This research aims to identify best practices and shared challenges, offering practical insights into how South African construction education can be reimagined. The study supports the development of a forward-thinking, inclusive curriculum that speaks to both local industry needs and global innovation trends ultimately fostering a tech-savvy, adaptable, and sustainability-conscious workforce for South Africa’s future
Keywords:Construction education, BIM, technology-enhanced learning

Novel Approaches to Advancing Construction Education: A Global Perspective

Author:Motheo Meta Tjebane and Nosipho Buhle Faya

Mangosuthu University of Technology

Abstract:

The construction industry is undergoing a profound transformation driven by rapid technological advancements, globalisation, and increasingly urgent sustainability demands. These shifts necessitate an equally agile evolution in construction education. In the South African context, construction education remains heavily reliant on traditional didactic methods, with limited but emerging integration of digital learning technologies. This lag highlights a growing need for systemic reform to align local curricula with global standards. While institutions in countries such as the United Kingdom, Singapore, and Australia are adopting immersive, learner-centred pedagogies that leverage cutting-edge technologies, many South African institutions are constrained by limited resources, infrastructure, and policy alignment. To adequately prepare professionals for the dynamic demands of the global construction sector, this study explores innovative educational frameworks and pedagogical strategies implemented internationally, with a comparative lens on South African construction education. A systematic literature review will be conducted using academic databases, guided by keywords such as “advancing construction education,” “novel approaches,” “Building Information Modelling (BIM),” “technology-enhanced learning,” and “AI-driven platforms.” The study will examine the integration of digital teaching tools such as gamification, simulation, virtual and augmented reality (VR/AR), and artificial intelligence in curriculum delivery and student engagement. This research aims to identify best practices and shared challenges, offering practical insights into how South African construction education can be reimagined. The study supports the development of a forward-thinking, inclusive curriculum that speaks to both local industry needs and global innovation trends ultimately fostering a tech-savvy, adaptable, and sustainability-conscious workforce for South Africa’s future
Keywords:Construction education, BIM, technology-enhanced learning

Empathy for multilingual writers: a path to inclusive writing centre support

Author:Nondumiso Shabangu-Zulu, Nozibusiso O. Mbava Londeka Msani Philile Mchunu4 Bongeka P. Gumbi5 Patience Mutsvairigwa

Mangosuthu University of Technology

Abstract:

In today’s diverse academic environment, multilingual students often struggle to communicate effectively within the rigid conventions of academic writing. These struggles stem from a combination of linguistic, cultural, and emotional challenges. Writing Centres, therefore, bear the responsibility of fostering inclusive and compassionate environments where all students, regardless of their linguistic background, feel valued and supported. This study explores the transformative potential of empathy in enhancing Writing Centre support for multilingual writers, drawing on Vygotsky’s Sociocultural Learning Theory and academic literacies. Empathy is presented not as a soft or optional skill but as a crucial pedagogical practice - particularly in South African higher education, where students frequently face the compounded effects of linguistic marginalisation, socio-economic disadvantage, and educational inequality. Empathetic tutoring practices, such as active listening, cultural humility, and adaptability, help tutors move beyond surface-level correction to engage more deeply with students' higher order needs. These practices align with translingual and social justice approaches, which recognise students’ home languages and ways of knowing as legitimate contributions to academic discourse. The study employed a qualitative research design, using reflective narratives from Writing Centre tutors at a University of Technology in KwaZulu-Natal, South Africa. Thematic content analysis of these reflections revealed that empathy significantly enhances consultation effectiveness. Tutors shared experiences where empathetic engagement - often expressed through switching between English and African languages such as isiZulu or isiXhosa - enabled students to feel more comfortable, reduce anxiety, and build confidence. Additionally, tutors recognised non-verbal signs of emotional distress and responded with support rather than judgement. Empathy also empowered tutors themselves, many of whom had experienced similar academic and linguistic barriers. Based on these findings, the study recommends that empathy be embedded as a core competency in tutor training through workshops, peer-learning, and reflective practice. Training should focus on recognising emotional cues, embracing linguistic diversity, and developing culturally responsive consultation techniques. The study concludes that empathy is central to inclusive academic support and calls for Writing Centres to intentionally adopt empathetic pedagogies that affirm the voices. Identifies the potential of multilingual students.
Keywords:: Empathy, multilingual writers, Writing Centre, inclusive pedagogy, social justice, Vygotsky

Reimagining Mathematics Classrooms Through Universal Design for Learning: An Innovative Pedagogical Framework for Global Competency

Author:Themba M Mthethwa Matshidiso M. Moleko; Moeketsi S. Mosia and Felix O. Egara

Mangosuthu University of Technology

Abstract:

In an increasingly interconnected world, mathematics education must evolve to meet the demands of global competency, inclusivity, and cultural responsiveness. This conceptual paper explores the potential of Universal Design for Learning (UDL) as an innovative pedagogical framework to reimagine mathematics classrooms for diverse, global learners. UDL, grounded in principles of flexibility, accessibility, and learner variability, provides a robust foundation for creating inclusive environments where all students regardless of linguistic background, cognitive ability, or socio-cultural context can succeed. The paper examines how UDL’s three core principles (multiple means of representation, engagement, and expression) can be adapted within mathematics education to foster equitable access to content and meaningful student participation. It also discusses the integration of digital tools and open educational resources (OERs) to enhance learning and address differentiated needs, particularly in cross-border and technology-mediated classrooms. Drawing on global case studies, policy frameworks, and emerging best practices in mathematics instruction, the paper highlights strategies for cultivating global citizenship skills such as problem-solving, critical thinking, and collaboration through UDL-informed pedagogy. In doing so, it emphasizes the relevance of culturally responsive teaching and the need for educators to design learning environments that are globally aware and locally grounded. The paper concludes with recommendations for policy makers, curriculum developers, and teacher educators on embedding UDL in mathematics education to support inclusive, innovative, and globally competent teaching practices. Ultimately, the work positions UDL as a transformative approach to achieving equity and excellence in mathematics education worldwide.
Keywords:: Universal Design for Learning (UDL), Mathematics Education, Inclusivity, Global Competency, Culturally Responsive Pedagogy

Academic writing illiteracy: A consequence of policy and curriculum deficit

Author:Ziningi Nobuhle Jaya and Dr Calvin Nengomasha

Mangosuthu University of Technology

Abstract:

Academic writing (AW) illiteracy remains a significant challenge among university students, particularly at the postgraduate level. Many Masters students struggle to complete their minidissertations within the stipulated timeframes, partly due to difficulties in AW. The genesis of AW illiteracy has been linked to the time of widening access to students from disadvantaged backgrounds, with reduced literacy levels contributing to the low throughput rate among Masters students. Implementing an AW curriculum could help bridge this gap; however, such curricula are often absent from academic programs. This study, therefore, aimed to examine the impact of the absence of an AW curriculum on AW illiteracy and the low postgraduate throughput rate. This problem was investigated in three South African universities who met the study selection criteria. Purposive sampling was used to select key informants among faculty at the selected universities and used Path analysis to analyse the research findings and present a construct. The research found that these universities had a low throughput rate and high attrition rate at Masters level resulting from AW illiteracy and a lack of an academic writing curriculum. Urgent action is needed to widen access to and successful completion of postgraduate research through improved focus on AW literacy initiatives. As such, university teaching and learning policies must enunciate the need for an academic writing curriculum to improve chances of success for post-graduate students from disadvantaged background.
Keywords:: Academic writing, education, curriculum, throughput, dissertation

Easing Transition: Enhancing academic readiness and diverse cultural inclusion in the higher education space through the orientation programme

Author:Mokgaetji Georginah Mokganya, Ms Mocheki Tebogo Allison University of Venda

Mangosuthu University of Technology

Abstract:

The primary mission of orientation programs is to aid in the successful transition of new students to institutions of higher learning. Universities, as institutions of higher learning, play a vital role in nurturing students' intellectual growth and equipping them with the skills needed to navigate the demands of the professional world. This research is grounded on cultural wealth, social capital, and cognitive development theories. On this note, this study meticulously explored the effectiveness of the departmental orientation programme in enabling academic transition and promoting cultural inclusivity within a diverse classroom environment. A qualitative research approach was employed to collect data through a structured questionnaire with a purposively sampled group of 209 Extended Curriculum Programme (ECP) students. Most significantly, the findings reveal that 97% of students found the programme to be wellplanned and beneficial. More than half (i.e., 131 participants) reported non-academic gains, which include improved health awareness, mood enhancement, and social integration. Furthermore, the study advocated the significance of responsive orientation strategies that went beyond academic content but included insightful motivational talks from the former ECP students. Participants offered constructive suggestions for improvements to be considered in the planning of the future orientation. These included the provision of ample time for presenters, more interactive question and answer sessions, provision of gadgets for the anticipated online engagements, and embarkation of the campus tour after the orientation programme. Clearly, these findings underscore the value of the orientation programme as a powerful transitional tool that not only prepares students academically but also nurtures a sense of belonging and cultural inclusivity in the increasingly diverse educational settings.
Keywords:: Orientation, academic benefits, Inclusiveness, ECP students, transition

Curriculum development for Collaborative Virtual Exchange projects

Author:Ngaka Mosia and M Sombane

University of South Africa

Abstract:

Throughout the COVID-19 pandemic, distance educatio particularly online learning was the only mode of learning that empowered students in both contact and distance education institutions. In this new normal, the scientific and instrumental rationality of this teaching and learning mode must be reviewed and realigned to continue delivering better results in the education of engineering technologists. Such realignment is necessary to generate new ideas and improve theories that address practitioners’ everyday needs. It has become apparent that the growing gap between knowledge produced in universities and the skills needed in industry has led to the industry stalling the research agenda with debates on relevance and rigor, rather than focusing on the applicability of skills. This qualitative study explores and explains the impact of limited student mobility in technology education and the underutilization of online technologies for innovative, collaborative, and intercultural educational approaches. A paradigm that rapidly and disruptively influences the cultural environment and competitive ecosystem of technology education is applied. Virtual Exchange (VE) has become increasingly attractive and prevalent in education due to its unique ability to integrate theory and practice through technology-enhanced learning. VE enhances mutual understanding, global citizenship, digital literacies, and indigenous problem-solving skills. This paper explores how the quality of engineering education in South Africa can be improved through benchmarking and collaborative efforts with international communities of practice. Using a qualitative approach, the study examines Virtual Exchange as a method to engage students in Collaborative Online International Learning (COIL), fostering intercultural competence and preparing both faculty and students for future-ready classrooms. Ultimately, the paper presents a case for the adoption and implementation of Virtual Exchange in Africa.

Exploring the Emerging Impact of Translanguaging in Bilingual Classrooms: A Pedagogical Perspective on Higher Education in KwaZulu-Natal, South Africa

Author:Sithembiso Mthembu, Vumile Mncibi, Onelisa N Mbathu & Fairhope N Gumede

Mangosuthu University of Technology

Abstract:

In response to the continued dominance of English as a language of instruction, translanguaging is increasingly recognised as a socially just learning approach that uses students' multilingual repertoires to improve understanding, participation, and academic achievement. However, it is undeniable that a language barrier contributes to poor performance in different subjects studied in the English language by South African students. This study suggests that translanguaging by emerging English-isiZulu bilingual students during teaching and learning is an appropriate instructional strategy that may enhance performance and improve results. This study further examines the emerging impact of bilingual learning and its educational implications for the higher education system. It might also be useful in obtaining comprehensive course content. Therefore, the study aims to evaluate the impact of translanguaging on bilinguals in the classroom. This research will look at methods for breaking down language barriers and enhancing language equality in the classroom. Through qualitative research and the use of semi-structured interview questions to gather data from purposefully chosen academic specialists, this study uses translanguaging theory to analyse successful bilingualism practices at educational institutions. This paper explores the implementation of translanguaging strategies in higher education settings by reviewing recent empirical studies and institutional practices and by looking in particular at the experiences of students and lecturers in KwaZulu-Natal. The results highlight the fact that translanguaging not only improves understanding of complex concepts by allowing students to draw on their native languages but also promotes a more inclusive and engaged learning environment. The study emphasizes how translanguaging can facilitate the growth of African languages, encourage academic excellence, and aid in the decolonization of university curricula. This contributes to new understanding in terms of enhancing teaching strategies through the utilization of various languages, cultural variances, and removing language barriers to preserve classroom relationships
Keywords:: Code-switching, reorienting content knowledge, breaking down language barriers, and pedagogical translanguaging

IMPROVING STUDENT INVOLVEMENT IN ENGINEERING COURSES THROUGH DIGITAL LEARNING METHODS AND TOOLS

Author:Cyncol Akani Sibiya

Mangosuthu University of Technology

Abstract:

Mangosuthu University of Technology (MUT) Electrical engineering students encounter a lot of difficulties, inclusive of schedules that are demanding, overcrowded class or lecture rooms and sophisticated study materials of their course. This research is looking at how digital tools and new teaching methods can help improve learning and assist students to reach the required performance levels set by the department. To achieve this, the study makes use of Laurillard’s Conversational Framework, Bloom’s Digital Taxonomy, the SAMR Model, and also the Teaching Change Frame (TCF) to try and make learning more interactive and effective. Furthermore, the plan includes using online group discussions, interactive simulations, and flipped classroom ideas to help learners participate more actively. In addition, Bloom’s Digital Taxonomy helps to organise learning activities, starting from basic things like learning facts using Quizlet and moving up to more advanced tasks like using MATLAB Simulink for simulations. Moreover, the SAMR Model is used to make sure technology is not just for sharing information, but also helps students to engage more deeply by creating their own content and taking part in meaningful discussions. The TCF framework is also important because it helps to keep these new teaching methods going for a long time. It shows how they must be used, gives support all the time, and checks if everything is going well. So, this plan will be a step-by-step plan. Firstly, learners will be taught how to use digital tools. After that, peer learning and online talks will start. Lastly, the results will be checked by using surveys and looking at how learners are doing in their schoolwork. The main aim of this approach is to build a more exciting and technology-based learning environment that improves student participation, helps them understand concepts better, and also improves their overall academic performance in Electrical Engineering courses, starting with Electrical Protection III and Projects I for the evening class group.

