Cultivating Positive Learner Behaviour - A Real-Life Game of Chess
Cultivating positive learner behaviour: Mr Lindokuhle Mdletshe celebrated achieving his Master of Education.As an avid chess player, Mr Lindokuhle Mdletshe knows that every move - like every decision in life - has consequences and requires careful thought.
He has demonstrated this strategic mindset through his perseverance and the successful completion of his Master of Education.
As a teacher at Greytown Secondary School, Mdletshe aims to do more than teach the curriculum - he wants to make a tangible difference in the lives of his students, extending beyond the classroom.
‘I want to explore ways in which I can cultivate positive behaviour through my teaching to minimise misconduct during lessons and develop a classroom culture grounded in virtuous values,’ he said. ‘Furthermore, I wanted to purposively reflect on my teacher-learning method to improve my overall teaching practice.’
His research was titled: “Cultivating Positive Learner Behaviour in My Teaching: A Secondary School Teacher’s Self-Study”.
As the name suggests, his study employed the self-study research methodology, which requires teachers to critically examine their teaching and the contexts in which they work, to enhance both classroom and professional practice.
Mdletshe was introduced to the concept of self-study teacher research during his honours year and fell in love with it. ‘It was a perfect fit as I wanted to improve my learners’ learning experiences while contributing positively to my own professional learning and development and to the wider educational body,’ he said.
His research findings indicate that fostering positive learner behaviour through teaching is rooted in creating a supportive learning environment that upholds learners’ dignity while promoting the well-being of both teachers and learners. Such an environment flourishes through positive teacher-learner relationships and is strengthened by collaboration.
The study also highlighted the importance of teachers and learners engaging in collaborative discovery, where educators scaffold learning to help students construct their own understanding. Learner autonomy also emerged as key - with students working together to solve problems and using self-reflection to improve behaviour.
‘This meant that my responsibility in the classroom as the source of knowledge gradually decreased. I learned the significance of enabling learners to take charge of their learning inside and outside the classroom, which allows them to develop a sense of ownership of their learning,’ Mdletshe noted.
His findings have encouraged Mdletshe to motivate colleagues to model positive behaviour both inside and beyond the classroom.
‘Learners model behaviours from adults. Hence, when teachers demonstrate care, compassion and recognition, their learners emulate these attributes,’ he explained. He added that fostering a sense of “bonding” - where learners can share personal experiences and feelings - significantly improves their participation in learning activities.
‘Through this process, I have realised that my journey as a teacher is ongoing. I still have much to learn about promoting positive behaviour, which ultimately shapes the lives our learners will lead as adult citizens of this beautiful country. I encourage my fellow teachers to develop strategies that strengthen teacher-learner relationships and positively influence the classroom environment,’ Mdletshe urged.
Mdletshe’s passion for his career, academic studies and his learners’ futures is unmistakable. ‘The data generation process for my study was incredibly fulfilling, and I realised how much I grew - both personally and professionally - through this experience,’ he said.
Reflecting on the highs and lows of his journey, Mdletshe highlights presenting his research proposal - a terrifying yet thrilling moment - and the excitement of his first conference presentation. However, he admits the road was not always smooth. ‘Balancing the roles of educator, father, student and researcher took its toll. T. D. Jakes speaks of “defying the urge to quit”. I experienced emotional exhaustion and declining mental health - but I’m proud to say that, through the grace of God, I found the strength to rise above it.’
Another source of inspiration was his research supervisor Dr Ntokozo Mkhize-Mthembu. ‘The high-standard of her academic work inspired me throughout my thesis, and I aimed to produce high-quality writing too.
‘Thank you to my sister Nomfundo (Charity Mthiyane) who has always been there for me emotionally and financially. My son Mnqobi Mthethandaba is my biggest supporter. He is only four but whenever he saw me watching TV he would say “baba ubhala nini” which means “Dad, when are you writing?” Even though his intention was to have the TV to himself, I really needed that push! Most importantly my motivation came deep within me, thriving to make my mother proud as she rests peacefully.’
‘This step brings me closer towards my dream of becoming a lecturer. Now pursuing my PhD, I look forward to growing as a researcher and publishing my first academic article,’ Mdletshe said.
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .A Journey in Deaf Education
Ms Khadeejah Hansrod, pictured with her mother, Ayesha, and brother, Zakariya, graduated with distinction, championing Deaf education and inclusion through South African Sign Language.When Ms Khadeejah Hansrod graduated with her Bachelor of Education in Foundation Phase Teaching, she walked the stage with a record of academic excellence and a strong message about inclusion.
A top achiever, Hansrod placed third nationally in South African Sign Language (SASL) and second among learners in special schools in KwaZulu-Natal. Her results reflect more than academic ability, but also determination, innovation and the belief that Deaf learners can thrive when given equal opportunity.
