Teaching university postgraduate students has been a lifelong fulfilling career. Drawing on theoretical frames from autoethnography, the aim of this paper is to share my autoethnographic reflections on 30 years of teaching psychodynamic psychotherapy to senior postgraduate students in professional psychology training. Far from being an indulgent trip down memory lane, sharing my teaching experiences has the intention to offer value in terms of documenting the socio-cultural and historical changes that took place during this period, and in so doing, to offer educators a personal understanding of the impact of such developments on teaching. Three key areas of change have been identified. These are in classroom demography, curriculum, and technology. Using these key areas of change as themes that traverse the time periods of my teaching, I write about my development of a sense of identity as a lecturer and also about three main lessons learned along the way. The first lesson is the power of experiential learning; the second lesson is teaching students about empathy, a core concept in psychotherapy; and the third lesson is the power of personal growth and awareness of self. It is suggested that these lessons have implications for pedagogy.
This article revisits the lived experiences of South African Technical and Vocational Education and Training (TVET) students through a Freirean lens, foregrounding the praxis of listening as a transformative act of conscientisation. Drawing on participatory action research (PAR) with National Certificate (Vocational) [NC(V)] graduates, the study explores how students reflect on and act against systemic inequities within their learning environments and labour market transitions. Moving beyond the idealism often associated with Freirean applications, the paper offers grounded evidence of how students mobilise dialogical spaces, peer learning networks, and collective activism to contest exclusionary pedagogies and institutional neglect. It distinguishes between hearing - a tokenistic recognition of students’ voices - and listening, which entails dialogical engagement that generates agency and systemic critique. Positioned within South Africa’s evolving TVET landscape, including post-Quality Council for Trades and Occupations (QCTO) reforms and shifting policy frameworks, the study argues that genuine listening can reframe employability as a humanising and emancipatory process rather than a narrow economic imperative. By integrating students’ praxis with recent critical debates on vocational justice and transformation, the paper contributes to reimagining TVET as a site of collective empowerment and social change. The findings advance a Freirean pedagogy of transformation rooted in listening, action, and liberation.
This study uses the lens of Activity Theory to explore the dynamics of a capacity development relationship among educators in the Global South. The research employed a qualitative approach, including questionnaires and interviews with educators from two recipient higher education institutions (HEIs). The findings highlight the importance of a staggered, structured approach to capacity development, where incremental responsibility transfer enables recipient educators to acquire essential skills in teaching, assessment, and curriculum design. Furthermore, the study underscores the importance of mutual respect, collaboration, and continuous professional dialogue within South-South teaching collaborations, contrasting this approach with traditional North-South models. The contribution of this study lies in its novel application of Activity Theory to capacity development, providing valuable insights into how shared responsibilities, tools, and feedback loops facilitate sustainable growth. This research also offers guidance on implementing a staggered capacity development approach, emphasising the benefits of long-term, contextually relevant collaborations in strengthening educational practices and institutional quality.
The discipline of religious studies is at a critical juncture globally, and particularly in South Africa, where calls for decolonisation in higher education (HE) have gained momentum since the mid-2010s. Despite being shaped by the World Religions Paradigm (WRP), a framework rooted in Western epistemologies, the discipline continues to grapple with the need for a more inclusive and context-sensitive curriculum. This article reports on a pilot study exploring how the Scholarship of Teaching and Learning (SoTL) can inform the teaching of religious studies in South African HE. This investigation compares two consecutive cohorts of students enrolled in an introductory Religious Studies module during 2021 and 2022, respectively, at a public university in South Africa. The 2021 cohort was taught using the WRP, and the 2022 cohort was taught using a thematic approach. Guided by a constructivist perspective, the research examined how the different pedagogical approaches influenced students' understanding of religion. The findings provided insight into how diverse teaching methodologies might support the decolonisation of religious studies. This study argues that constructivist pedagogy can empower students to actively participate in discussions about religion, drawing on their lived experiences. While the sample size limits generalisability, this pilot offers valuable methodological insights for future larger-scale studies, examining how constructivist pedagogy might support the decolonisation agenda in HE.