Navigating cultural diversity in higher education: pedagogical strategies for inclusive teaching and learning

Author:Babalwa Ramncwana

University of South Africa

Abstract:

In today’s globalised academic environment, higher education institutions are becoming increasingly culturally diverse. While this diversity offers valuable opportunities for enriched learning experiences, it also presents challenges that can hinder inclusion and equity in classrooms. This study investigates pedagogical strategies that promote inclusive teaching and learning in culturally diverse higher education settings. It aims to explore how different approaches can create equitable and respectful learning environments for all students. Drawing on cross-disciplinary research and case studies from multicultural classrooms, the study examines key factors affecting cross-cultural engagement, including implicit bias, language barriers, identity formation, and power dynamics. The analysis reveals that these factors significantly influence classroom interactions and learning experiences. Inclusive pedagogical strategies such as curriculum internationalisation, collaborative learning models, and culturally responsive teaching were found to enhance engagement and promote a sense of belonging. Both educators and students must develop cultural competence to foster respectful and effective learning environments. The findings highlight the need for a transformative teaching approach that recognises cultural diversity as a strength. The paper calls for institutional commitment to inclusive learning practices and offers evidence-based recommendations to address systemic inequalities. Promoting cultural competence and inclusive pedagogy can ultimately improve learning outcomes in multicultural settings.
Keywords:: Cultural Diversity, Higher education, Pedagogy, Inclusive teaching, Learning strategies.

Culturally Responsive Pedagogy in Higher Education: A Global Perspective

Author:Sphamandla Simphiwe Gumede and Dr BYC Mvuyana and Mr IB Ndlovu

Mangosuthu University of Technology

Abstract:

Culturally responsive pedagogy (CRP) presents a vital framework for effectively addressing the diverse needs of students in higher education, especially within today’s globalized context. This pedagogical approach focuses on recognizing and incorporating students' cultural backgrounds into teaching practices, fostering an inclusive learning environment that boosts engagement, critical thinking, and academic success. This study investigates the theoretical foundations of CRP, referencing key frameworks like Banks' Multicultural Education Theory, which highlights the importance of creating an inclusive and equitable education system. In the global classroom, where students from varied sociocultural backgrounds coverage CPR challenges educators to adopt their pedagogical strategies to resonate with students. Through a systematic literature review, this paper offers how cultural context shape educational experiences and influence student success drawing from the existing literature. It further investigates how CRP can bridge cultural divides, empower marginalized voices, and contribute to the development of curricula that reflect the realities of an interconnected world. The analysis highlights the crucial role of teachers as culturally aware facilitators, capable of shaping curricula and pedagogical methods that reflect the intricacies of a global society. Ultimately, this exploration underscores the pressing need for higher education institutions around the world to adopt CRP as a core component of their pedagogical philosophy. In doing so, it can promote equity, inclusivity, and global citizenship in an interconnected world. Fostering such an environment, the global classroom becomes a vibrant space where diverse cultures unite, stimulating innovation and cultivating globally minded citizens ready to tackle the challenges of the future.
Keywords:: Global classroom, culturally responsive pedagogy, diversity, inclusive learning, Multicultural Education Theory

Rethinking Scientific Discourse for Equity: Transforming Higher Education Curricula through a Deeper Understanding of Reality

Author:Nkosinathi Emmanuel Madondo and George Bibin Mohan

Mangosuthu University of Technology

Abstract:

This paper explores the relationship between scientific language, power, and knowledge in higher education, arguing that traditional approaches can perpetuate epistemic injustices. It examines the challenges and opportunities for transforming science programmes at a South African university, where students from diverse backgrounds encounter Western, decontextualised scientific knowledge shaped by scientific language. The paper makes a case for inclusive curriculum design and pedagogies that promote epistemic justice and social inclusion by promoting indigenous knowledge practices and languages, thus promoting culturally responsive pedagogies. Addressing the research problem of linguistic inaccessibility and epistemological exclusion, this paper investigates how dismantling rigid scientific discourse can open space for inclusive pedagogies that draw on indigenous knowledge systems and students’ lived experiences. By examining the underlying structures of reality, this paper reveals how language is rooted in its context and identifies opportunities to utilise indigenous practices as a bridge to understanding complex scientific concepts so that curriculum is culturally responsive. Methodologically, the paper used a qualitative case study approach where data were gathered through curriculum reviews, classroom observations, and semi-structured interviews with faculty and students across science education modules. Findings reveal that students from homes where language is used to communicate systematised, abstract meanings, such as in academic or professional families, enter higher education with a linguistic advantage. Conversely, many students struggle to access meaning in science classrooms, not due to lack of ability, but due to the mismatch between their everyday language practices and dominant academic discourse. The integration of indigenous knowledge systems in a vertically recontextualised context, without divorcing these from decontextualised teaching practices valued in science improved engagement and conceptual understanding across diverse student groups. This study concludes that dismantling traditional scientific language practices is not about reducing academic rigour, but about reimagining epistemological access. It calls for curriculum transformation that aligns social justice with knowledge generation, enabling a more inclusive and pluralistic science education.
Keywords:: Scientific language, Depth ontology, Practical curriculum transformation

Hospitality Management Students' Perspectives ob the Use of Robotics in the Hospitality Industry in Selected Higher Education Institutions in the Eastern Cape province

Author:Nomathemba Sandlana Gadlela and Dr L Ncube

Walter Sisulu University

Abstract:

The rapid rise of technology, particularly robotics, is transforming the hospitality industry by changing how services are delivered through innovations such as automated check-ins and robotic concierge services. While these technological advancements enhance customer experience and operational efficiency, they also raise concerns about the future of human labour, including job availability, required skill sets, and service quality. Simultaneously, they present opportunities for innovation and new job creation. Hospitality management students, as future leaders in the field, offer valuable insights into how these changes may shape the industry and their careers, making their perspectives essential in understanding the impact of automation. This study explores hospitality management students’ perspectives on the use of robotics and digital platforms in the hospitality sector. A quantitative descriptive design was employed, using a stratified random sample of 140 students from selected higher education institutions in the Eastern Cape. Data were collected via a semi-structured questionnaire, coded in Excel, and analysed in SPSS using descriptive statistics and chi-square tests to identify associations between variables. Most participants (63%) were university students, primarily in their second (54.5%) or third year (45.5%), while 37% were enrolled in TVET colleges, mainly at NCV Level 3 (61.5%) and Level 4 (38.5%). In total, 34.3% were in their second year, 28.6% in third year, 22.9% in NCV Level 3, and 14.3% in NCV Level 4. When asked about the usefulness of robotics and digital platforms in large-scale hospitality operations, 41% viewed them as not useful, 39% found them useful, and 20% were neutral. These findings reveal mixed perceptions, suggesting that higher education institutions need to modernize the hospitality curriculum by integrating both theoretical and practical content on digital transformation, automation, and artificial intelligence.
Keywords:: Perspectives, Hospitality, Robotics, Digital Platforms

Sustainable Engineering Education: Integrating Process Automation and Control Engineering Labs with Digital Tools

Author:Puramanathan Naidoo and M Sibanda

Mangosuthu University of Technology

Abstract:

The rapid advancement of the Fourth Industrial Revolution (4IR) necessitates the transformation of engineering education to develop graduates who are both technically competent and adaptable to a digitalised industrial landscape. This study explores the integration of digital tools into process automation and control engineering laboratories as a sustainable approach to enhance teaching and learning practices. Traditional laboratory environments, while critical for hands-on skills development, are resource-intensive and limited in scalability. By leveraging simulation platforms, virtual environments, and digital twins, educators can replicate real-world control systems such as Programmable Logic Controllers (PLCs), Human-Machine Interfaces (HMIs), and Distributed Control Systems (DCS) without the need for continuous physical infrastructure investment. Digital tools like Siemens TIA Portal, MATLAB Simulink, and IFM Moneo provide students with opportunities to design, simulate, and test automation solutions in safe, cost-effective, and accessible formats. At Mangosuthu University of Technology, the adoption of these platforms has enabled the implementation of virtual and hybrid labs that bridge Operational Technology (OT) and Information Technology (IT). These innovations not only align with industry expectations but also contribute to a more inclusive and environmentally responsible educational model. The paper outlines practical applications of these tools, discusses their pedagogical impact, and reflects on the broader role of artificial intelligence and the Industrial Internet of Things (IIoT) in preparing engineering students for the digital future.
Keywords:: Sustainable Education, Digital Tools, Automation and Control, 4IR, Engineering Pedagogy

Harnessing Technology for Sustainable Mathematics Education: Innovations, Challenges, and Future Pathways

Author:Bubele Madubela

Abstract:

This study investigates the transformative role of technology integration in mathematics education, focusing on its potential to improve learner outcomes, engagement, and conceptual understanding. The central research question guiding this inquiry is: How does the integration of technology influence teaching and learning practices in mathematics classrooms, particularly in enhancing problem-solving abilities and learner attitudes? The research draws on qualitative and quantitative data from selected high school mathematics classrooms where various technological tools including dynamic geometry software, interactive simulations, and online learning platforms were implemented as part of the instructional process. The study adopts a mixed-methods approach. Quantitative data were collected through pre- and posttests to assess improvements in mathematical performance, while qualitative data were obtained through classroom observations, teacher interviews, and learner focus groups to capture insights into user experiences, pedagogical shifts, and implementation challenges. Key findings reveal that the strategic use of technology enhances learners’ critical thinking, encourages active participation, and supports differentiated instruction. Technologies such as GeoGebra and Desmos enable visualization of abstract concepts, leading to improved conceptual grasp and retention. Furthermore, learners reported a more positive attitude towards mathematics when lessons were delivered using interactive digital tools. However, the study also identifies significant barriers, including insufficient teacher training, limited access to digital devices, and inconsistent internet connectivity, particularly in under-resourced schools. Despite these challenges, the study underscores the potential of technology to make mathematics education more inclusive and effective when supported by robust professional development and infrastructural investment. The findings contribute to the broader discourse on pedagogical innovation and offer practical recommendations for educators, policymakers, and curriculum developers seeking to leverage technology for sustainable educational advancement in the 21st century.
Keywords:: Technology integration, mathematics education, pedagogical innovation, digital tools, learner engagement, conceptual understanding.

Potential Benefits of Integrating Teaching and Learning Technologies into Higher Education Pedagogies: A Scoping Review

Author:Lerato Thabane

Vaal University of technology

Abstract:

The use of technology in teaching and learning has become an integral part of higher education. For the higher education sector to meet the growing demands of the Fourth Industrial Revolution and the socioeconomic needs of the 21st century, the use of digital technologies in teaching and learning has become not only a necessity but an inevitable component of education in the rapidly growing world. The main aim of this scoping review is to investigate the potential benefits of integrating teaching and learning technologies into higher education pedagogies, with the purpose of contributing to existing literature on the transformation of higher education pedagogies. The study was guided by the five-stage framework of Arksey and O’Malley’s approach to scoping reviews and synthesises literature published between 2018 and 2023. A total of 19 studies focusing on the potential advantages of incorporating digital tools and technologies into higher education pedagogies were identified from higher education journals. The results of this study firstly revealed that there are various technologies and tools used in remote teaching and learning, and using thematic analysis, the review of the selected studies indicates that the use of digital technologies in higher education pedagogy is beneficial in that it provides students with unrestricted access to learning materials, increases student engagement and promotes active learning, supports student learning, improves success and encourages collaborative learning, which in turn may contribute positively in enhancing the quality of teaching and learning. To broaden and extend the scope of this study, it is recommended that similar future studies should include all other journals that publish articles related to this topic.
Keywords:: Digital technologies, higher education, teaching and learning, Fourth Industrial Revolution, pedagogical transformation

Usage of Data Analytics to Track University Students’ Performance in Africa: A Scoping Review

Author:Khulekani Yakobi

Mangosuthu University of Technology

Abstract:

Using data analytics to analyse university student performance in Africa is an attractive potential, given that the continent's institutions face unique problems such as enormous student populations, various educational backgrounds, and varying levels of funding. However, using data analytics can dramatically increase academic performance and institutional effectiveness. The increasing availability of educational data, as well as advancements in data analytics, have opened up new prospects to optimise academic performance tracking in higher education. This scoping review paper investigates the use of data analytics to track and enhance university student performance across African institutions. The study synthesises findings from peer-reviewed studies published between 2010 and 2025, with an emphasis on techniques, tools, implementation contexts, and results. The study emphasises the widespread use of machine learning models, predictive analytics, and learning management systems for identifying at-risk students, understanding learning behaviours, and informing institutional decisions. It also uncovers challenges specific to the African context, including data quality, technological infrastructure, and policy limitations. The findings highlight the potential of data-driven approaches to support student success but emphasise the need for localised strategies and capacity building. This review contributes to a growing body of knowledge on educational data analytics and provides a foundation for future research and practice in African higher education. The future research should focus more on expanding the research depth, real-world applications, interdisciplinary integration, and addressing contextual challenges related to the use of data analytics to track African university students. This study overall recommendations suggest that African higher education institutions should adopt data analytics solutions that are tailored to African socio-economic, cultural, and technological contexts.
Keywords:: Educational data analytics, student performance, higher education, Africa, machine learning, predictive analytics, learning management systems, scoping review