‘I am a proudly Deaf qualified teacher and want to break down discrimination and communication barriers to show that Deafness is not a barrier to success. SASL is not just for the Deaf; it’s a bridge for everyone.’
Hansrod is especially passionate about creating spaces where Deaf children can see themselves as future doctors, pilots, police officers with certainty and confidence. ‘Every child should feel seen and supported. Teachers who know SASL can play a key role in breaking the delays and gaps in Deaf education,’ she said.
At UKZN, her experience reflected both progress and the ongoing challenges of access. She was provided with a SASL interpreter for most lectures and used a range of tools including live transcription, voice dictation apps and text-to-speech software to support her learning. At times, she attended classes without an interpreter and had to rely on her own resourcefulness and support from peers.
Group assignments offered a chance to build connections across language. ‘I taught my hearing classmates SASL. We used written communication too. It helped prepare me for real school environments where interpreters may not always be available.’
She’s particularly proud of learning isiZulu, a subject she initially thought was out of reach, ‘I put in the effort because I know how important language is to communication and respect. I wanted to challenge myself.’
Outside of the classroom, Hansrod expresses herself through poetry, a practice she uses to reflect on her journey, her family and her values. One poem pays tribute to her late grandfather, a local mayor who championed education in his community. She shared that his legacy of compassion helped shape her sense of purpose.
She adds, ‘Inclusion means recognising everyone’s value, not focusing on what people lack, but supporting what they bring. We need more lecturers to learn SASL, more awareness of Deaf culture and better academic access for Deaf students.’
Hansrod calls for bridge courses in subjects like biology, English, and physical sciences, and even envisions a university for the Deaf in South Africa, one that’s also open to hearing students interested in SASL.
Her advice to other students facing challenges: ‘Your journey is yours. Don’t let negativity define it. If you fail, it’s not the end, try again.’
As she prepares to enter the classroom as a Foundation Phase teacher, Hansrod is focused on building inclusive learning environments where all learners feel respected and encouraged. ‘SASL is an official language in South Africa. It needs to be treated that way in schools. Education should be motivating and accessible for everyone.’
Reflecting on Hansrod’s achievement, Disability Support Unit (DSU) co-ordinator Dr Roshanthni Subrayen offered her congratulations, ‘It’s been a pleasure supporting Khadeejah. Throughout her student journey she always showed diligence, perseverance and dedication. I am confident that she will make a difference in the lives of Deaf children in her classroom.’
Hansrod credits much of her success to her teachers at Fulton School for the Deaf, the academic support she received from UKZN, and her friends and family, especially her mother, who was a constant presence throughout her journey, fulfilling the vital roles of supporter, cheerleader, and dedicated note-taker whenever she needed her most.
Words: Rakshika Sibran
Photographs: Sethu Dlamini
author : .author email : .Natural Science vs Technology - Cum Laude Research Asks the Big Question
Ms Karina Basitheva graduated with her Master of Education.Cum laude Master of Education graduate, Ms Karina Basitheva is thrilled with her achievement. ‘I am proud of myself and so thankful to all who supported me throughout this journey,’ she said.
As an educator, Basitheva’s chosen area of research is one she is deeply passionate about. Her study, titled: “Intermediate Phase Teachers’ Views and Pedagogical Practices on Integrating Natural Sciences and Technology”, explores teachers’ views on integrating Natural Sciences and Technology as a single subject.
Providing context, Basitheva explained: ‘In the South African Curriculum and Assessment Policy Statement (CAPS) curriculum, Natural Sciences and Technology are integrated in Grades 4-6 and only offered as separate subjects in Grades 7-9. The curriculum aims to develop scientific and technological literacy, focusing on critical thinking, problem-solving, and using technology responsibly.’
Basitheva sought to examine both the extent to which the subject is taught in an integrated manner and how this integration is implemented in practice. A particular focus was placed on the perceived imbalance in content coverage, with Natural Sciences receiving significantly more emphasis than Technology.
As a specialist in Technology education with a love and passion for the subject, Basitheva contends that Technology is marginalised, particularly due to the way integration is approached. ‘Whilst mine is not the first study related to the integration of Natural Science and Technology, it is the first that accentuates the need for and importance of Technology,’ she said.
‘My findings revealed that Technology receives significantly less content coverage compared to Natural Sciences,’ said Basitheva, ‘with most participating teachers reporting a lack of confidence and subject knowledge in Technology due to their educational background being rooted in Natural Sciences.’
Consequently, they also acknowledged that they are unable to effectively deliver the subject as an integrated whole, often prioritising Natural Sciences over Technology. This imbalance results in the marginalisation of Technology, thereby limiting learners’ exposure to its full educational value.