Simulation-based education (SBE) has become a cornerstone of health professions education, with the methods and strategies used continually evolving as new applications for SBE are realised. In conjunction with this ever-growing aspect of health professions education is the ongoing development and refinement of core competencies embedded in the practice of SBE, one of which is debriefing. In this reflective piece lessons learnt in the art of debriefing, garnered through the observations of the debriefing practices used during a multinational rescue simulation exercise, are shared. Drawing on the lessons learnt, practical recommendations are shared, with the purpose of promoting effective debriefing practices in the SBE space.
English-medium instruction (EMI) is widely promoted in the Global South as an “inevitable” route to internationalisation and employability in the higher education agenda, yet in classrooms it often intensifies students’ challenges with following lectures, asking questions, and demonstrating disciplinary understanding in a second/foreign language. This reflective article adopts a lens of Scholarship of Teaching and Learning (SoTL) to move beyond polarised debates about EMI and focus instead on what counts as good teaching and fair learning when English is not students’ strongest shared language. Drawing on my personal experience, it examines how EMI can produce an “inequality of voice,” how disciplinary literacies become hidden language demands, how multilingual practices function as resources rather than failures, and how assessment may conflate content knowledge with English proficiency. The article argues that SoTL offers a practical set of ethics for EMI under constraint, turning student difficulties into investigable learning bottlenecks, and supporting evidence-informed redesign of participation structures, scaffolding, and assessment.
Debates around Artificial Intelligence (AI) and creativity often split between promise and risk. In this reflective paper, we take a practice-first view from two implementations in design/art courses at a Malaysian public university. We focus on two themes that run through public and official discourse: the need for governance/ethics; and for treating AI as a tool, not the source, of creativity. In the first implementation, the introduction of AI lacked clear guardrails, which led to confusion about acceptable prompts, uneven quality, and uncertainty around attribution. In the second, we introduced explicit instructions (when to use, how to use, and what to avoid), process evidence requirements, and assessment that foregrounded decision-making. Across both, we observed consistent benefits aligned with studio needs: faster divergent idea generation, access to large reference sets, rapid prototyping, and more engaging critique. Risks centred on over-reliance and aesthetic homogenisation, which were mitigated through iteration limits, disclosure of what was student-led versus AI-assisted, and targeted AI-literacy supports. The implementations drew on three categories of tools: a large-language-model assistant for brainstorming and critique, text-to-image generators for fast ideation, and assistive image tools for workflow tasks. We distil these lessons into a seven-part framework for implementing AI in design courses (positioning, guardrails, process evidence, assessment, AI literacy, equity supports, governance/ethics). We conclude that AI can enhance student creativity when governance is explicit and authorship remains central. Limitations include a single institution and a short time frame; future work should test the framework across cohorts and newer models.
As online education continues to expand, understanding how self-directed learning (SDL) develops within different course delivery structures has become increasingly important. This study examines SDL within fully online postgraduate programmes that utilise a carousel model of course delivery, characterised by short, sequential modules delivered in a fixed rotation. Using a qualitative case study approach, informed by a modified Community of Inquiry (CoI) framework as an analytic lens, data were collected through semi-structured interviews with 20 participants, including lecturers, teaching assistants, and students, across two postgraduate programmes within a single university department. The findings indicate that the accelerated structure of the carousel model presents significant challenges for SDL development, including time constraints, high cognitive demands, technological barriers, and variation in students’ academic preparedness and engagement. Teaching practices and structured support mechanisms were shown to play a critical role in scaffolding SDL; however, an over-reliance on lecturer-directed instruction was found to limit opportunities for student autonomy and self-direction. In response to these findings, the study develops an empirically grounded, design-oriented conceptual model for building students’ SDL capacity in online carousel programmes. The model conceptualises SDL capacity as a developmental capability shaped by the interaction of the learning environment, teaching practices, and the student role within accelerated online contexts. By offering a context-specific framework, this study contributes to understanding how SDL can be intentionally supported in intensive online programme structures.