Earmarked Grants as Levers of Transformation, Innovation, and Academic Renewal in South African Higher Education

Author:Theo Bhengu

Sefako Makgatho University

Abstract:

Earmarked grants have become increasingly pivotal in driving transformation, innovation, and academic renewal within South African higher education. Allocated by the Department of Higher Education and Training (DHET) for specific strategic purposes, these grants are intended to redress historical inequities, strengthen institutional capacity, and stimulate innovation in teaching, learning, and research. Far from being peripheral or auxiliary, earmarked funding mechanisms such as the Sibusiso Bengu Development Programme (SB-DP), University Capacity Development Grant (UCDG), the New Generation of Academics Programme (nGAP), and the Clinical Training Grant (CTG) are now critical instruments for advancing equity, excellence, and academic renewal across the university sector. This paper explores how earmarked grants can function as levers of transformation, innovation, and academic renewal when effectively aligned with institutional strategies and national policy priorities. It argues that the full potential of earmarked funding remains underutilised due to fragmented implementation, weak integration into institutional planning cycles, and limited capacity for monitoring and evaluation. Drawing on sectoral trends, policy analysis, and examples of institutional practice, the paper highlights both the enabling potential and the systemic challenges associated with earmarked grant funding. A central argument advanced is that earmarked grants should not be approached merely as compliance exercises or standalone projects. Rather, they should be embedded into institutional transformation strategies, performance management frameworks, and innovation ecosystems. The paper advocates for strengthened governance of grant processes, enhanced leadership engagement, and more deliberate alignment between grant-funded initiatives and long-term academic priorities. By repositioning earmarked grants as strategic assets, universities can unlock their capacity to drive systemic change, foster inclusive excellence, and advance their academic missions in more sustainable and impactful ways. The findings have relevance for policymakers, institutional leaders, grants managers, and academic staff committed to leveraging public funding for high-impact transformation and renewal.
Keywords:: Earmarked grants, transformation, academic renewal, higher education policy, institutional capacity

Enhancing Educational Accessibility through Telecommunication Networks: A Study on Implementing Radio over Fiber Technologies in Remote Learning Environments.

Author:Nondumiso Gugu Makhoba and Mr R Tshibangu

Mangosuthu University of Technology

Abstract:

In the field of education, the integration of advanced telecommunication technologies such as Radio over Fiber (RoF) offers significant potential for enhancing educational accessibility. This research explores the application of RoF technology in improving remote learning environments, particularly in underserved and geographically isolated areas. RoF combines the extensive reach of radio waves with the high efficiency and bandwidth of optical fiber, facilitating robust and reliable communication over long distances. This study further investigates the implementation of RoF in remote learning by first assessing the current state of internet connectivity and telecommunication infrastructure in rural educational institutions. Through surveys conducted in these institutions, the study aims to understand the impact of existing connectivity solutions on the quality and accessibility of remote learning. By comparing institutions with adequate connectivity to those without, the potential improvements that RoF technology can bring will be evaluated. The methodology includes analyzing data from these surveys alongside case studies and technological frameworks to assess the feasibility and effectiveness of RoF in overcoming connectivity challenges and enhancing educational access. Key factors examined include infrastructure requirements, cost efficiency, scalability, and regulatory considerations. The findings underscore the potential of RoF technology to make quality education more accessible, especially in remote and underserved communities. By leveraging RoF, educational institutions can transcend geographical barriers and offer equitable access to educational resources. This research contributes to the ongoing discourse on the role of telecommunication advancements in promoting inclusive and sustainable education. The study's implications highlight the need for strategic investments in telecommunication infrastructure to support educational equity and the long-term benefits of integrating RoF technologies into educational systems.
Keywords:: Educational Accessibility, Remote Learning, Telecommunication Networks, Radio over Fiber (RoF), Rural Education, Internet Connectivity, Technological Infrastructure, Inclusive Education, Sustainable Education, Digital Divide

Inculcating peer support through ‘caring’ in an online learning community

Author:Thembeka Shange

Abstract:

Students who study online often require additional support due to the absence of physical interaction with lecturers and peers, which can result in feelings of isolation and ultimately lead to attrition or failure to complete their programmes. This study explores how students demonstrated and offered peer support while learning English as a first-year module at an ODeL university in South Africa. Although existing research highlights the role of peer interaction in enhancing online student engagement and mitigating feelings of isolation, limited studies focus on how such support manifests in modules underpinned by principles of care. Grounded in Vygotsky’s theory of socially mediated learning, this qualitative study examined student interactions in online learning communities (OLCs) through data collected from Discussion Forums and Virtual Classes, spanning from students’ entry into the module to its completion at semester’s end. Additionally, assignment and final examination submissions were analysed to assess student responses to both formative and summative assessments. The findings revealed that students valued and enjoyed peer interaction within the module, and an improvement in assignment and exam submissions was observed compared to the previous year. These results suggest that fostering peer support through OLCs may enhance student engagement and performance. Future research should investigate the impact of such peer interactions on throughput rates in similar modules.
Keywords:: Online Learning Communities, Peer Support, Caring, Socially Mediated Learning

Transforming Teaching and Learning in Rural Schools: A Culturally Responsive Whole School Evaluation in Amathole East District

Author:Bafundi Zealous Mapisa

Walter Sisulu University of Technology

Abstract:

The transformation of teaching and learning in rural contexts necessitates the implementation of culturally responsive and innovative school-wide strategies that foster equity, accountability, and resilience. Despite numerous educational reforms in South Africa, rural primary schools continue to encounter persistent challenges in enhancing instructional quality and learner outcomes. This study investigates how the Whole School Evaluation (WSE) functions as a transformative tool to improve teaching and learning in rural schools, particularly focusing on the culturally and contextually responsive practices employed by educators in the Amathole East District of the Eastern Cape. The study explores the following research question: In what ways do rural educators in the Amathole East District utilise Whole School Evaluation to enhance teaching and learning in culturally responsive manners? Adopting a qualitative case study design, data were gathered through semi-structured interviews with principals, heads of departments, and classroom educators from selected rural primary schools. Thematic analysis was applied to uncover key patterns and insights. Findings indicate that while Whole School Evaluation (WSE) offers a significant opportunity for systemic improvement, its effectiveness is highest when it resonates with the actual circumstances of rural schools. Educators emphasised the necessity of community engagement, the contextual adaptation of evaluation tools, and collaborative professional development as key drivers of meaningful change. Furthermore, the study revealed that when WSE is applied through a culturally responsive lens, it enhances resilience by validating indigenous knowledge systems and promoting locally relevant teaching practices. The study enhances the existing literature by bridging the divide between policy-driven evaluation models and grassroots innovations in resource-limited contexts. It advocates for greater support for the context-sensitive implementation of water, sanitation, and education (WSE) initiatives, investment in the capacity building of educators, and the incorporation of community voices in the processes of school transformation. These insights provide globally relevant lessons on how culturally responsive school evaluation can serve as a strategic lever for transforming learning and fostering resilient education systems in rural and disadvantaged communities.
Keywords:: Culturally responsive pedagogy, Whole School Evaluation, rural education, school transformation, Eastern Cape

Incapacity or Resistance to Change? Challenges in the integration of Technology in the Pedagogy

Author:Zamikhaya Gotyi

Mangosuthu University of Technology

Abstract:

The integration of technology into teaching and learning has become a strategic imperative for universities across South Africa, particularly in the wake of the COVID-19 pandemic and the shift towards blended and online learning models. Universities are under increasing pressure to incorporate technologies into their pedagogies. However, the pace and depth of technology adoption remain uneven. Universities continue to experience inconsistent uptake and integration of digital technologies in teaching and learning. While many academics have embraced these changes, a significant minority continue to struggle to adopt and effectively integrate such technologies into their pedagogical practices. It remains unclear whether this slow adoption is primarily due to limitations in capacity and competence, or whether it reflects deeper resistance to change among some academic staff. The study investigates the root causes behind the slow adoption of educational technologies by academic staff at Mangosuthu University of Technology (MUT). It examines whether the challenges are primarily due to capacity-related issues such as limited access to digital infrastructure, insufficient professional development, and institutional resource constraints or whether they stem from resistance to change, including entrenched pedagogical habits, fears of professional redundancy, or discomfort with unfamiliar teaching modalities. A mixed-methods approach was employed. Quantitative data were collected through a survey administered to a stratified sample of academics. Qualitative data were obtained through semi-structured interviews with purposively selected key informants, including support staff and faculty managers. Additionally, insights from national policy documents, institutional case studies, and relevant academic literature were used to triangulate and corroborate the empirical findings. The findings indicate that issues of incapacity and resistance often intersect in complex and context-specific ways. The study challenges the notion that slow technology adoption can be solely attributed to educator reluctance and instead highlights broader systemic and contextual constraints. The study concludes that educators should not be labelled as merely resistant without acknowledging the institutional and structural challenges that impact their ability to integrate technology effectively. It is recommended that MUT continue investing in targeted digital skills development, inclusive change management strategies, and supportive policy frameworks that align with the university’s commitment to providing accessible, career-oriented education in a technology-driven world.
Keywords:: Incapacity, resistance to change, technologies, pedagogies, teaching and learning.

Exploring the Implementation of Inclusive Teaching and Learning Strategies in the Built Environment Department, Walter Sisulu University

Author:Thulisiwe Thole, Nomkhitha Luke, Thulisiwe Thole and Nokulunga Mashwama

Walter Sisulu University of Technology

Abstract:

The improvement of diversity and justice in higher education is largely dependent on inclusive teaching and learning practices. At Walter Sisulu University (WSU), adopting such strategies is crucial for the Built Environment Department to accommodate a variety of student backgrounds and learning styles, thereby promoting greater engagement and academic success. This study investigates the extent to which inclusive teaching and learning practices are implemented within the department. Specifically, it seeks to identify existing inclusive methods, assess their effectiveness, and explore challenges experienced by both students and lecturers, while also offering practical recommendations to enhance inclusivity. A qualitative research approach was employed, with data gathered from students across academic levels through semi-structured focus group discussions and individual interviews. Classroom observations and a review of institutional policies further enriched the understanding of the department’s inclusivity framework and operational context. Findings revealed a range of inclusive practices, with faculty generally demonstrating awareness of inclusive pedagogy; however, their efforts are constrained by limited resources, inadequate training, and inflexible curricula. Students reported greater engagement, a sense of belonging, and improved academic performance where inclusive strategies were effectively applied. Nevertheless, inconsistency in implementation and the absence of systemic support remain key challenges. The study recommends targeted professional development for faculty, curriculum redesign to incorporate inclusive content and flexible assessments, and greater institutional investment in resources and student support services. While the implementation of inclusive strategies within the department is advancing, addressing persistent barriers through ongoing faculty development, curriculum reform, and institutional commitment is vital for fostering a truly inclusive academic environment that supports the success of all students.
Keywords:: Inclusivity, Higher Education, Pedagogical Strategies, Student Diversity, Built Environment, Walter Sisulu University

Student Performance Analysis in Various Electrical Engineering Concepts

Author:Natacia Mnguni and Dr Hendrick Musawenkosi Langa

Vaal University of Technology

Abstract:

The need for engineers is growing globally, however, the number of engineering graduates is not increasing at the same rate. This gap is worsened by the high dropout rates in engineering programs compared to other disciplines, with most of the dropouts being in first year. Higher learning institutions are more reactive rather than proactive with interventions to support students and this leads to the interventions being ineffective. This study aims to analyze student performance in an Electrical Engineering module to identify difficult topics and concepts. The study analyzed two test results from the 2024 second semester module to determine in which topics students struggled the most and which topics they mastered. Frequency distributions in the various concepts were analyzed where students were found to perform differently. In some instances, the students were proficient whereas in other instances, they performed poorly. The measure of the mean with respect to the standard deviation turned out to be a useful instrument in identifying the concepts that required intervention. For example, in instances where the standard deviation was zero, no intervention was required whereas in instances where the standard deviation was greater than zero intervention were recommended. The other comparison that was measured was the difference between the mean the total marks for a particular concept, which also turned out to be useful instrument in assessing the risk of failure in the module. The study recommends using the Retention Centre feature in the Blackboard Learning Management System (LMS) as an early warning tool to identify and support at-risk students. Early detection and targeted interventions can help improve academic performance and support student successin in engineering education.
Keywords:: Student performance, electrical engineering, difficult concepts, academic intervention, and early warning systems

Reimagining innovative teaching strategies, pedagogies and learning environments in global classrooms

Author:Rivalani Masonto | Prof IM Ntshoe

Central University of Technology

Abstract:

Global classrooms are without exception characterised by intersections of race, linguistic and cultural diversities, dissimilar home backgrounds and socio-economic status, pluriversality, different ideological background, and varied ethnic groups, especially in the African context including South Africa. These intersections necessitate intentional shifts from conventional teaching strategies and pedagogies that often alienate students towards innovative and alternative teaching approaches and pedagogies that recognise and accommodate all students in multicultural, multilingual, and multiethnic global classroom settings and societies. Rather than accommodating of students’ cultural, linguistic, social differences, beliefs and experiences, traditional teaching approaches and learning environments tend to be a-social, protect and reinforce inequalities and alienate marginalised groups. However, the concern is the seeming conflation of the multicultural, multilingual, multiethnicity and translanguaging delivery approaches and the knowledge of disciplines. This study explores the development of alternative innovative teaching approaches, pedagogies and learning environments relevant for current multicultural, multilingual and pluriverse global, national and local diverse classrooms. The study therefore argues for culturally sensitive and responsive teaching pedagogies and learning environments entrenched in Critical and transformative pedagogies and Critical Race theory. The envisaged innovative approaches are culturally, socially, racially, and ideologically emancipatory. They also have potential of embracing multiracialism, multiculturalism, and translanguaging in diverse classrooms. Furthermore, they embrace different contexts, celebrate diversity, rich cultural depths, and endorse students lived experiences in their contexts. What is distinct in this paper is the consideration that the envisioned innovative and teaching and pedagogies are about the how-ways in which teachers use multiculturalism, multilingualism and translanguaging to mediate knowledge of disciplines which students bring from their individual contexts into the university. The study concludes that governments, higher education and institutions globally need to develop policies and practices that embrace pluriversality, encourage multiple voices, respect for students’ individual cultural knowledge, values, students as knowers, lived- experiences, frames of references and communication styles in global multicultural, multilingual and multiethnic global classrooms. Thus, innovative teaching and pedagogical approaches are tools for facilitating meaning around students’ native knowledge of languages to access emancipatory knowledge of their respective disciplines.
Keywords:: Innovative pedagogies, multicultural classrooms, translanguaging, culturally responsive teaching, pluriversality

Promoting Diversity and Inclusion: Interventions and Outcomes in Higher Education Institutions for First-Year Students in KwaZulu-Natal.

