Transformative Teaching and Learning Pedagogies for Sustainable Development in South African Higher Education Institutions
- Authors: Nqabeni, Pelokazi
- Date: 2025
- Subjects: Transformation , Sustainability , Pedagogies , Experiential learning
- Language: English
- Type: Book Chapter
- Identifier: http://hdl.handle.net/11260/15903 , vital:80558 , https://doi.org/10.5281/zenodo.17028971
- Description: The paper aims to investigate transformative learning and teaching pedagogies for sustainable development in South African higher education institutions (HEIs). Transforming learning and teaching pedagogies is fundamental to achieving sustainable development that promotes lifelong learning opportunities in schools, as teachers are essential in influencing how societies will develop in the future because they help students acquire the values, knowledge and abilities needed to live sustainably. Even though it is becoming increasingly clear how important it is to change the pedagogies used in teaching and learning, HEIs frequently fall short of addressing the intricate problems of sustainability. Data was collected through a comprehensive review of relevant literature generated from peer-reviewed articles, journals, conference papers and case studies focusing on three pedagogical aspects such as project-based learning, Inquiry-Based Learning (IBL) and experiential learning, utilising a qualitative approach that is purely a literature review responding to the gap. The transformational learning theory was used as a framework to address the urgency of environmental and social challenges facing HEIs in South Africa. The adoption of transformative pedagogies in South African HEIs holds great promise for advancing sustainable development by equipping students with the skills, knowledge and attitudes necessary to address complex sustainability challenges. It emerged that teachers do not adopt transformative pedagogies that go beyond traditional teaching methods to encourage students to critically engage with global challenges; hence, this chapter focuses on transforming learning and teaching pedagogies for sustainable development in South African HEIs. Transformative pedagogies should be applied for quality teaching and learning for sustainable development, focusing on integrating the real world into curriculum.
- Full Text:
- Date Issued: 2025
- Authors: Nqabeni, Pelokazi
- Date: 2025
- Subjects: Transformation , Sustainability , Pedagogies , Experiential learning
- Language: English
- Type: Book Chapter
- Identifier: http://hdl.handle.net/11260/15903 , vital:80558 , https://doi.org/10.5281/zenodo.17028971
- Description: The paper aims to investigate transformative learning and teaching pedagogies for sustainable development in South African higher education institutions (HEIs). Transforming learning and teaching pedagogies is fundamental to achieving sustainable development that promotes lifelong learning opportunities in schools, as teachers are essential in influencing how societies will develop in the future because they help students acquire the values, knowledge and abilities needed to live sustainably. Even though it is becoming increasingly clear how important it is to change the pedagogies used in teaching and learning, HEIs frequently fall short of addressing the intricate problems of sustainability. Data was collected through a comprehensive review of relevant literature generated from peer-reviewed articles, journals, conference papers and case studies focusing on three pedagogical aspects such as project-based learning, Inquiry-Based Learning (IBL) and experiential learning, utilising a qualitative approach that is purely a literature review responding to the gap. The transformational learning theory was used as a framework to address the urgency of environmental and social challenges facing HEIs in South Africa. The adoption of transformative pedagogies in South African HEIs holds great promise for advancing sustainable development by equipping students with the skills, knowledge and attitudes necessary to address complex sustainability challenges. It emerged that teachers do not adopt transformative pedagogies that go beyond traditional teaching methods to encourage students to critically engage with global challenges; hence, this chapter focuses on transforming learning and teaching pedagogies for sustainable development in South African HEIs. Transformative pedagogies should be applied for quality teaching and learning for sustainable development, focusing on integrating the real world into curriculum.
- Full Text:
- Date Issued: 2025
Unpacking the Decolonial Paradigm: Curriculum Transformation Strategies for Sustainable Development in a South African University
- Authors: Dyantyi, Ntsika
- Date: 2025
- Subjects: Decolonisation , Curriculum transformation , Sustainable development
- Language: English
- Type: Book Chapter
- Identifier: http://hdl.handle.net/11260/15896 , vital:80559 , https://doi.org/10.5281/zenodo.170291
- Description: The South African higher education landscape has faced numerous challenges, even after the new democratic government implemented major policy reforms to address these challenges; epistemologies and knowledge systems at most universities remain embedded in Western worldviews. An interpretive qualitative approach was employed to conduct this study, utilising narrative analysis to analyse data collected from semi-structured interviews with four lecturers at a university in the Eastern Cape region of South Africa. The findings of the study highlight the importance of transforming university curricula for sustainable development by embracing diversity, promoting empathy and incorporating Indigenous perspectives. It is crucial to acknowledge and integrate various cultural identities, ideologies and languages into the curriculum to provide students with a comprehensive understanding of the world and foster inclusivity. Infusing entrepreneurship education and digital literacy can equip students with essential skills for addressing societal challenges and preparing them for the demands of the 21st century workforce. Ultimately, the closing remarks encourage a need for incorporating Indigenous perspectives and knowledge, expanding the range of voices represented in the curriculum, promoting multilingualism, challenging Eurocentric perspectives and leveraging technology responsibly. By adopting these strategies, South African universities can work towards decolonising their curricula, promoting sustainable development and creating inclusive and empowering learning environments that respect diverse cultural identities and uphold social justice.
- Full Text:
- Date Issued: 2025
- Authors: Dyantyi, Ntsika
- Date: 2025
- Subjects: Decolonisation , Curriculum transformation , Sustainable development
- Language: English
- Type: Book Chapter
- Identifier: http://hdl.handle.net/11260/15896 , vital:80559 , https://doi.org/10.5281/zenodo.170291
- Description: The South African higher education landscape has faced numerous challenges, even after the new democratic government implemented major policy reforms to address these challenges; epistemologies and knowledge systems at most universities remain embedded in Western worldviews. An interpretive qualitative approach was employed to conduct this study, utilising narrative analysis to analyse data collected from semi-structured interviews with four lecturers at a university in the Eastern Cape region of South Africa. The findings of the study highlight the importance of transforming university curricula for sustainable development by embracing diversity, promoting empathy and incorporating Indigenous perspectives. It is crucial to acknowledge and integrate various cultural identities, ideologies and languages into the curriculum to provide students with a comprehensive understanding of the world and foster inclusivity. Infusing entrepreneurship education and digital literacy can equip students with essential skills for addressing societal challenges and preparing them for the demands of the 21st century workforce. Ultimately, the closing remarks encourage a need for incorporating Indigenous perspectives and knowledge, expanding the range of voices represented in the curriculum, promoting multilingualism, challenging Eurocentric perspectives and leveraging technology responsibly. By adopting these strategies, South African universities can work towards decolonising their curricula, promoting sustainable development and creating inclusive and empowering learning environments that respect diverse cultural identities and uphold social justice.
- Full Text:
- Date Issued: 2025
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