‘My study was driven by a desire to enhance learners’ experiences by promoting a more equitable and authentic engagement with Technology - a subject that fosters critical thinking, creativity, and innovative problem-solving. The neglect of Technology in the curriculum has broader implications for society, as it undermines efforts to develop learners into capable and future-oriented problem solvers,’ she said.
Somewhat surprisingly, one of the major challenges she faced was finding schools and teachers to participate in the study. ‘As much as my study was for the benefit of learners and schools, it was extremely difficult to get principals on board,’ she shared. Determined to succeed, she carved out time to find more participants and finish her studies.
It was well worth the effort, as Basitheva recounted the unforgettable moment her supervisor, Professor Asheena Singh-Pillay, called with her results. ‘Professor Singh-Pillay is a superwoman! A remarkable supervisor and mentor who encouraged me to push myself. I am grateful for all that she has done for me, especially as I completed this study in just one year. I did not think it was possible, therefore her delivering my results to me was incredibly special,’ she said.
Her motivation to finish her degree drew from the awareness she wanted to bring to this imbalance. ‘I always believed that I would contribute to the field of education in a positive and impactful manner to bring about positive change.’
‘UKZN will always be the university I choose to study at. I have done my undergrad, honours and now masters here. I am also grateful that the University funded my master’s study.’
Recognising the rest of her support system, she said: ‘My greatest supporter was my fiancé who believed in me completely, understanding my love and passion for education. I was born and raised in Phoenix, Durban, in a loving home, with parents who encouraged and provided my brother and I with opportunities that they did not have, and for that I am truly grateful. They have always been my cheerleaders and supporters.’
Fulfilled and grateful, she intends to register for her PhD soon. More importantly, she hopes that her research reaches the people it should, and that Natural Sciences and Technology are separated in the intermediate phase of school.
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .Coming Home - A PhD Journey
Dr Rowan Mark Thompson celebrates attaining his PhD in Technology Education.‘A full circle moment’ - is how Dr Rowan Mark Thompson describes the achievement of his PhD.
Born in Johannesburg, his family immigrated to Scotland when he was just four years old after they were targeted by the security police over his father’s role as an anti-apartheid activist and lecturer at Wits University. Years later, he was drawn back to the continent and has been living in South Africa since 2013.
Thompson’s doctoral research focused on “Using Computer-aided Design (CAD) to Enhance Student Teachers’ ICT Capacity: A Critical Participatory Action Research Project in a Private Higher Education Institution in KwaZulu-Natal”.
Thompson used a critical participatory action research approach with primary student teachers and lecturers to explore the implementation of CAD in Information and Communication Technology (ICT) training, explaining that, CAD is an essential element of modern design and technology curricula globally, and should be taught in Engineering Graphics and Design courses in high schools.
However, he noted that effective use of CAD in high school requires early exposure, yet it is not currently included in primary teacher education programmes, despite its importance in 21st-century design processes.
The new Coding and Robotics curriculum requires teachers to understand different computing systems to support programming and design of robotic solutions to everyday problems. To integrate CAD in teacher training programmes requires a pedagogical approach which adapts to changing modes of delivery and enables students from diverse backgrounds to develop skills to create resources with CAD and eventually teach CAD in schools.
Thompson’s study sought to explore the best pedagogical approaches to teaching CAD over two action research cycles and gauge how student teachers applied their CAD learning in teaching practice through the production of resources for teaching.
His findings were encouraging and revealed that student teachers and lecturers collaborated effectively in the refinement of the course. Student choice in learning of CAD through multi-modal blended contact models emerged as the most effective way to ensure student success in learning a new software application.
Thompson admits that while he is elated by his achievement, his academic journey was not without its challenges, with the COVID-19 pandemic affecting him both professionally and personally. ‘My mother passed away and I was unable to attend the funeral in Scotland due to the travel restrictions. I also relocated to Gauteng with my wife and children which limited my ability to have constructive face-to-face dialogue with supervisors and lastly my co-supervisor left academia which meant that I needed to be assisted to submit my thesis for final examination.’
However, he said the academic leader of research, Professor Phumlani Erasmus Myende, along with Professor Simon Bhekimuzi Khoza and the broader team, were very supportive and assisted him with his final submission.
‘Congratulations to Rowan Thompson. I am proud of him for this great, amazing, and wonderful achievement (PhD), and for generating two journal articles from his PhD study,’ said Professor Khoza.
‘It was worth it though,’ Thompson says, ‘learning from supervisors and PhD students in cohort meetings and webinars expanded my mind and helped me abandon bad habits and prejudices about research. Researching CAD motivated me to re-explore teaching and application of visual skills I acquired as an industrial designer, author and lecturer of design and technology subjects.