Author:Sibongamandla Silindokuhle Dlomo and Dr Marole Moloi

University of KwaZulu-Natal

Abstract:

The importance of diversity and inclusion in higher education, particularly for first-year students, cannot be overstated, as these principles are essential for fostering academic success, improving retention, and ensuring meaningful social integration. Despite growing discourse on inclusive education, there remains a significant research gap concerning systematically documented interventions and their measurable outcomes within the South African context, specifically in KwaZulu-Natal. This study aims to address this gap by critically analysing existing literature from 2004 to 2024 to identify and evaluate strategies that promote diversity and inclusion among first-year university students. Employing a scoping review methodology, the study synthesizes findings from peer-reviewed articles, policy documents, and institutional reports. The review reveals a range of interventions, including culturally responsive orientation programs, peer mentorship schemes, inclusive pedagogical practices, and targeted support services. Key findings indicate that such interventions contribute to enhanced academic performance, increased student engagement, and a stronger sense of belonging. Nevertheless, persistent challenges such as institutional resistance, limited financial resources, and lack of systematic monitoring threaten the sustainability of these efforts. The implications of this analysis underscore the need for robust institutional commitment, continuous professional development for academic staff, and the implementation of comprehensive policy frameworks. These measures are essential for embedding diversity and inclusion as core values in higher education, ultimately transforming the academic and social experiences of first-year students in KwaZulu-Natal. Future research should focus on developing locally relevant evaluation tools and exploring student-led initiatives as potential catalysts for inclusive change. A more nuanced understanding of intersectionality among students could also enhance the effectiveness of diversity strategies.
Keywords:: diversity, inclusion, scoping review, academic success, student engagement, inclusive education, policy support

Operationalising Data Democracy: Enabling Staff and Student Co-Creation of Insights and Learning Content

Author:Randhir Rawatlal

University of KwaZulu Natal

Abstract:

By granting educators access to analytics relevant to their courses, we create conditions for exploration, insight generation, and domain-specific intervention. Staff are no longer passive recipients of top-down reports but are empowered to identify emerging trends, understand learning barriers, and prototype teaching innovations. This decentralised model not only supports teaching effectiveness but also enables the rapid creation of learning content that responds directly to student needs. Furthermore, we explore the role of the student as a co-creator in this ecosystem. When data is presented transparently and ethically, students can meaningfully engage with their own learning pathways. In structured settings, students can contribute to the generation of micro-content, feedback loops, and peer-learning modules, transforming analytics into a two-way street of pedagogical engagement. Case studies from engineering programmes illustrate the implementation of this model: from staff-led creation of adaptive content informed by real-time data, to student participation in the co-design of assessment scaffolds and revision tools. These efforts were enabled through digital platforms that balance data access with governance and security. This presentation provides a practical roadmap for institutions seeking to democratise data access, foster a culture of inquiry, and unlock collaborative pathways to improve teaching, learning, and student success outcomes.

Universal Design for Learning and the integration of African languages: Pathways to inclusive education in South African classrooms

Author:Keamogetse Moganedi

University of South Africa

Abstract:

This study explores how Universal Design for Learning (UDL) principles can be leveraged to integrate African languages into South African classrooms to foster inclusion. The central research question is: In what ways can Universal Design for Learning support the meaningful inclusion of African languages to enhance learning experiences for all students? Grounded in Gardner’s Multiple Intelligences theory and Vygotsky’s Sociocultural theory, the study acknowledges the strong link between language, cultural identity, and cognitive development. Despite the importance of African languages in the Global South, they remain marginalised in formal education, often leaving learners disconnected from the curriculum. A qualitative exploratory approach was adopted to understand the challenges and opportunities faced by teachers in multilingual classrooms. Thirty teachers from a full-service primary school in Mamelodi, Pretoria, participated in in-depth interviews to explore how they integrate African languages alongside English in their daily lessons. The findings reveal persistent barriers, such as limited exposure to current pedagogical approaches, inadequate teacher training, and a lack of appropriate teaching resources. Nonetheless, participants described how UDL strategies, including flexible lesson planning and differentiated instruction, helped them address the diverse needs of learners, making lessons more accessible and engaging. The study concludes that integrating African languages through UDL not only enhances academic achievement but also promotes a sense of belonging and cultural affirmation. These findings offer practical guidance for educators and policymakers aiming to create more equitable, multilingual learning environments.

Metaheuristic-Based Optimization of Academic Workload Allocation in Higher Education Institutions.

Author:Jean Gad Mukuna

Mangosuthu University of Technology

Abstract:

Managing academic workload effectively is essential for ensuring fairness, efficiency, and institutional accountability within higher education. At Mangosuthu University of Technology (MUT), academic staff face increasing demands due to the growing complexity of their roles, which now extend beyond traditional teaching to include research, administrative responsibilities, and community engagement. These evolving expectations have exposed the limitations of existing workload allocation models, which often lack transparency, flexibility, and a data-driven foundation. This study addresses these challenges by introducing a metaheuristic optimization approach aimed at improving the current workload distribution framework at MUT. The proposed model incorporates a comprehensive set of academic responsibilities, including contact hours, preparation per contact hour, class size, normal class size, participation in work-integrated learning, tutor efficiency, subject complexity, research and innovation, community engagement, and administrative tasks. To optimize the distribution of these components, two nature-inspired algorithms were utilized: the Grey Wolf Optimizer (GWO) and Particle Swarm Optimization (PSO). These algorithms were selected for their strong performance in solving complex, nonlinear, and multivariable problems, offering flexibility beyond traditional linear programming techniques. The core objective of this optimization is to assign workloads that closely align with the standard 40-hour academic week, as per institutional policy, while remaining practical and reflective of the actual work environment. Simulations using GWO and PSO produced several feasible workload distribution scenarios. However, none of the outcomes perfectly met the 40-hour benchmark under current model assumptions. This outcome suggests a need for further refinement, potentially through recalibrating variable weightings, introducing additional operational constraints, or incorporating empirical workload data gathered from staff. The findings underscore the potential of metaheuristic optimization in addressing the complexities of academic workload planning. Although still under development, the model offers a strong foundation for designing a more transparent, equitable, and adaptive workload allocation system. By aligning academic responsibilities with both institutional priorities and staff capacities, the approach can improve academic performance, reduce staff overload, and support more efficient strategic planning. This study contributes to the ongoing discourse on higher education reform by illustrating how modern optimization tools can facilitate fairer and more effective academic management practices.

The Influence of Digital Tool Usability on Instructor Efficiency in Blended Learning Platforms at a Higher Education Institution

Author:Refilwe Modise and Lerato Motloung

Vaal University of Technology

Abstract:

The advancement of information technology (IT) has significantly transformed the instructional methods employed by lecturers, incorporating various online platforms to enhance student learning. This shift has also changed the way students engage with learning, introducing innovative, interactive mediums. Blended learning (BL), which combines online and offline teaching approaches, provides a dynamic, pedagogically sound environment and has become vital in higher education. It enables access to global resources, enhances teaching quality, and promotes collaboration among lecturers, thereby improving instructional efficiency. However, limited research exists on the relationship between the usability of digital tools and instructor effectiveness within South African higher education BL environments. This study aims to investigate how the user-friendly design, accessibility features, and affordances of digital tools influence instructors’ ability to effectively facilitate teaching and learning. Specifically, the research seeks to answer: How do digital tools affect instructor effectiveness in blended learning? What factors enable or hinder instructors in integrating these tools into their teaching practices? A mixed-methods approach will be adopted, with quantitative data collected through surveys of 50 to 100 instructors and qualitative insights gathered via semi-structured interviews with 10 to 15 instructors. Thematic analysis using Atlas.Ti and statistical analysis using SPSS will be employed to triangulate the findings. The study's outcomes will inform best practices for integrating digital tools in blended learning, ensuring teaching methods remain effective, engaging, and conducive to deep learning.
Keywords:: Blended learning (BL), digital tools, instructional methods, affordances.

Exploring the Gap Between Anticipated and Attained Mathematics Proficiency in First-Year University Mathematics Students: Implications for Responsive Pedagogical Practices

Author:Nomfundo Gabuza, Ms N Gabuza and Dr TM Mthethwa

Mangosuthu University of Technology

Abstract:

Mathematics proficiency serves as a cornerstone for academic achievement in quantitative disciplines such as mathematics, engineering, and the sciences. However, many first-year university students experience a disconnect between their anticipated proficiency in mathematics and their actual performance, resulting in academic underperformance and reduced self-efficacy. This study critically investigates the extent and nature of the gap between anticipated and attained mathematics proficiency among first-year students and explores the pedagogical implications for bridging this divide. A quantitative research design was employed, drawing on baseline data from two cohorts: 569 Mathematics 1 students in 2023 and 202 students in 2024. Data collection was conducted through diagnostic baseline tests administered at the start of the academic year, followed by formal assessments (Test 1 and Test 2). Statistical analyses, including correlation and regression, were performed using SPSS to examine the relationship between students’ initial expectations and subsequent performance outcomes.. The results revealed notable discrepancies in foundational mathematical concepts, such as differentiation, algebraic manipulation, and solving systems of equations. These gaps were particularly pronounced among students from under-resourced schooling backgrounds. Framed within the Cognitive Dissonance Theory, the study explores how students’ self-perceptions, prior learning experiences, and academic transition anxieties influence their preparedness and engagement. The findings underscore the urgent need for responsive pedagogical practices, including diagnostic assessments, differentiated instruction, and scaffolded learning interventions tailored to address threshold concepts. The study advocates for curriculum recalibration and the integration of academic support initiatives to close proficiency gaps, thereby improving retention and progression rates. This research contributes to the discourse on equitable mathematics education and offers actionable insights for higher education practitioners seeking to enhance student success in quantitative disciplines.
Keywords:: diversity, inclusion, scoping review, academic success, student engagement, inclusive education, policy support

Exploring Student Learning Preferences and Demographic Influences in Blended Learning: Evidence from South African Universities of Technology

Author:Bonga Ndlovu, Ndlovu, I. B., Mvuyana, BYC; Mkhize, M.M., Khumalo, V. and Gumede, S.S.

Mangosuthu University of Technology

Abstract:

The COVID-19 pandemic catalysed a rapid transformation in South African higher education, compelling universities to integrate online learning technologies at an unprecedented scale. Despite the demonstrated benefits of online learning including enhanced flexibility, broader accessibility, and cost-effectiveness critical knowledge gaps persist regarding student preferences, engagement patterns, and comparative academic performance between online and face-to-face instructional modalities. These gaps are compounded by significant disparities in technological infrastructure, digital literacy, and institutional support systems across South African universities, creating unequal learning environments that may disadvantage certain student populations. The study examines student learning preferences within South African universities and analyses the influence of demographic variables including socioeconomic status, geographic location, age, and prior technology exposure on these preferences. Understanding these preference patterns is crucial for developing culturally responsive, evidence-based pedagogical approaches and institutional policies that address the diverse needs of South African students while maximizing learning outcomes. Employing universities of technology as primary case studies, this research utilizes a sequential mixed-methods design that integrates qualitative focus group discussions with quantitative survey data from first-year undergraduate students. The qualitative component explores nuanced student experiences and motivations, while the quantitative analysis identifies statistically significant preference patterns across demographic groups. The findings will inform institutional strategic planning for technology-enhanced learning, guide resource allocation decisions, and contribute to the development of adaptive educational frameworks that can respond effectively to post-pandemic learning demands in South African higher education. The paper concludes on the needs to explore students learning preferences and the demographic influences in advancing teaching and learning informed by institutional strategic planning. Institutions of higher learning has the responsibility of addressing the diverse needs of students while maximizing the learning outcomes.
Keywords:: ning preferences, Higher education, Educational equity, Technology-enhanced learning, Demographic factors

Barriers and Enablers to Implementing Hyflex Pedagogy in Higher Education Institutions: A Focus on Mathematics Education

Author:Themba M Mthethwa and Alfred M Msomi

Mangosuthu University of Technology

Abstract:

The Hybrid Flexible (HyFlex) pedagogy allows students to choose between in-person, synchronous online, and asynchronous online learning, enabling inclusive and adaptable educational experiences that accommodate diverse learner needs. While HyFlex models have become increasingly prominent in higher education particularly following the disruptions of the COVID-19 pandemic their application in mathematics education remains underexplored. This paper critically examines the barriers and enablers to implementing HyFlex pedagogy in mathematics-focused higher education contexts, aiming to illuminate practical pathways for its successful adoption. Grounded in the Constructivist Learning Theory and the Community of Inquiry (CoI) framework, this conceptual study employs a qualitative research design through an integrative literature review and theoretical analysis. The methodology involved an in-depth review of peer-reviewed journal articles, policy documents, case studies, and implementation reports related to HyFlex models in mathematics education, both globally and within the South African context. Key barriers identified include limited technological infrastructure, inadequate digital literacy among educators, rigid curriculum structures, and the inherent complexity of facilitating problem-solving and symbolic reasoning across different modalities. Conversely, critical enablers include institutional readiness, ongoing professional development, availability of interactive mathematical software, and clear instructional design aligned with multiple modes of delivery. This study offers strategic recommendations for overcoming these challenges, such as leveraging learning analytics, integrating simulations and visualization tools (e.g., GeoGebra), designing assessments that are equitable across modalities, and promoting a culture of pedagogical flexibility. The paper concludes that when implemented thoughtfully, Hyflex pedagogy can significantly enhance mathematics teaching and learning by fostering student agency, promoting deeper conceptual understanding, and supporting equity in access to higher education.
Keywords:: Hyflex pedagogy, mathematics education, constructivist learning theory, community of inquiry, multimodal learning, higher education, inclusive teaching.