This study investigates the impact of out-of-class experiences on student success in the context of South African higher education, amidst the unique challenges posed by the COVID-19 pandemic and ongoing socio-economic disparities. Focusing on first-year engineering students at a South African university, this research utilised root cause analysis through an online questionnaire to explore how out-of-class factors such as study groups, mentorship programmes, and extracurricular activities influence academic outcomes. Employing John Bean’s model of student attrition, the study delves into the interplay between psychological, organisational, and socio-economic factors shaping student retention and success. It reveals that despite existing interventions aimed at enhancing student well-being and academic performance, there is a critical gap between the interventions provided and the actual needs of students, particularly in addressing time management, organisational skills, and mental health challenges. The research advocates for a re-evaluation of current support structures and the implementation of more tailored approaches such as structured learning communities and integrated mental health practices within the curriculum. The study contributes valuable insights into enhancing student retention and well-being by highlighting the essential role of out-of-class experiences in the holistic development of students within the challenging landscape of the Global South.
Professional training in psychology is demanding. Part of professional training is psychotherapy supervision, and inherent to this process is professional identity development. Psychotherapy supervision is an ethical prerequisite but often operates outside of the formal curricula. As psychotherapy supervisors, we forged an additional space through ad hoc group supervision. The agenda of this space was to facilitate growth and the development of professional identity by foregrounding collegiality, peer engagement, and a space removed from the evaluatory aspect of the curriculum. We use collaborative autoethnography (CAE) in this paper to reflect on our role as the two supervisors within this group psychotherapy supervision space over the last couple of years and how this has operated as an out-of-classroom experience that facilitated development and professional identity formation, as well as the challenges that arose in this space. Three key themes emerged. The first highlights the psychotherapy supervision space, sometimes called clinical supervision. The second discusses the value of the out-of-classroom group created and its utility in facilitating learning. Lastly, we argue for interconnectedness and lessons learnt from creating these out-of-classroom supervision groups. We argue that adopting a posture of Ubuntu in how we interact with students creates a safer environment for learning, particularly outside of the formal classroom environment. We also recognise that this offering was limited by not having student voices and therefore privileges the perspective of supervisors.
This study investigates how field trips to a jazz concert and theatre performance enhance pre-service teachers’ engagement with performing arts in a South African Bachelor of Education programme. The objective was to assess their impact on music and drama education. The sample included 530 students across four years at a university of Technology. Findings show 92% had no prior exposure to formal arts venues, with increased enjoyment, cultural connection, and content knowledge in jazz and theatre. Students reported greater interest in integrating arts into teaching. Using Engeström’s Cultural-Historical Activity Theory (CHAT), the study emphasises field trips’ role in addressing South Africa’s arts access disparities. It informs teacher education to foster culturally responsive pedagogy.
This special issue addresses the significance, challenges, and transformative potential of out-of-classroom learning for holistic student development in higher education, with particular attention to the global South. It includes six articles from regions such as South Africa and Mauritius, covering diverse contexts and disciplines, from engineering and teacher education to music, psychotherapy and student-led initiatives. Together, these contributions examine the impact of experiential, co-curricular, and community-based learning on student engagement, belonging, well-being and academic success, especially in resource-constrained and post-pandemic settings. Framed within the Scholarship of Teaching and Learning, the issue underscores that intentional, relationship-rich, and context-sensitive out-of-classroom experiences are vital to fostering equitable, meaningful and sustained student development.