‘I was continuously inspired by many lecturers - Prof Busisiwe Alant, Prof Asheena Singh-Pillay, Prof Nadaraj Govender, Prof Craig Blewett and Prof Simon Bhekimuzi Khoza. I was also encouraged by fellow students Dr Kemi Adebayo and Dr Godson Nwokocha, who have remained friends and colleagues as we now work together at Stadio School of Education. I would like to thank them all for their support, encouragement and honest critique during my long journey.’
His greatest motivation and support came from his wife Professor Tivani Mashamba-Thompson ‘She brought me back to my home country and led by example completing her masters summa cum laude and her PhD in two years. I don’t think I will ever rise to her level in academia, but I have achieved far more than I imagined I would before I met her.’
Thompson said his father, Professor Ian Thompson, has remained a lifelong inspiration. ‘I am sorry he is unable to visit SA to celebrate with us. My children, Gabrielle, M’hloti and Frank were also my biggest supporters.’
Thompson likens his PhD journey to the Japanese martial art of Aikido which he has practised for 30 years, ‘you must pick yourself up and keep breathing when you are ready to give up. Focus on the target and get the job done.’
‘My experience was a bit like the pattern on the UKZN Graduation hoods. Colourful with some jagged edges to deal with! I am proud to graduate from the university where my parents met, fell in love and completed their undergraduate studies.’
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .Education Behind Bars: A Black Feminist Perspective on Incarcerated Women’s Learning Journeys
Master of Education graduate, Ms Pamela Sibanyoni.Ms Pamela Sibanyoni’s novel research, focusing on the education and training experiences of Black female sentenced offenders in South Africa, provides a fresh perspective on how systemic inequalities affect incarcerated women’s access to education.
Passionate about education as a tool for empowerment - particularly for marginalised groups - Sibanyoni became deeply interested in how systemic barriers affect access to learning and how these challenges manifest within the prison system.
‘Black women in South Africa face multiple layers of disadvantage, and I was motivated to shed light on how incarceration further limits their educational opportunities. My goal was to contribute to meaningful discussions on prison education reform and advocate for inclusive policies that support rehabilitation through learning,’ said Sibanyoni.
Titled “An Investigation of the Education and Training Experiences of Black, Female, Sentenced Offenders at a Correctional Centre in the Mpumalanga Province”, Sibanyoni’s master’s research examines what motivates incarcerated women to pursue education, the challenges they face in prison, and the factors that either support or hinder their learning.
Sibanyoni stated: ‘While studies on prison education exist, there is limited research that examines the intersection of race, gender, and incarceration in shaping educational opportunities. By using the Black Feminist Standpoint theory, my research provides a new take.’
Her research concluded that many Black female offenders view education as a transformative tool for rehabilitation, empowerment, and social reintegration. However, systemic barriers - including limited access to resources, societal stigma and gendered expectations - often restrict their learning opportunities.
‘My study contributes to policy discussions on prison education and rehabilitation, advocating for more inclusive and accessible educational programmes that recognise the unique needs of incarcerated women,’ she said.
Sibanyoni faced several challenges during data collection. ‘Gaining access to information and conducting research on incarcerated individuals presented difficulties, as it requires strict ethical clearance and co-operation from correctional facilities. Prison environments are also restrictive, making it difficult to engage directly with participants,’ she explained.
She also described the emotional difficulty of listening to participants’ experiences and confronting the systemic barriers they face.
Sibanyoni also faced financial constraints due to limited funding opportunities. She navigated the costs of tuition, research-related expenses and academic resources while balancing personal responsibilities.
‘However, I am proud that despite these challenges, I remained committed to ensuring that the voices of these women were heard and their experiences documented,’ she said.
Luckily, there were also moments that lifted her spirits and renewed her drive.
‘Seeing my research take shape and knowing that it could contribute to meaningful discussions was exciting. I was happiest when fully immersed in the literature, analysing data, and drawing connections between theory and real-life,’ she said.
Constructive feedback from her supervisors helped refine her work and brought ideas to life. ‘Dr Martin and Dr Sader both played a crucial role in my academic journey. Dr Martin’s guidance, patience and constructive feedback helped shape my research into what it is today. She believed in my ability to produce meaningful work, even when I faced self-doubt. I would like to express my deepest gratitude to her and Dr Sader for the support and encouragement throughout this process.’
Thanking her family, Sibanyoni said: ‘My greatest motivation was my children and family - especially my mother and sister - as well as my friends and coach. They are my reason for pushing forward. I wanted to show them the power of perseverance and the importance of education. To you all: you are my strength and inspiration. Everything I do is to create a better future for you and with you. I hope that this achievement shows you that no matter the obstacles, hard work and faith in God can lead to success.’
This is a deeply meaningful accomplishment that reflects not only Sibanyoni’s academic journey, but also her resilience in the face of adversity. ‘This wasn’t about completing a degree, but about proving to myself that I could push through and succeed. I am proud and grateful for this milestone. Looking ahead, I aspire to further my research by pursuing a PhD,’ she said.