Addressing Cultural Diversity in the Classroom in Higher Education for Disadvantaged Students

Author:Bongiwe Dludla, Mr V Khumalo and Dr BYC Mvuyana

Mangosuthu University of Technology

Abstract:

Cultural diversity in higher education creates both challenges and valuable opportunities, especially for disadvantaged students who often encounter systemic barriers to inclusion, participation, and success. This study presents a constructive exploration of strategies to effectively address cultural diversity within classrooms in higher education institutions that serve marginalized populations. Furthermore, it examines how linguistic differences, socio-economic backgrounds, and diverse cultural norms can influence student engagement, academic performance, and a sense of belonging. The study draws on relevant case studies relevant literature, highlighting the significance of culturally responsive teaching, inclusive curricula, and tailored support structures to meet the needs of diverse student cohorts. It emphasizes that educators have a pivotal role in fostering an environment where every student regardless of their background feels respected, understood, and empowered to make meaningful contributions. Additionally, the study investigates the role of institutional policies and leadership structures in advancing equity and suggests practical interventions such as staff development initiatives, peer mentorship programs, and student-centered teaching methods. The findings advocate for a transformative approach that goes beyond mere access to address essential aspects such as belonging, representation, and support, key components for enhancing academic outcomes and promoting social cohesion among disadvantaged students in higher education.
Keywords:: Cultural Diversity, Higher Education, Disadvantaged Students, Inclusive Pedagogy, Equity, Access, Academic performance, representation, support, student engagements and transformative approach

A performance trend analysis of modules at-risk: a case study of a university of technology in South Africa

Author:Halalisile Xulu and Dr Pr Gumede, Mr PM Sithole

Mangosuthu University of Technology

Abstract:

The persisting problem of high failure rates in certain academic modules, or modules at-risk, as they are also known, poses a major threat to student progression and graduation rates in higher education. This is particularly the case in South African universities which have poor throughput and retention rates. Therefore, this study aims to examine the performance trends of modules at-risk in a South African university of technology (UoT) over three years, from 2018 to 2020 to identify consistently underperforming modules and possible causes of the underperformance. Using a quantitative research design supported by a positivist paradigm, the study used historical performance data that was collected from institutional databases. To identify and analyse modules with pass rates that have been below 50% for three consecutive years, the Microsoft Excel statistical tool was used. The analysis revealed sharp variations in performance across academic departments and faculties. These findings are useful in informing academic intervention efforts to address academic challenges that appear to affect modules at-risk. Additionally, the findings of the study form the basis for the evidence-based recommendations made in this paper. This research adds to the existing literature on the enhancement of academic programmes and the management of systemic barriers to student success in higher education. In higher education institutions globally, ensuring student success and progression is a fundamental priority. In the context of this study, modules at-risk refer to specific courses with a high failure rate (modules consistently performing at <50%). Higher education institutions in South Africa continue to grapple with issues related to undergraduate retention rates, pass rates and graduation rates and throughput rates.
Keywords:: ning preferences, Higher education, Educational equity, Technology-enhanced learning, Demographic factors

Blended learning in Cost Accounting 2 to support previously technologically challenged students.

Author:Onke Gqokonqana

Walter Sisulu University

Abstract:

Students at the selected institution are predominantly from rural areas and have limited experience with technology as a learning aid. As more educational institutions integrate technology into teaching and learning, the traditional chalk-and-talk method has become increasingly less effective. The selected institution is striving to incorporate technology into its teaching and learning practices by utilizing blended learning, which combines online and face-to-face components. This includes the modernization of classrooms with the latest teaching aids to facilitate a smooth transition. The aim of this study was to assess the changes required in the Cost Accounting 2 course design to support previously technologically disadvantaged students, as blended learning was the chosen instructional modality. To achieve this, a quantitative approach was adopted, as it allows surveys to be distributed to the entire affected population while reducing sampling error. Online surveys were used to collect information from participants, as this was found to be a flexible method for reaching a broad audience. Most respondents indicated that the integration of online exercises in Cost Accounting 2 enhanced their understanding of the course, as did access to uploaded notes and slides. Furthermore, many respondents noted that online content allowed them to study at their own pace. Respondents also agreed that the inclusion of videos in Cost Accounting 2 facilitated deeper learning. The study concludes that the implemented changes positively contributed to students’ learning experiences in Cost Accounting 2. However, further pedagogical strategies are needed to full
Keywords:: Blended learning, Learning Management System (LMS), Cost Accounting 2, Students, Technologically disadvantaged.

Building a Globally Responsive School Culture: The Role of Distributed Leadership in South African FET Schools

Author:Bafundi Zealous Mapisa

Walter Sisulu University

Abstract:

As global education systems strive to equip students for interconnected and diverse societies, the urgency for culturally responsive school environments has grown significantly. In South Africa, Further Education and Training (FET) schools continue to grapple with challenges stemming from hierarchical leadership models, restricted teacher agency, and pedagogies that lack cultural relevance. This study seeks to fill a gap in the existing literature by exploring how distributed leadership practices can foster the development of a positive, inclusive, and globally conscientious school culture within the context of South African FET schools. The research centres around the key question: How does distributed leadership foster the development of a globally responsive and culturally inclusive school culture in Further Education and Training (FET) schools? A qualitative case study approach was utilised, featuring purposive sampling of three FET schools located in the O.R. Tambo Coastal District. Data were gathered through semi-structured interviews with principals, department heads, and teachers, and were subsequently analysed thematically. Research findings demonstrate that distributed leadership promotes a collaborative school environment in which decision-making is shared, diverse cultural perspectives are appreciated, and teacher leadership is actively encouraged. These practices not only support culturally responsive pedagogy but also boost staff motivation and enhance student engagement. Furthermore, schools that adopt distributed leadership tend to report more innovative, inclusive, and adaptive teaching strategies that align with global educational objectives. The study concludes that distributed leadership is an essential mechanism for transforming school culture and promoting culturally responsive, globally relevant teaching. This research adds to the expanding body of literature supporting leadership models that foster equity, inclusion, and innovation within education. Recommendations include integrating distributed leadership into school policy, training school leaders in inclusive leadership practices, and utilising digital tools to enhance collaborative leadership. These strategies align with the conference theme by illustrating how innovative leadership can shape global perspectives and advance culturally inclusive teaching methods for 21st-century classrooms.
Keywords:: Distributed leadership, school culture, inclusivity, global responsiveness, FET schools

Harnessing Technology for Sustainable Mathematics Education: Innovations, Challenges, and Future Pathways

Author:Bubele Madubela

Walter Sisulu University

Abstract:

This study investigates the transformative role of technology integration in mathematics education, focusing on its potential to improve learner outcomes, engagement, and conceptual understanding. The central research question guiding this inquiry is: How does the integration of technology influence teaching and learning practices in mathematics classrooms, particularly in enhancing problem-solving abilities and learner attitudes? The research draws on qualitative and quantitative data from selected high school mathematics classrooms where various technological tools including dynamic geometry software, interactive simulations, and online learning platforms were implemented as part of the instructional process. The study adopts a mixed-methods approach. Quantitative data were collected through pre- and post-tests to assess improvements in mathematical performance, while qualitative data were obtained through classroom observations, teacher interviews, and learner focus groups to capture insights into user experiences, pedagogical shifts, and implementation challenges. Key findings reveal that the strategic use of technology enhances learners’ critical thinking, encourages active participation, and supports differentiated instruction. Technologies such as GeoGebra and Desmos enable visualization of abstract concepts, leading to improved conceptual grasp and retention. Furthermore, learners reported a more positive attitude towards mathematics when lessons were delivered using interactive digital tools. However, the study also identifies significant barriers, including insufficient teacher training, limited access to digital devices, and inconsistent internet connectivity, particularly in under-resourced schools. Despite these challenges, the study underscores the potential of technology to make mathematics education more inclusive and effective when supported by robust professional development and infrastructural investment. The findings contribute to the broader discourse on pedagogical innovation and offer practical recommendations for educators, policymakers, and curriculum developers seeking to leverage technology for sustainable educational advancement in the 21st century.
Keywords:: Technology integration, mathematics education, pedagogical innovation, digital tools, learner engagement, conceptual understanding.

Determinants of Poor Class Attendance Among Second- and Third-year Students at Mangosuthu University of Technology

Author:Zamikhaya Gotyi

Mangosuthu University of Technology

Abstract:

Persistent class attendance is one of the strongest predictors of academic achievement, yet universities worldwide report a troubling rise in absenteeism, particularly during the senior undergraduate years when students are expected to consolidate disciplinary knowledge and professional skills. Mangosuthu University of Technology (MUT) mirrors this global pattern. While first-year lectures are generally well attended, participation drops markedly in the second and third years, eroding learning opportunities and diminishing the vibrancy of the classroom community. Absenteeism undermines not only individual performance—through missed content, weaker formative feedback, and poorer assessment outcomes—but also collective learning, as fewer voices contribute to discussion-based activities. Despite the scale of the problem, little empirical work has been conducted at MUT to establish why students who were previously engaged begin to disengage from scheduled classes. This study interrogates the socio-economic, institutional, academic, and psycho-personal drivers of poor class attendance among second- and third-year cohorts at MUT. By isolating the most salient determinants, the research aims to furnish evidence-based recommendations to inform policy and practice at both faculty and university levels. A mixed-methods design is adopted. Quantitatively, a structured questionnaire was administered to a stratified random sample of 450 second- and third-year students across the three faculties. Qualitatively, six focus group discussions with students and twelve semi-structured interviews with lecturers, programme coordinators, and student-support practitioners explored contextual nuances, institutional cultures, and pedagogical approaches that may influence attendance decisions. Quantitative and qualitative strands were interpretatively integrated to yield a comprehensive explanatory model. The findings reveal that financial constraints, part-time employment, lack of motivation, mental health challenges, and perceptions of diminished value in class attendance are major contributors to absenteeism. Institutional factors such as ineffective timetabling, non-interactive teaching methods, and insufficient academic support also emerged as significant barriers. The study proposes policy recommendations aimed at improving student engagement, enhancing support services, and revising teaching and scheduling practices to foster higher attendance rates. By addressing the complex interplay of factors influencing attendance, the university can promote better academic outcomes and smoother transitions to professional life.
Keywords:: class attendance, absenteeism, academic support, interviews, survey

Embracing Teaching with Technology in Higher Education: Lecturers’ Perceptions and Adoption Factors

Author:Lulekwa Baleni

University of Fort Hare

Abstract:

Teaching and learning processes have been transformed due to the incorporation of digital technologies in higher education. However, lecturers' perspectives of digital tools and their adoption in teaching and learning continue to vary within the field. This study looks at how lecturers teaching the Postgraduate Diploma in Higher Education (PGDip HE) programme see the use of teaching with technology and what elements influence their willingness to use technology. Though post-COVID-19 drives explicitly more demand for digital learning, gaps in knowledge about lecturers' views, institutional support, and the pedagogical impact of digital tools in module design still exist. Therefore, it is vital to address these gaps to enhance the effective implementation of technology-enhanced teaching and improve its successful application. This research employs a quantitative approach using surveys administered to lecturers teaching in the eight PGDip HE modules in one of the South African universities. Data is analysed using Microsoft Excel to identify patterns in lecturers' perceptions and adoption behaviours. The researcher uses the Substitution Augmentation Modification and Redefinition (SAMR) model, the theoretical foundation to establish how technology is integrated into classroom teaching. Findings will reveal the extent to which lecturers embrace digital learning technologies, their challenges, and the factors that drive or hinder adoption, including institutional policies, digital literacy, and available resources. Higher education policymakers, curriculum designers, and lecturers will find the evidence-based recommendations from this study highly valuable for facilitating the effective implementation of teaching with technology. Additionally, the study contributes to the broader discussion of e-learning practices by offering empirical evidence on how digital technologies can either enhance or detract from pedagogical effectiveness. It also clarifies the interaction between technology, institutional culture, and the agency of lecturers in shaping existing higher education, thereby advancing knowledge in the field of e-learning. This study presents methods to enhance digital preparedness among lecturers, ensuring a more inclusive, efficient, and engaging learning environment in higher education by addressing the main barriers and facilitators of teaching with technology.
Keywords:: Higher education pedagogy, teaching with technology,digital learning technologies, curriculum innovation, lecturer perceptions, technology adoption, e-learning integration, SAMR Model, Blended and hybrid learning; institutional support.