This research conducts a comparative examination between daytime and evening attendance students of the campus life experiences at a selected university of technology in South Africa. In a context marked by massification and the growing demand for equitable access to higher education, evening programmes have emerged as a strategic solution to extend institutional capacity and cater to non-traditional learners. These programs also create opportunities for out-of-classroom learning (OCL), enabling students, particularly those engaged in employment or caregiving, to pursue academic advancement while balancing work and life responsibilities. Using a mixed-methods approach involving surveys, focus groups, and observational studies, the study investigates disparities in academic performance, social involvement, student well-being, and engagement with informal learning opportunities. The findings reveal that while evening students report higher satisfaction with campus life, they face persistent barriers related to commuting, campus safety, and limited access to co-curricular programmes, internships, and professional networking opportunities. In contrast, daytime students demonstrate a broader but more uneven spectrum of engagement and well-being, often shaped by rigid academic scheduling and competing responsibilities. This investigation highlights the transformative potential of evening programmes in expanding access, supporting student mobility, and promoting inclusive forms of student success. It also reinforces the role of OCL as a critical enabler of flexibility and resilience, especially for students navigating multiple responsibilities. The study calls on institutions to develop flexible timetables, enhanced support services, and targeted interventions that address the unique needs of students learning beyond traditional classroom hours, particularly in preparing for future employability in a post-pandemic educational landscape.
In response to South African higher education’s transformation agenda, the University of the Witwatersrand (Wits) introduced community music (CM) as a BMus degree subject in 2012. In this article I examine the potential of CM to realise community engagement (CE) within higher education transformation policy mandates. From my perspective as researcher-practitioner, I consider CM as a curriculum transformation; its impact on student learning, and how CM transforms their musicianship to enhance the music degree. Using data from students’ reflective essays, students’ applied drama-facilitated reflections, and focus groups, I describe students’ transformative learning in the Wits CM courses, focusing on their service-learning (SL) experiences and reflections, over the past eight years. The findings suggest that CM re-orientates South African music curricula towards social engagement and artistic citizenship. I argue that integrating CM in the academy constitutes transformative education that changes students’ ways of knowing, learning, and being, and in so doing, develops critically aware, responsible citizens who can use their musicianship to benefit others. The research offers a model of CM in a South African university that speaks to higher education CE, and which is intended to highlight the significance of CM in the academy more broadly.
In response to student requests for stress-relief opportunities, a discipline-specific “Game Day” was piloted in 2022 by the Chemical Engineering Student Association (CESA) at a major contact South African university. Facilitated by staff representatives, the event provided a relaxed environment for undergraduate students to engage in recreational activities, foster peer connections, and unwind from academic pressures. This article presents a reflective case study of the Game Day, applying the structured Gibbs reflective model by the current and former CESA Representatives. Without formal outcome measures, insights of the Game Day intervention were derived from firsthand observations and informal student feedback. The reflections suggest that such low-cost, student-led initiatives may create an enhanced sense of inclusion, motivation, and community, contributing to the informal development of teamwork and social support networks. A seven-step action research framework is proposed to guide the adaptation and implementation of similar recreational interventions in other academic departments.
Background: Simulation-based assessments (SBAs) are known to be stressful for students and may induce anxiety. Stress and anxiety have the potential to negatively affect student performance in assessment. Methods: This pilot study employed a qualitative, descriptive methodology. Emergency medical care (EMC) students were invited to participate in the research. Due to the scope of the project, six participants were interviewed. The data were collected through one-on-one interviews, which were recorded at the time of interview then transcribed verbatim, manually coded, and then grouped into categories and themes. Results: One theme and five sub-themes emerged from the interviews. The theme that emerged was that participants experience anxiety during SBA that leads to stress. The sub-themes that emerged are that: the academic impact of the simulation assessment drives anxiety; waiting in a common area causes anxiety to build; a fear of scrutiny exists; lack of simulation fidelity and technical issues cause anxiety; and comparing their actions to their peers’ caused self-doubt and anxiety. Conclusion: This research identified various aspects that drive anxiety and stress during SBAs. Educators can use this information to create a setting which limits these factors should they wish to reduce stress and anxiety in their students.