‘Education transforms lives. Despite poverty, I have been able to achieve success. I am proof that no matter where you come from, education can open doors and create opportunities for a better future,’ she said.
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .Is there a Doctor in the House? Husband and Wife Graduate with PhDs
It was a family affair as husband and wife and PhD graduates, Dr Shalendra Mohanlall and Dr Fadeela Kirsten, celebrated their achievement with their daughter, Ziya.Making it a family affair, husband and wife, Dr Shalendra Mohanlall and Dr Fadeela Kirsten graduated together with their PhDs.
Mohanlall achieved his PhD in Gender Education, while Kirsten earned hers in Science Education. Although their studies took them down different research paths, they shared a common motivator: their daughter Ziya, whose drive and vigour represent the optimism of youth. Inspired by her and the future, both aimed to improve opportunities and access for young people.
Both are individually thrilled with their achievements, but recognise that having a spouse pursuing a PhD at the same time offered valuable direction and guidance. ‘It was interesting to reflect on how we were both engaged in academic spaces that, in different ways, push against traditional expectations,’ they said. ‘Sharing the journey of completing our PhDs simultaneously brought a unique sense of support and understanding to what is often a very personal and demanding process.’
‘This achievement is a full circle moment for me,’ said Mohanlall, who is currently the Head of Executive Education at the UKZN Graduate School of Business and Leadership (GSB&L). ‘Completing my final degree here feels fitting and meaningful as this is where it all began years ago.’
His thesis, “Understanding the Cricketing Gender Gap from the Perspective of Primary School Girls”, explored the underrepresentation of girls in school-level cricket in South Africa, a sport that remains male-dominated despite no formal restrictions preventing girls from playing. Using a social constructionist lens to centre the voices of these girls, he gained an understanding of the factors influencing the gap and explored their perspectives on fostering greater inclusivity.
‘Listening to these girls as young as 11, I was amazed by their honesty, insight, and courage in sharing their experiences. They had thoughtful reflections on gender, sport, and their place within it and articulated the challenges they faced - ranging from being told that cricket is a “boys’ sport”, to feeling isolated or invisible on the field. Yet, at the same time, many of them expressed a love for the game and a strong desire to see more girls included. It was also interesting to see how they were navigating societal expectations and finding ways to push back,’ said Mohanlall.
He embarked on this novel area of research after his interest was sparked by a very personal experience. ‘Ziya began playing cricket in Grade 1 and was the only girl on her team. As a parent, I was proud of her confidence, but became aware of how rare it was to see girls in that space. I questioned why, despite growing participation by women in traditionally male-dominated sports, cricket still seemed to lack female representation, especially at the grassroots level.’
His research considers the deeper social and cultural factors at play. ‘I found that societal gender norms and stereotypes significantly shape how sports are perceived, leading to the gendering of cricket as a masculine sport. The lack of female cricketing role models and negative social pressure were also key barriers. However, positive influence from supportive male figures, emerged as important. Ultimately, my study emphasised the need for systemic change, including increased visibility of women in cricket and dedicated, supportive spaces for girls to participate.’
He adds that societies need to understand the social and institutional barriers young girls face in accessing traditionally male sports. His findings support advocacy for inclusive sports development, guide schools and governing bodies in fostering equitable opportunities, and promote the empowerment of girls through active participation in sport from an early age.
‘This academic journey has tested me in many ways,’ Mohanlall said. ‘I suffered a heart attack during this time that put my writing on hold.’ However, his strong support network of family and friends lifted him up. ‘My wife and daughter were my motivation. I was inspired by Ziya’s courage and determination and Fadeela’s strength and wisdom. They kept me focused and grounded during these challenging times,’ he said.
Also keeping him on track was his supervisor, Professor Shakila Singh.
‘Her extensive years of research, coupled with her experience in postgraduate supervision, provided me with invaluable guidance. She challenged me to think critically and approach the subject with depth and nuance. Her mentorship not only strengthened the academic rigour of my work but also inspired my own growth as a researcher in this field,’ he said.
He hopes that his findings will contribute to creating more inclusive spaces for girls in sport, so that they can thrive without limitations. Mohanlall wants to continue working in gender and sport, advocating for equity and using research to influence policy, practice, and perceptions.
‘My research revealed systemic challenges not only in sports leadership but across various sectors, highlighting the urgent need for educational initiatives which can shift societal norms and dismantle stereotypes. These can be addressed by short courses such as “Women in Sports Leadership” and “Diversity and Equity Training”. I believe that the GSB&L at UKZN can assist by developing targeted programmes in these areas to equip current and future leaders with the knowledge and skills needed to drive change,’ he said.