Exploring the Impact of Digital Tools on Student Engagement and Learning Outcomes in Blended Learning at Tshwane University of Technology

Author:Maleshoane Sepeame-Phakisi

Tshwane University of Technology

Abstract:

The rapid evolution of educational technologies in higher education has led to widespread adoption of blended learning models that combine traditional face-to-face teaching with digital platforms. This proposed study investigates how the integration of digital tools influences student engagement and academic performance at Tshwane University of Technology (TUT). The research question guiding the study is: How does the use of digital tools in blended learning environments affect teaching practices and student outcomes at TUT? The study will employ a mixed-methods research design, involving both lecturers and students from multiple faculties. Qualitative data will be gathered through semi-structured interviews and data will be collected from academic staff to understand pedagogical practices and perceived challenges, while quantitative data will be collected through student surveys and academic records to assess engagement levels and performance metrics. Although data collection has not yet begun, the study is guided by existing literature indicating that digital tools such as learning management systems (e.g., myTUTor), multimedia content, and collaborative platforms can foster flexible, interactive learning environments. The research will also consider innovative strategies such as flipped classrooms and learning analytics, alongside anticipated barriers like digital literacy gaps, inconsistent internet access, and inadequate professional development. This TUT-focused case study will produce actionable recommendations for improving blended learning practices across similar institutions. Emphasis will be placed on infrastructure development, continuous staff training, and enhanced student support. The study aspires to contribute toward a sustainable, inclusive, and student-centered framework for technology-enhanced learning.
Keywords:: Digital Tools, Blended Learning, Student Engagement, Higher Education, Pedagogical Innovation.

Reviewing "Transformation" of the Visual Arts Department: A Focus on Fine Art at a University of Technology

Author:Nkululeko Khumalo

Vaal University of Technology

Abstract:

This paper examines the transformation within the Visual Arts Department, specifically the Fine Art section, at a University of Technology over the past 10 to 15 years, following the appointment of black lecturers. It evaluates the impact of these appointments on student pass rates, the demographic composition of students and lecturers, and the support systems available to black staff members navigating academic spaces. The study also investigates the adequacy of infrastructure and equipment for class delivery. Central to this inquiry is whether the inclusion of black lecturers represents genuine transformation or if systemic challenges continue to undermine these efforts. The analysis explores historical institutional structures prior to the integration of black faculty and reviews current support mechanisms aimed at promoting academic success and preserving the mental health of black lecturers. Using a qualitative review approach, the findings reveal that despite attempts at transformation, systemic barriers remain, including inequitable access to resources, insufficient academic support, and limited professional advancement opportunities for black lecturers. Black students continue to face financial challenges, high dropout rates, and societal skepticism toward Fine Art as a viable career. The historical exclusion of black academics has further contributed to the discontinuity in educational content and mentorship. The paper concludes that while change has occurred, it may not constitute authentic transformation but rather a reproduction of structural inequalities. Siseko Kumalo’s (2018) concept of the “native of nowhere” is pivotal in contextualising how black academics often exist in liminal spaces—neither fully integrated into higher education institutions nor able to reclaim their historic epistemic positions.

Information and Communication Technology enabled educational outcomes for teachers in South Africa: A capability approach perspective

Author:Kesewaa Koranteng, Wallace Chigona and Femi Elegbeleye

Walter Sisulu University of Technology

Abstract:

The objective of this study was to examine how educational outcomes are generated through the use of ICT in a developing world context, at a micro-level an individual. With aim to investigate how the use of ICT enables opportunities for school teachers to generate educational outcomes. The study adopted an interpretive approach using a qualitative method. It adopted a case study method. The study drew on the Capability Approach (CA) as a supplemented by individual differences conceptual framework and taxonomy of ICT affordances as a theoretical lens to explain why and how ICT affects teaching, for whom and in what context. The study analysed the patterns between opportunities determined by affordances, individual differences that affect how ICT is used and educational outcomes. The study used a purposive sampling method to select seven schools. From the seven schools, fifteen teachers, seven principals, seven ICT coordinators or personnel in charge of ICT, and two heads of e-Learning in Western Cape education districts. Data was obtained through background documents, semi-structured interviews and direct observations of teachers. ICT enabled teachers to generate three outcomes: (i) teaching capability outcomes that led to improvements in content delivery, communication, and lesson preparation relating directly to teaching, (ii) basic human capability outcomes led to the needs of the teachers regarding their well-being being met (iii) communication capability outcomes led to teaching communities consisting of teachers that share resources and expertise. Individual differences of teachers, personal data (such as age, ICT skills training, education and level of expertise in the subject taught), social factors (such as rules and policies), shaping and influencing factors (such as personality type and role model) and environmental context (such as habits, customs, beliefs and cultural values) determined how teachers used ICT to enable capabilities. Various factors (such as infrastructure, learner engagement and excitement as well as ICT skills training) affected the choice of teachers to act on the opportunities afforded by ICT to generate educational outcomes. The research suggests theoretical propositions for explaining how the use of ICT enables teachers to produce educational outcomes.

Information and Communication Technology enabled educational outcomes for teachers in South Africa: A capability approach perspective

Author:Mzwakhe Shange, Dr CJ Nyide and Dr PP Mthalane

Abstract:

The growing complexity of academic roles and the swift advancement of digital technologies have led to a reassessment of the organisation and support of academic work in higher education. This study investigates how aligning Business Process Management (BPM) practices with digital innovation can improve academic productivity and facilitate effective teaching in Universities of Technology. Based on a wider research initiative targeting enhanced job satisfaction and productivity in academia, this paper focusing specifically on the digital processes and teaching aspects that affect academics performance. A mixed-methods approach was used in this study, driven by two main objectives which were to analyse existing BPM practices and to pinpoint digital innovation processes that enhance productivity and satisfaction of academics at the selected Universities of Technology. Quantitative data were gathered through an online survey involving 221 academics from two Universities of Technology, while qualitative insights were sourced through targeted interviews with academics management. Data interpretation was conducted using Structural Equation Modelling (SEM) and content analysis. Results indicate a gap between organisational BPM systems and the actual instructional requirements of academics in these Universities of Technology. Although BPM frameworks exist for administrative management, they frequently do not integrate with digital platforms that facilitate blended learning and teaching adaptability. Moreover, differences in digital adoption among faculties lead to inconsistent academics and student experiences. In response, the study proposes an integrated BPM framework designed specifically for the academic context of Universities of Technology. This model seeks to align administrative functions with academic practices and digital educational resources, thus improving teaching efficiency and fostering a more cohesive, technology-driven academic environment.
Keywords:: Academic Productivity, Business Process Management, Digital Transformation, Teaching Effectiveness, Universities of Technology

Inclusive Pedagogy in Multicultural Classrooms: Fostering Global Awareness and Empathy in Higher Education

Author:Estella Zandile Jingxi

Walter Sisulu University of Technology

Abstract:

In today’s increasingly globalised world, higher education institutions are becoming vibrant hubs of cultural diversity, hosting students from a broad spectrum of linguistic, national, and socio-cultural backgrounds. This shift necessitates a pedagogical transformation that embraces inclusivity and cultivates global awareness and empathy among students. This study explores the concept of inclusive pedagogy as a dynamic response to the challenges and opportunities posed by multicultural classrooms. Guided by three central research questions (i) How do inclusive pedagogical practices influence student engagement and participation in culturally diverse higher education classrooms? (ii) What specific teaching strategies are most effective in fostering empathy and global awareness among students? and (iii) What challenges and opportunities do educators face in implementing inclusive pedagogy? This study draws on interdisciplinary literature, qualitative classroom observations, and surveys from students across multiple higher education institutions.

Comparing lecturer-administered and Quality Assurance Office administered student evaluations reflections in an agricultural module at the University of Zululand

Author:Fabian Nde Fon, Sibanda M., Ndimande, T.A Khumalo, N.Z., Zwane, H.C.

University of Zululand

Abstract:

Staff members are often denied the chance to conduct their own evaluations of teaching and learning (T&L) due to fear of objectivity, and many agree. The process of awaiting for an institution's Quality Assurance Office (QAO) to do the evaluation is always lenthy, delayed, and fewer modules are done per year. Thus, this study compared the results of teaching and learning assessments evaluations by students administered online by QAO and the lecturer (StaffEva) around the same time. Questionnaires were administered online by the Quality Assurance Office (via Microsoft Forms) and the lecturer (via Moodle), near the end of the first semester for students (57) in a fouth year Applied Animal Nutrition module. The QAO evaluation was anonymous, while the lecturer’s version requested student numbers for participation tracking as discussed in class. Data were analyzed using descriptive statistics and significance tests (Chi-square) to compare responses across evaluation categories. The results showed that 4 questions ( Module relevance to students' qualification, Comprehensive student guide was available, Module pitched at Right NQF level and Student module responsibility clearly communicated) out of the 6 questions for module content evaluations were not different (P>0.05) between QAO and Lecturer (staff) evaluations. In terms of the Module preparations evaluations, 7 out of 13 questions evaluated were not different (P>0.05) between QAO and Lecturer. For assessment methods evaluations only 1 out of the 6 questions was different (P<0.05) between staff and QAO. It was also observed that the Module content, lecturer preparations and Assessment methods evaluations by students seemed to be more objective in StaffEva than QAO evaluations. Students objectively in the question on "What would you like to change about the module?" was better in StaffEva than QAO. The results from these findings showed that discussing the need and importance for teaching and learning reflections with students would reduce the fear of objectivity hence encouraging staff own evaluations.

A Hypothesis Test of a Correlation Between Theory and Practical in Engineering Modules

Author:Hendrick Musawenkosi Langa

Vaal University of Technology

Abstract:

The accepted norm is that the students who qualify to enrol for the engineering modules have obtained good results in their grade 12 level Mathematics, English and Physical Sciences. These modules are essential if the student is to succeed in the engineering qualification. Admission considerations are based on the APS scores in these essential subjects, which range between 4 and 7 for most engineering qualifications. In certain cases, students are allowed to enrol in extended programmes if their scores are low compared to other competing applicants. That being the case, this study attempts to evaluate the null hypothesis that there is a correlation between the student’s marks obtained from the theory class tests or assessments and the practical marks for that module which students obtain by performing the practical component in their tuition. The alternative hypothesis is that there is no correlation between the practical marks and the theory marks. Data for this analysis was obtained from the ITS system wherein these marks are stored. The information for test marks captured during the semester. Practical marks are also conducted by students during the semester, and the examination is finally written, and the marks thereof are also captured at the end of the semester. A sample of 300 students from a population of 1400 students was used as a data set for this analysis. Regression and classification models were used to analyze the data. It was observed that there was some deviation from the null hypothesis which led to the rejection of the null hypothesis. Possible causes of this deviation were also highlighted.
Keywords:: Engineering education, theory-practical correlation, hypothesis testing, student performance, regression analysis

Walking a Tightrope: Exploring the Experiences of Working Honours Students in South African Higher Education.

Author:Mzwakhe Mandlakhe Mthethwa, Dr Sibongamandla Silindokuhle Dlomo. University of KwaZulu-Natal, Dlomos1@ukzn.ac.za

University of Zululand

Abstract:

Postgraduate education has become increasingly essential for career progression in South Africa’s education sector, particularly for newly qualified teachers. However, many Bachelor of Education (B.Ed.) graduates begin their teaching careers while simultaneously enrolling in Honours programmes. This dual role presents significant challenges as they strive to balance full-time teaching responsibilities with academic demands. Yet, there is limited empirical research examining how these first-year Honours students negotiate this transition within the higher education teaching and learning space. This study addresses this research gap by exploring the lived experiences of ten newly employed teachers who are concurrently enrolled in their first year of an Honours programme at a South African university. The objective is to uncover the academic, professional, and emotional challenges they face, the coping mechanisms they adopt, and the extent to which institutional structures support or hinder their dual engagement. A qualitative research design was employed, using convenience sampling to select participants and semi-structured interviews to collect data. The analysis was guided by Schlossberg’s Transition Theory and Astin’s Theory of Student Involvement, providing insight into how students manage competing roles and responsibilities. Findings reveal that participants experience significant time constraints, emotional fatigue, and conflicting role expectations. Nonetheless, they demonstrate strong intrinsic motivation, strategic time management, and reliance on peer and family support. Institutional inflexibility, lack of asynchronous learning options, and limited lecturer understanding were identified as key barriers to academic success. These insights have practical implications for teacher education and postgraduate programme design. The study calls for more adaptive, supportive, and context-sensitive teaching and learning approaches that align with the realities of working Honors students in South African Higher education.
Keywords:: Working honours students, newly qualified teachers, work-study balance, postgraduate experiences, teaching and learning support.

Enhancing Student Engagement in Civil Engineering Education through Innovative Self-Regulation Practices in Remote Laboratories

Author:Rose Mbugua, Lulama Mandlevu, and Athule Ntibonti N.Z., Zwane, H.C.

Walter Sisulu University

Abstract:

The field of civil engineering remains one of the most essential engineering careers, with practical sessions forming a fundamental component of education for students pursuing this path. This study investigates how remote laboratories can enhance student participation in civil engineering programmes. While traditional laboratory sessions are vital for allowing students to apply theoretical knowledge through hands-on experience, they face limitations such as fixed schedules, geographical constraints, high costs, and maintenance demands. In contrast, remote laboratories offer digital access to physical equipment in real-time, addressing these challenges while preserving the authenticity of experimental learning. Research indicates that remote labs significantly improve student engagement across behavioural, cognitive, and emotional domains. Flexible scheduling, real equipment access, and open-ended tasks contribute positively to student learning experiences. Additionally, digital platforms support virtual teamwork, fostering collaboration and problem-solving skills. However, the absence of face-to-face interaction may impede the development of deeper interpersonal skills. The paper evaluates the benefits and limitations of digital laboratories, highlighting the importance of innovative teaching methods and technological interventions to maintain student interest. The integration of adaptive feedback systems, structured tasks, and live instructor support enhances metacognitive development and sustains motivation. Key challenges include network reliability, equipment upkeep, and the need for curriculum redesign to effectively incorporate remote labs. The study advocates for the integration of augmented and virtual reality (AR/VR) technologies such as mobile AR systems, desktop VR, and scalable cloud platforms to enhance student engagement and learning outcomes. The effectiveness of these interventions will be measured through observable skill development and knowledge acquisition. The findings suggest that well-designed remote laboratories, supported by pedagogically trained educators, can improve practical competence and engagement in civil engineering education, contributing to a more inclusive and sustainable educational model.