This reflective essay traces the personal and professional transformation of a law lecturer navigating the shift from traditional, Eurocentric legal teaching to a decolonised, student-centered approach in South African higher education. Drawing on insights from the Learning and Teaching in Higher Education (LTHE) programme, the author critically examines challenges encountered in integrating decolonial theory, reflexivity, and authenticity into curriculum design, pedagogy, and assessment. By situating legal education within broader calls for epistemic justice and institutional transformation, the essay highlights the tensions between established doctrinal teaching and the imperative to co-create critical, socially engaged learning environments. Ultimately, this narrative underscores the potential of reflective practice to catalyse both personal growth and systemic change in pursuit of a more inclusive, context-responsive legal education.
Engagement in the Scholarship of Teaching and Learning (SoTL) remains a contested space in tertiary education. Within Human Movement Sciences (HMS) in South Africa, research tends to centre on discipline-specific inquiry, with limited engagement in pedagogical scholarship. As a newly formed Community of Practice (CoP), we set out to explore how SoTL might be integrated into our diverse academic contexts, without assuming a one-size-fits-all model. Since 2021, our group has used a Participatory Action Learning and Action Research (PALAR) design to guide collective inquiry, drawing on data from three workshops and a focus group, thematically analysed through democratic dialogue. Three interrelated themes emerged: professional identity, time to SoTL, and SoTL transformation through collaboration. These themes form a conceptual compass that academics use to navigate the complex decisions surrounding SoTL engagement. Identity and time were not fixed obstacles, but fluid constructs reshaped through CoP participation. Collaboration emerged as a powerful enabler of transformation, reducing the burden of individualised inquiry and fostering reflective, shared learning. Our findings support a flexible, context-sensitive approach to SoTL, grounded in autonomy, dialogue, and institutional responsiveness. We argue that such an approach holds promise for reimagining SoTL as an integrated, sustainable aspect of academic practice.
The nature of the PhD has shifted dramatically in recent times in accordance with the broadening of perspectives on the purposes of the qualification. This study considers the impact of this shift, highlighting the implications of changing student motivations on the PhD acculturation process, graduate identity formation, and the effectiveness of supervision practices in Science, Technology, Engineering, and Mathematics (STEM) disciplines. The study design is based on an overarching qualitative research enquiry into factors influencing supervision practice, where the perspectives and experiences of different supervisors were collated from semi-structured group interviews. We draw on Berry’s Model of Acculturation to analyse the roles and interplay of motivation and culture in relation to PhD graduate identity formation, and we examine the implications thereof for effective supervision. The study reveals the multifaceted dimensions of the acculturation process within the context of PhD supervision, viz., students’ motivations and identities, experiences and perceptions of supervisors, and cultural norms in the STEM community of practice. We demonstrate the shifts along these dimensions affecting PhD enculturation, showing how the alignment and discordance between student and supervisor may lead to assimilation, integration, marginalisation, and separation. This study contributes to increasing the body of research on doctoral degree completion with a specific focus on supervisor experiences in the context of the STEM fields, where PhD supervisors are facing unprecedented challenges amidst a shifting higher education landscape.
Research highlights the effectiveness of writing retreats in enhancing academic productivity by creating environments that are conducive to focused writing away from daily distractions. The current study evaluates a writing retreat that was organised in 2021 by the Father Connections Research Team (FACT), which is based at the University of the Witwatersrand (Wits). Using qualitative semi-structured interviews, data were collected from seven of the nine academics and postgraduate students who attended the retreat. The findings reveal that the retreat provided a community of practice, which significantly enhanced participants' writing productivity compared to their usual home environments. This study adds to the growing evidence that writing retreats can benefit academics and postgraduate students by fostering productivity, encouraging sustained writing efforts, and supporting independent work within a communal setting. The unique contribution of this paper is its reflexive approach, where the authors, who themselves were participants in the study, use a community of practice perspective to offer critical reflections and deepen the understanding of writing retreat benefits.