Mohanlall holds a second Dan black belt in karate and teaches at his dojo in Overport/Asherville.
‘To Ziya, I want to say thank you - for being brave, for being yourself, and for showing me just how important it is to create space for girls like you in sport. This study is for you, and because of you.’
Kirsten’s science education research, titled: “Teachers Using Inquiry-Based Science and Information and Communication Technology (ICT) to Teach the Atom in Grade 10”, stems from her 26 years of experience as a Science teacher.
Kirsten said: ‘I have observed numerous Grade 9 learners choose Physical Science as an FET subject, inspired by childhood dreams of becoming doctors or scientists, but very quickly this initial enthusiasm diminishes in Grade 10, where they begin to struggle with the subject, leading to frustration, loss of interest, and, in many cases, dropping the subject altogether.’
Kirsten realised that this decline was largely due to a lack of conceptual understanding and fear of failure, often worsened by traditional teaching methods and limited resources in South African schools. ‘This realisation inspired me to pursue this research, with the aim of exploring alternative, more engaging teaching strategies, specifically the integration of ICT tools like the PhET simulator through inquiry-based approaches, to improve learners’ understanding, confidence, and overall experience in Physical Sciences.’
She explained that “PhET” was originally an acronym for Physics Education Technology, although it now includes simulations across various subjects. ‘My study explored how Physical Science teachers in South Africa can integrate ICT into their teaching using an inquiry-based approach, specifically when teaching the topic of The Atom. It looked at how tools like the PhET simulator could enhance learning and foster critical 21st-century skills such as problem-solving and creativity,’ she said.
Kirsten’s findings show that while integrating ICT with inquiry-based science teaching (IBST) holds great potential for enhancing Physical Sciences education, many teachers still lack the understanding and support needed to implement it effectively. ‘This is impacted by both external challenges like a rigid curriculum and limited professional development, and internal factors such as teachers’ belief systems and personal time constraints, which affect their ability to plan and teach using this approach. However, teachers with prior ICT exposure and more personal time showed greater motivation and better lesson planning,’ she said.
Her research highlights the urgent need to equip teachers with the skills and confidence to use ICT in a more inquiry-driven way, developing learners who are better prepared for the demands of a modern, technology-driven world, and contributing to a more innovative and scientifically literate society.
Kirsten advocates for the use of tools like the PhET when teaching the complex topic of The Atom in Physical Sciences, which enhances inquiry-driven learning. ‘My study is grounded in real-world challenges faced by teachers and provides a holistic view of the issues impacting effective implementation. Most importantly, it introduces a new IBST-ICT-IREC pedagogical model to address the gap in science education research suited to South African classrooms.’
‘The impact that inquiry-based learning, supported by ICT tools like the PhET simulator, can have on learner engagement and understanding is massive as learners actively participate in lessons and show genuine curiosity about scientific concepts that they previously struggled with. This reaffirmed the value of my research and its potential to bring about meaningful change in the classroom.’
Her academic support came from her supervisor, Professor Nadaraj Govender, who proved to be an incredible source of knowledge in science education. ‘I extend my heartfelt thanks to Prof Nadaraj, an outstanding research supervisor whose wisdom, patience, and unwavering support have profoundly shaped my academic journey. I am deeply grateful to have learned under his guidance. Your dedication and support are deeply appreciated.’
A sincere thank you to my editor, Dr Aradhna Ramnund Mansingh, whose tireless dedication and late nights were invaluable in meeting tight deadlines.
Professor Govender said: ‘Fadeela’s research was relevant as several studies on this topic point to students’ difficulties in Chemistry. She worked consistently hard throughout her journey and was a meticulous student. She produced some gainful insights and models from her work that could help science teachers to improve their teaching in chemistry. Congratulations to her on completing her PhD and I am proud that she will also graduate with her spouse on this prestigious day in their lives.’
Recognising her family she said, ‘I would like to thank my exceptional husband for his constant support and my wonderfully understanding young daughter. This degree is a testament to your sacrifices, which granted me the time and space needed to complete my work. I am deeply grateful for your unwavering support and encouragement throughout this journey. Your belief in me made this achievement possible, and I dedicate this success to both of you.’
Kirsten is hopeful that her research will serve as a meaningful resource for Science teachers and learners alike. ‘I am eager to continue making a positive impact in the field of science education, while also pursuing opportunities to work in an environment that nurtures and values research innovation.’
UKZN has been the institution of choice for both Kirsten and Mohanlall, whose overall experiences have been overwhelmingly positive. ‘The academic and administrative staff have consistently been excellent, creating an environment that fosters growth and learning,’ they said.
With their studies completed, they are both looking forward to spending quality time together as a family and supporting their daughter on the sports field. ‘We take great pride in supporting our talented daughter in the many sports she plays. We look forward to being there to cheer her on, it’s one of our greatest joys,’ they said.