The Adoption of Artificial Intelligence in Promoting Access and Equity in Higher Education

Author:Lethu Fuzile

Walter Sisulu University

Abstract:

The integration of Artificial Intelligence (AI) in higher education is rapidly transforming the way we learn and access education. This study aims to examine how AI can facilitate equal access to higher education by addressing historical barriers that have disproportionately affected underrepresented groups. By evaluating current AI applications in educational settings, this research explores how AI-driven tools and platforms can personalise learning experiences, optimise resource allocation, and provide targeted support to students from diverse backgrounds. The study adopts the technological acceptance model and social justice theory as its theoretical framework. To gain insights into the experiences and perceptions of AI's role in promoting equal access, qualitative research was conducted through focus groups involving lecturers, administrators, and students. The adoption of AI technologies provides opportunities to personalize learning experiences and democratize education. However, significant disparities in technology access, particularly among lower socio-economic groups, pose challenges to equitable implementation. Analysis of the integration reveals that while AI tools can enhance student engagement and learning outcomes, barriers such as insufficient technological resources and a lack of training impede marginalized students' success. Findings indicate that reliance on AI must be balanced with a commitment to developing critical thinking skills. The findings further highlight the significant role AI can play in fostering inclusive educational environments, ensuring that all students, regardless of their socioeconomic status, geographical location, or other demographic factors, have equal opportunities to succeed. The paper concludes by providing recommendations for policymakers, educators, and institutions to harness the potential of AI in advancing equal access and equity in higher education.
Keywords:: Artificial intelligence, access, equity, personalised learning, educational transformation

From Lecture Hall to Job Market: Exploring IT Students’ Perceptions of Skill Readiness in a Changing Digital Economy

Author:Amanda Zwane

Mangosuthu University of Technology

Abstract:

As South Africa’s digital economy evolves, the alignment between academic training and industry expectations in Information Technology (IT) becomes increasingly critical. This study explores the perceived readiness of final-year IT students in relation to actual job market requirements. To establish a benchmark for industry expectations, 574 programming-related job postings from across South Africa were analysed to identify the most sought-after languages, frameworks, and infrastructure tools. Subsequently, a survey was conducted with final-year IT students to assess their self-efficacy and perceptions of preparedness regarding these in-demand competencies. The job posting analysis revealed a strong employer emphasis on technologies such as JavaScript, React, Python, and AWS—tools that dominate modern software development. In contrast, student responses reflected confidence in Java and SQL but significantly lower self-assurance in the technologies most desired by employers. Many students described their training as outdated or overly theoretical and reported relying on external resources to gain proficiency in key areas such as cloud computing, modern frameworks, and deployment practices. The findings highlight a critical disconnect between academic instruction and the skills deemed essential in the IT job market, exposing a systemic lag in curricula that fails to keep pace with technological advancements in areas such as artificial intelligence, blockchain, and cybersecurity. To address this misalignment, regular collaboration with industry leaders is essential to ensure curricula reflect current practices, incorporating hands-on, project-based learning and real-world challenges. Furthermore, employer and alumni feedback, workshops, and guest lectures can offer valuable insights into emerging trends, ultimately enabling institutions to better prepare students for a rapidly evolving and competitive IT workforce.

Redesigning Engineering Laboratory Learning: A Design-Based Research Approach to Bridge Theory and Practical’s

Author:Stephen Gumede and Kavita Behara

Mangosuthu University of Technology

Abstract:

Engineering laboratory learning plays a pivotal role in bridging the gap between theoretical knowledge and practical application within engineering education. Despite its critical importance, significant challenges persist in achieving alignment between laboratory exercises and lecture-based theoretical instruction, thereby limiting students’ ability to transfer conceptual understanding to authentic engineering contexts. This study adopts a Design- Based Research (DBR) methodology to systematically investigate and redesign the engineering laboratory curriculum, aiming to enhance the coherence between theoretical constructs and practical tasks. The research was conducted within an undergraduate engineering program through iterative cycles encompassing analysis, design, implementation, and evaluation phases. Central to the DBR process was the active collaboration between academic staff and students, whose perspectives and experiential insights informed the iterative development and refinement of laboratory activities and associated pedagogical materials. A mixed-methods approach was employed to capture a comprehensive data set, incorporating quantitative measures via Likert-scale surveys alongside qualitative data collected through semistructured interviews with both lecturers and learners. This methodological triangulation facilitated an in-depth exploration of the theory-practice divide as experienced by participants and the efficacy of the redesigned interventions. Findings indicate that the redesigned laboratory curriculum substantially improves students’ confidence and engagement in applying theoretical principles in practical contexts. Additionally, involving both staff and students together in the redesign process made the lab activities more realistic, relevant to their context, and helpful for reflective learning. This study contributes to the scholarship of engineering education by demonstrating the potential of DBR as an effective framework for curriculum innovation. The results also offer practical recommendations for educators aiming to close the gap between theory and practice in laboratory learning environments. These recommendations help better prepare engineering graduates to handle the complexities of professional work in a global context.
Keywords:: Engineering education, laboratory learning, design-based research, theory-practice gap, curriculum innovation

A Thought Piece on the ‘Cost Disease’ in Higher Education [Is Digitization and digitalization a panacea, a case of South Africa’s higher education

Author:Ngaka Mosia

University of South Africa

Abstract:

The cost disease in Higher Education in the digital age generally refers to the dilemma of offering education due to two major issues in higher education today. The most common issues are the rising cost of attending higher education institutions and the resort to advances in digital technology as a possible way of alleviating this problem. The cost of labor in higher education has increased the cost of education for the same or less productivity in the education sector. Technology integration in education has a compounding effect on the cost of education. Besides the cost of ‘disease’, research reveals three additional factors that have also helped push the costs of higher education up. The first one is inefficiency in governing day-to-day university activities. The second factor relates to the desire to “buy the best”. In the US, universities are known for their high degree of competitiveness for the best candidates and best departments, and increasing stratification among institutions. “Buy the best” mindset puts extra pressure on the not-so-wealthy universities to go overboard on their budget, a cost which is then usually transferred into higher tuition fees. In South Africa, universities are following the same trajectory, which is fueled by the ranking of universities. The third factor is the supply-side problem and mismatching. There is an increase in the time to complete a qualification, preferably known as the time-to-degree (TTD), over the last three decades. Reasons behind this ensuing manifestation include the decline in public resources and the tendency of students to work more hours for a wage, particularly students in distance education institutions. This research adopts a qualitative approach to explore and explain the impact of technology on higher education costs. The result of the research is an assessment of whether technology implementation and integration in education, in the form of digitization and digitalization, is a possible panacea.

Effect of coding in Digital Technology on grade 10 and 11 learners’ achievement in Information Technology at a selected high school in one district of the Eastern Cape

Author:Lewis Nyanhi, Prof Israel Kariyana and Prof Simon Christopher Fernandez

Walter Sisulu University

Abstract:

The paper investigates the effects of coding in Digital Technology, introduced in Grades 8 and 9, on the performance of Grade 10 and 11 learners in Information Technology at a selected secondary school in a district of a particular province in South Africa. In the context of an evolving digital curriculum, early exposure to coding is intended to equip learners with computational thinking skills and stimulate long-term interest in IT; however, the impact of this early intervention on learners' academic performance in the Further Education and Training (FET) phase remains underexplored. The aim of the study is to examine how prior engagement with coding activities in the General Education and Training (GET) phase influences learners' academic performance and subject choices in the FET phase. A mixed-methods research design was employed, with quantitative data collected through structured questionnaires and qualitative insights gathered via semi-structured interviews with Grade 10 and 11 learners currently enrolled in Information Technology. The study is guided by the Learner Metacognitive Technological Content Knowledge (MTCK) theory, which emphasizes learners’ cognitive and metacognitive engagement with technological content as central to learning outcomes. Findings indicate that early exposure to coding in Grades 8 and 9 motivated many learners to select Information Technology in Grade 10 and enhanced their confidence in technical subjects. However, while block-based coding developed general computational thinking skills, it fell short in preparing learners for the syntax-intensive and logic-driven demands of Delphi programming in the FET phase. Learners expressed the need for more structured, languagespecific coding instruction in the GET phase. The study concludes that the design and implementation of early coding curricula significantly shape learners’ subject trajectories and academic confidence in IT, contributing to policy discussions on strengthening the IT learner pipeline. Recommendations include aligning the Digital Technology curriculum with long-term IT pathways, improving teacher readiness, and enhancing learner support strategies to foster metacognition and sustained engagement in digital learning.

Empowering Learners through Multimodal Storytelling: Integrating Digital Tools to Enhance Language and Critical Thinking Skills

Author:Malilensha Cecilia Mkhwanazi

University of Mpumalanga

Abstract:

This study explores the use of multimodal digital storytelling as a pedagogical tool to empower primary school learners by enhancing language development and critical thinking skills. Grounded in constructivist and sociocultural learning theories, the research investigates the integration of digital tools such as tablets, audio-visual media, and story creation apps into the Foundation Phase (Grade 3) language curriculum, with a particular focus on siSwati homelanguage instruction. The study responds to the growing need for inclusive, engaging, and culturally relevant learning practices in multilingual and resource-diverse classrooms. Employing a qualitative case study approach, the research examines how learners create, narrate, and share stories using multimodal platforms. Data will be collected through classroom observations, learner artifacts, and semi-structured interviews with teachers and learners. The theoretical framework guiding the study is Technological Pedagogical Content Knowledge (TPACK), while Critical Discourse Analysis (CDA) will be used to analyse the data. Findings are expected to reveal how digital storytelling enhances vocabulary, narrative structure, and reflective thinking, while fostering learner agency, collaboration, and cultural expression. The study contributes to the literature on digital literacies in South African contexts by demonstrating the potential of technology to support learner-centred, language-rich environments. Particularly in mother-tongue settings such as siSwati, this approach offers a culturally responsive and pedagogically sound strategy to support early cognitive and linguistic development, thereby aligning with national and regional goals for education transformation.
Keywords:: constructivist and sociocultural learning theories, siSwati language, Participatory Action Research (PAR), Critical Discourse Analysis (CDA), Technological Pedagogical Content Knowledge (TPACK)

Overcoming Linguistic Barriers: Assessing the Role of Writing Centres from Students' Perspectives at Walter Sisulu University

Author:Perfect Okojie and Dr. Munienge Mbodila

Walter Sisulu University of Technology

Abstract:

In multilingual contexts such as South Africa, where twelve official languages are recognised, the dominance of English and Afrikaans as the primary languages of instruction at universities often presents significant barriers for students from diverse linguistic backgrounds. This study explores the role of the Writing Centre at Walter Sisulu University’s Buffalo City Campus in supporting students who face challenges with academic English writing. The research employed a mixed-methods approach, using an exploratory sequential design that integrated qualitative data from semi-structured interviews with eight undergraduate students and quantitative data from supplementary surveys. Findings reveal that students face multiple obstacles, including frequent code-switching by lecturers, limited awareness and utilisation of Writing Centre services, challenges in comprehending academic language and course materials, and a lack of referrals from lecturers. These barriers impede academic writing development and overall performance. The study underscores how institutional language practices contribute to these challenges and highlights students’ recognition of the Writing Centre’s critical role in mitigating linguistic barriers. From the students’ perspectives, Writing Centres foster inclusivity, collaboration, language development, and academic success. The findings suggest that enhancing Writing Centre initiatives and increasing lecturer involvement can improve students’ understanding, participation, and academic productivity, ultimately leading to higher pass rates and stronger academic communities. Moreover, the study addresses cultural diversity within the university, promotes teamwork, and supports academic achievement at Walter Sisulu University.
Keywords:: Academic writing, student perspectives, linguistic barriers, writing centre intervention, English language challenges

Exploring the Impact of Laboratory Educational Excursions on Technology Exposure, Skill Development, and Professional Readiness among Medical Laboratory Science Students at MUT.

Author:Sikosana Phumzile

Mangosuthu University of Technology

Abstract:

Undergraduate training in Medical Laboratory Science (MLS) relies heavily on exposure to real-world diagnostic technologies. However, infrastructure constraints often hinder students’ acquisition of practical skills and depth of understanding. This study evaluates the impact of laboratory educational excursions on students’ comprehension of modern diagnostic technologies, the development of practical skills through field-based learning, and their preparedness for clinical practice. It particularly emphasizes the role of industry-based learning in supplementing conventional practical training. The study aims to assess how infrastructure limitations at a university of technology affect MLS students’ exposure to evolving diagnostic technologies and to explore the extent to which laboratory excursions can compensate for these limitations. This ongoing cross-sectional, mixed-methods study includes all resident undergraduate MLS students (Levels 1–3) at Mangosuthu University of Technology (MUT). Data collection involves a semi-structured questionnaire comprising both quantitative (Likert-scale) and qualitative (open-ended) sections. Quantitative data will be analysed using descriptive and inferential statistics in SPSS or Excel, while qualitative data will be subjected to thematic analysis. The study is expected to identify significant gaps between theoretical knowledge and hands-on experience attributable to infrastructural shortcomings. It also aims to demonstrate the value of educational excursions in bridging these gaps. The findings will offer targeted recommendations for enhancing MLS training through improved resource allocation and increased external exposure to diagnostic technologies.