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .The Alchemy of Success: UKZN’s Youngest Graduate is 19!
Bachelor of Social Science in Housing graduate, Ms Lusanda Madondo.At just 19, Ms Lusanda Madondo has achieved a remarkable milestone - becoming the youngest graduate of the 2025 UKZN Autumn Graduation ceremonies.
She received a Bachelor of Social Science in Housing, completing her degree at an age when many are only beginning their university journey.
‘My passion for human settlements drove me to pursue a degree in Housing,’ Madondo said confidently.
Originally from Pietermaritzburg, Madondo completed her high school education at Alexandra High School. Her academic interests span the built environment, housing policy, project management, urban and rural development, and community development.
Demonstrating versatility beyond academics, Madondo competed in the 2024 Miss Teen Universe South Africa. She proudly placed in the top 80 out of 200 participants from across all provinces - a testament to her resilience, confidence, and strong work ethic.
During her studies, Madondo successfully balanced theoretical learning with practical experience. She highlighted her understanding of how housing developments influence policy and community development, noting field trips as a particularly enriching aspect of her academic journey.
‘A highlight of my experience was understanding how policy shapes housing developments - and the field trips were unforgettable,’ she reflected.
Madondo’s story is a powerful example of what is possible when one embraces every challenge and opportunity. ‘I am incredibly grateful for the love and support I have received,’ she said. ‘Completing my degree feels surreal - a dream come true, especially as a graduate at just 19 years old.’
With her sights set on a bright future, Madondo is currently pursuing an Honours degree in Housing Development and aims to secure a role in the housing sector - further affirming her commitment to meaningful change in this vital field.
Words: Sinoyolo Mahlasela
Photograph: Sethu Dlamini
author : .author email : .Oldest UKZN Graduate at 83: Priest Earns PhD in Theology
Father Pheko Matthews Thinane beams with pride during his graduation.At 83, Fr Pheko Matthews Thinane is the oldest graduate at this year’s Autumn Graduation ceremonies.
He received a PhD in Theology from the School of Religion, Philosophy and Classics in the College of Humanities.
After completing his personal memoirs - an achievement in a life devoted to faith, service, and scholarship - Thinane sought a new challenge and resolved to begin his doctoral journey.
A firm believer in hard work and dedication to the Church, Thinane believed it was never too late to pursue something new. He expressed gratitude to God for the opportunity to complete his doctorate and contribute meaningfully to theological discourse.
His dissertation presents a comparative study of healing practices and experiences found in the Gospel of Mark and the testimony of Meshack Hadebe. The work contributes significantly to the expanding body of African theological literature.
Thinane, inspired by a deep sense of purpose, hopes his study will influence conversations within the Church, across communities, and in academic circles, and to provide meaningful engagement within African contexts.
Father Thinane is a semi-retired Catholic priest from Gauteng who remains active in the Church.
Words: NdabaOnline
Photograph: Sethu Dlamini
author : .author email : .This is What Dreams are Made of: Summa Cum Laude for Master’s Graduate
Summa cum laude master’s graduate, Mr Andile Madlala.Building on the cum laude he achieved for his honours degree, Mr Andile Madlala graduated summa cum laude with a Master's in Science Education.
This is a dream realised for Madlala, who has overcome significant life challenges to reach this point. Born and raised in Pietermaritzburg, KwaZulu-Natal, he is the youngest of three siblings. His parents worked hard to ensure their children had access to Higher Education. By his own admission, he was not always a diligent student - but losing his father in 2017 was a life-changing moment that made him re-evaluate his future.
‘I saw the negative impact of this on my mom, and I decided to work harder to change our circumstances. Now, I never let that pain define what I am destined for. Everything I do is always about making my mom proud,’ said Madlala.
His mother - and his own childhood experiences - were key inspirations behind Madlala’s research topic, which focuses on Indigenous Knowledge Systems (IKS).
Madlala explains: ‘IKS are the unique knowledge systems of indigenous or local communities, shaped by their interactions with the environment and culture over generations. These include areas like agriculture, health and cultural traditions. This knowledge is often transmitted orally and through practical experience.’
Madlala’s research, “Integrating Indigenous Knowledge (IK) in the teaching of Ecosystems in the Grade 8 Natural Sciences Classroom”, in the Pinetown district, highlights how colonial and apartheid-era education systems marginalised IKS, leading to persistent educational inequalities.
He said: ‘While post-apartheid reforms aimed to decolonise education and incorporate IK, progress has been slow, especially in science education. Therefore, my study argues that integrating IK is more than just an academic effort, it is a crucial process of cultural reclamation, understanding, and mutual respect.’
Madlala is excited about how his findings can benefit both educators and learners.