Leveraging Emerging Technologies for Curriculum Design and Delivery in Rural Universities: A Pathway to Social Justice and 21st Century Skills

Author:Oluwatoyin AJANI

Abstract:

Frequently, rural higher education institutions face systemic challenges of inadequate technological infrastructure and limited access to educational materials, thus compounding an already existent educational disparity. Against this backdrop, the study investigates how a suite of technologies, including AI, VR, and digital learning platforms, can be harnessed to improve equitable access to quality learning. Furthermore, this study critically examines the incorporation of emerging technologies into curriculum design and delivery at rural universities, using Rogers’ Diffusion of Innovation Theory as a conceptual framework. The study thus undertakes a systematic review of literature gleaned from expert-reviewed English-language publications spanning from year 2000 to 2025 to illuminate strategies for the successful adoption and diffusion of these innovations within rural academic settings. The Diffusion of Innovation Theory has provided a window into the stages (sequential) in the adoption of technologies-from awareness to actualization in an institution-while also identifying the facilitatory or hindering factors toward this pathway. While the review reveals an ever-growing empirical literature asserting the transformative opportunity of technology-enhanced learning to draw pupils in, improve learning outcomes, and equally instil in them skills considered pertinent in the 21st century. Most prominently, one of the themes emerging from the analysis indicates that innovations in curriculum must be linked with inclusivity and educational equity through social-justice-oriented principles. Also, the study emphasizes that educators and institutional leaders play an important part in the adoption of technology. Commitment to continuous professional development coupled with visionary leadership thereby becomes paramount in nurturing an environment conducive to innovation. The research hence proposes that curriculum transformation in rural higher education must progressively become explicit and strategically justice-oriented.
Keywords:: Emerging technologies, curriculum transformation, rural universities, social justice, diffusion of innovation theory, 21st century skills, educational equity

Fostering Inclusive Learning Through Culturally Responsive Teaching in South African Universities

Author:Nelson Nciweni

Abstract:

South African universities increasingly face the challenge of creating inclusive learning environments that reflect the country’s rich cultural, linguistic, and socio-economic diversity. Culturally responsive teaching (CRT) has emerged as a promising approach for addressing these complexities and promoting equitable student engagement. This study investigates how CRT is understood, experienced, and applied by lecturers at a higher education institution in the Eastern Cape province. It specifically explores how these practices support inclusive learning in classrooms characterised by culturally diverse student populations. A qualitative research approach was employed to collect data through open-ended questionnaires administered to a purposively selected group of academic staff. This method enabled participants to provide detailed insights into their teaching strategies, the cultural dynamics they face, and their approaches to inclusivity in instructional practices. Thematic analysis was utilised to discern significant themes and patterns within the responses. Findings reveal that although the majority of educators value inclusivity and cultural sensitivity, their methodologies regarding CRT differ significantly. Some educators incorporate students' lived experiences, home languages, and cultural identities into their instruction, whereas others emphasise the difficulties encountered in the lack of institutional training and support. Common obstacles encompass restricted resources, substantial class sizes, and ambiguity regarding the effective implementation of CRT. Innovative efforts, including the incorporation of local knowledge systems, the use of multilingual examples, and the facilitation of open dialogue, are emerging as effective practices. The study concludes that promoting inclusive learning through CRT necessitates both individual dedication from educators and institutional structural support. Recommendations involve integrating CRT into professional development programs, updating curriculum content to represent cultural diversity, and encouraging reflective teaching practices. This study enhances the understanding of the practical implementation of CRT in South African higher education by examining the lived experiences of educators. This highlights the necessity for systemic interventions to promote inclusive and culturally responsive pedagogies within the post-apartheid academic context.
Keywords:: Culturally Responsive Teaching, Inclusive Learning, Cultural Diversity, Teaching Practices, Multilingualism

A Hypothesis Test of a Correlation Between Theory and Practical in Engineering Modules

Author:Hendrick Musawenkosi Langa

Vaal University of Technology

Abstract:

The accepted norm is that the students who qualify to enrol for the engineering modules have obtained good results in their grade 12 level Mathematics, English and Physical Sciences. These modules are essential if the student is to succeed in the engineering qualification. Admission considerations are based on the APS scores in these essential subjects, which range between 4 and 7 for most engineering qualifications. In certain cases, students are allowed to enrol in extended programmes if their scores are low compared to other competing applicants. That being the case, this study attempts to evaluate the null hypothesis that there is a correlation between the student’s marks obtained from the theory class tests or assessments and the practical marks for that module which students obtain by performing the practical component in their tuition. The alternative hypothesis is that there is no correlation between the practical marks and the theory marks. Data for this analysis was obtained from the ITS system wherein these marks are stored. The information for test marks captured during the semester. Practical marks are also conducted by students during the semester, and the examination is finally written, and the marks thereof are also captured at the end of the semester. A sample of 300 students from a population of 1400 students was used as a data set for this analysis. Regression and classification models were used to analyze the data. It was observed that there was some deviation from the null hypothesis which led to the rejection of the null hypothesis. Possible causes of this deviation were also highlighted.
Keywords:: Engineering education, theory-practical correlation, hypothesis testing, student performance, regression analysis

Teaching in the age of AI: What now?

Author:Tebello Letseka and Dr Glodean Thani

University of The Witwatersrand

Abstract:

Artificial intelligence (AI) is no longer an emerging tool, and the key question is not if education will change, the real question is: how can we prepare ourselves and our students for an era that has already arrived? Whether lauded or decried, every assessment period is a reminder that AI is increasingly part of the teaching landscape as students continue to rely on content generating tools like Chat GPT. One of the biggest challenges we face as educators in the age of AI is the need to update curricula and pedagogical practices to teach students complex and adaptive skills. As artificial intelligence continues to advance, so will the need to transform what we teach and how we teach. However, no matter how advanced these technologies may be, in the higher education context they are yet to challenge the founding principle of lecturing a class simultaneously to a group of students. This places higher education practitioners in a unique position to shape the use of AI to ensure a more equitable, empowered, and human-centred future. The real promise of AI is not only its ability to make learning more efficient but its ability to create deeply personalised educational experiences that cater to each student’s needs and interests. And even though we cannot ignore the digital divide, AI has the potential to close educational gaps that have persisted for centuries through democratising access to knowledge and the tools needed to succeed in life. Students’ continued reliance on content generating tools indicates that traditional knowledge is no longer sufficient. Education must prepare students not only for the present but for an uncertain and constantly changing future. This requires more adaptable education, not only teaching static facts and knowledge but also developing skills that will enable students to face the challenges of a rapidly evolving world. This article explores how educators can play a role in this process, to ensure that the use of AI in education remains human-centred, and in the best interests of students.
Keywords:

Diagnosing Delays with AutoScholar: A Time-to-Graduation Analysis Framework for Targeted Academic Support

Author:Dr. MM Chili and Ms. TN Mohloai

Vaal University of Technology

Abstract:

In many higher education systems, delayed student graduation contributes significantly to institutional inefficiencies, increased operational costs, and higher levels of student attrition. These challenges place pressure on academic institutions to adopt more datadriven approaches to improve student progression and success. This study introduces a systematic method, implemented within the AutoScholar platform, for quantifying and comparing time-to-completion patterns across faculties, departments, and disciplines. Using historical institutional registration and graduation records, we compute the average time taken by students to complete their programmes and define this value as the institutional benchmark for completion. Each academic unit’s mean time-tograduation is evaluated against this benchmark using standardised Z-scores, which reveal the number of standard deviations by which a unit's performance deviates from the institutional norm. Units with positive Z-scores are flagged as having statistically significant delays in graduation timelines. This approach enables academic leaders and faculty management teams to identify underperforming areas, prioritise targeted teaching and learning interventions, and make informed decisions about resource allocation to address systemic inefficiencies. Developed as part of AutoScholar’s broader institutional analytics suite, this framework transforms raw administrative data into clear, actionable insights. It empowers academic leadership and quality assurance units with a scalable, transparent, and evidence-based tool for institutional planning and continuous improvement. By integrating this analytical method into institutional monitoring systems, universities can more effectively enhance student throughput, reduce dropout rates, and meet national policy and performance targets. The tool further supports a culture of accountability and strategic responsiveness, positioning institutions to proactively manage student success and drive systemic transformation in higher education.
Keywords:

A Social Constructivism Perspective of the Role Artificial Intelligence as a Pedagogical Tool for University Classrooms: Opportunities, Challenges and Implications for the future

Author:Jabulani Ngubane

Mangosuthu University of Technology

Abstract:

All over the world, Artificial intelligence (AI) has become an integral aspect of our lives, including the education sector. However, there is limited information on the role of artificial intelligence as a pedagogical tool for university classrooms, especially in the global south. This conceptual paper interrogates the role of artificial intelligence (AI) as a pedagogical tool in the education sector, especially within university classrooms through the lens of Social Constructivism in the Higher education sector. It examines how AI can support collaborative learning, foster student engagement, and enhance knowledge construction in higher education classrooms. Drawing on key principles of social constructivism such as active learning, social interaction, and the role of context in learning, this paper highlights the opportunities that AI presents in creating dynamic, student-centred learning environments in the higher education landscape. The paper further discusses the themes on the factors influencing the adoption of AI by teachers and students, opportunities and challenges of AI in terms of equity of access, and teacher professional development and embracement further seeks the policies and framework in embracing the use of AI in the classrooms for pedagogical purposes. Finally, the paper reflects on the future implications of AI in transforming teaching practices in the higher educational landscape. By situating AI within a social constructivist framework, the paper hopes to make contributions and understandings of how AI can enhance and hinder the process of knowledge construction in the modern university classroom in the global south.
Keywords:Artificial intelligence (AI), social constructivism, collaborative learning, higher education, pedagogical tools

Diagnosing Delays with AutoScholar: A Time-to-Graduation Analysis Framework for Targeted Academic Support

Author:Dr. MM Chili and Ms. TN Mohloai

Vaal University of Technology

Abstract:

In many higher education systems, delayed student graduation contributes significantly to institutional inefficiencies, increased operational costs, and higher levels of student attrition. These challenges place pressure on academic institutions to adopt more data-driven approaches to improve student progression and success. This study introduces a systematic method, implemented within the AutoScholar platform, for quantifying and comparing time-to-completion patterns across faculties, departments, and disciplines. Using historical institutional registration and graduation records, we compute the average time taken by students to complete their programmes and define this value as the institutional benchmark for completion. Each academic unit’s mean time-to-graduation is evaluated against this benchmark using standardised Z-scores, which reveal the number of standard deviations by which a unit's performance deviates from the institutional norm. Units with positive Z-scores are flagged as having statistically significant delays in graduation timelines. This approach enables academic leaders and faculty management teams to identify underperforming areas, prioritise targeted teaching and learning interventions, and make informed decisions about resource allocation to address systemic inefficiencies. Developed as part of AutoScholar’s broader institutional analytics suite, this framework transforms raw administrative data into clear, actionable insights. It empowers academic leadership and quality assurance units with a scalable, transparent, and evidence-based tool for institutional planning and continuous improvement. By integrating this analytical method into institutional monitoring systems, universities can more effectively enhance student throughput, reduce dropout rates, and meet national policy and performance targets. The tool further supports a culture of accountability and strategic responsiveness, positioning institutions to proactively manage student success and drive systemic transformation in higher education.

Students’ Preparedness for digital pedagogy in a disadvantaged higher education institution in South Africa: Kirkpatrick’s Evaluation Model.

Author:Alfred Msomi and Prof Sandiso Ngcobo

Vaal University of Technology

Abstract:

The integration of technology into higher education, particularly through blended learning approaches, has been driven by the assumption that contemporary youth, often labelled ""digital natives,"" possess inherent technological proficiency. However, the technological literacy of first-year students from disadvantaged socio-economic backgrounds remains underexplored, especially as they transition to digital platforms like Blackboard. This study applies Cultural-Historical Activity Theory (CHAT) to examine how technological preparedness among 1500 first-year students at a historically disadvantaged South African university of technology is shaped by culturally situated tools, collaborative practices, and prior educational experiences. Data gathered through a closed-response online questionnaire hosted on Google’s platform at the onset of the 2025 academic year reveal significant disparities. While many students demonstrate competence with digital tools, a notable subset, particularly African students from rural areas, face challenges stemming from uneven schooling, limited informal learning opportunities, and inadequate university orientation. These findings underscore the digital divide and its impact on equitable access to blended learning. By framing technological literacy as a socio-cultural outcome, CHAT highlights the need for targeted, context-sensitive interventions to bridge this gap. The study urges universities to move beyond assumptions of uniform preparedness and foster inclusive technological skill development for success in Artificial Intelligence driven and digital educational environments. This approach involves recognizing the diverse backgrounds and experiences of students and tailoring support mechanisms to address specific needs. For instance, universities could implement comprehensive orientation programs that not only introduce students to digital platforms but also provide ongoing support throughout their academic journey. Additionally, creating collaborative learning environments where students can share knowledge, and resources can help mitigate the effects of uneven schooling and limited informal learning opportunities. By leveraging culturally situated tools and practices, universities can enhance technological literacy and ensure equitable access to blended learning. Moreover, the study suggests that universities should engage with local communities to understand the unique challenges faced by students from rural areas.
Keywords:Technological literacy, digital divide, blended learning, disadvantaged students, Cultural-Historical Activity Theory (CHAT)

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