‘My study highlights both the potential and challenges of integrating IK into the Grade 8 Natural Sciences classroom. While teachers do incorporate IK elements and use innovative methods, there is a gap between their intentions and their actual practice.
‘This inconsistent implementation could lead to the gradual exclusion of IK from the curriculum. To address this, my study emphasises the need for professional development, institutional support and a systematic approach to fully embed IK into science education.
‘It also offers teachers practical techniques to connect learners’ home culture with scientific concepts, and will assist curriculum developers by identifying relevant IK and strategies for effective integration,’ he said.
For Madlala, IK is more than an academic pursuit - it’s deeply personal. His passion stems from his upbringing, which shaped his belief in its educational value.
‘Growing up in a rural community, I witnessed my mother’s masterful application of indigenous farming practices. Despite limited formal education, she used traditional methods of crop rotation, organic fertilisation and seasonal planning to ensure our food security.
‘These first-hand experiences showed me the practical value of IK and inspired my commitment to integrating it into science education.’
Resilience, discipline and adaptation were the three attributes that kept Madlala focused - especially when faced with exceptional circumstances. During his studies, he was involved in a car accident and had to confront the possibility that he might not complete his degree.
‘It was heart-breaking,’ he confessed, ‘but I refused to let the accident define me. I prayed and turned my pain into motivation.’
He was also sustained by words of encouragement from his family and friends and his mother’s unconditional love and belief. ‘Her sacrifices and encouragement have been my greatest source of strength throughout this journey. I am eternally grateful.’
Madlala also acknowledges his supervisor, Professor Asheena Singh-Pillay.
‘Prof saw my potential even when I doubted myself. Her invaluable guidance and unwavering support are deeply appreciated. When Prof told me that I had achieved summa cum laude, I was in disbelief. I reflected on all the pain, hard work, commitment and dedication that went into my journey, with tears in my eyes. It was truly worth it.’
He also extended his gratitude to Mrs Mari van Wyk, his co-supervisor, for her assistance, especially during the proposal development stage - ‘Her support did not go unnoticed,’ he said.
With no funding, Madlala completed his master’s degree within a year. He is currently seeking employment and preparing to pursue a PhD next year.
‘I am confident that God will guide me - He always does.’
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .Championing Rural Student Success
Jubilant staffer, Ms Nontuthuzelo Mkhize, with her daughters Asiphokuhle (left) and Sphiwuthando, celebrates her master’s research on closing the rural-urban education gap.For dedicated staff member Ms Nontuthuzelo Mkhize, completing her master’s degree in Social Science Education marked both a professional and deeply personal achievement.
Supervised by Dr Muntuwenkosi Abraham Mtshali and Professor Msizi Vitalis Mkhize, her dissertation, “Factors Affecting Academic Performance of Students from Rural Areas: A Case of Business Management Education in One University” addressed an issue close to her heart.
‘I wanted to understand the specific factors that influence the academic performance of students from rural backgrounds within an urban university setting in Business Management Education,’ she explained.
Observing a consistent gap in academic outcomes between rural and urban students, Mkhize’s study set out to explore the underlying challenges rural students face. These include limited access to resources, unfamiliar academic environments and socioeconomic barriers that often hinder success.
Her study found that the transition to independent learning was challenging, but support from lecturers, advisers, and mentors, along with access to resources like libraries, digital tools, and textbooks, significantly enhanced performance for rural students. It also highlighted the critical role of interactive teaching methods, varied assessments and active participation in improving learning outcomes.
Working full-time while studying was a significant challenge. She reflected: ‘Balancing work commitments and academic research is no child’s play. It is even worse when you also add family commitments. I had to prepare my weekly schedule and stick to it. During the day, I focused on administrative work; in the evenings, I focused on my research while assisting my children with homework.
‘My perseverance was tested time and again, particularly when facing tight deadlines and long nights. I pushed myself even when I was exhausted. I learnt to maintain focus and prioritise tasks,’ she said proudly.
A pivotal moment in her academic journey occurred during one of her conversations with a rural student who shared how isolating and overwhelming the transition to university had been, despite their strong motivation to succeed. That moment reaffirmed her decision to take the path of study.
Mkhize’s postgraduate experience has had a significant impact on her professional role. She affirms that it has sharpened her research skills, critical thinking, and reflective practice. ‘I constantly evaluate and improve my methods, which has translated into more effective problem-solving and decision-making within the College. This journey has reinforced my commitment to lifelong learning - it is something I now actively model and promote in the College community.’
She was surprised by the resilience and adaptability many rural students displayed despite systemic challenges. She believes institutional assumptions - such as a one-size-fits-all approach to student support - often fail to address the nuanced needs of rural students. For example, she notes that some universities offer generic orientation programmes without considering specific gaps in areas like digital literacy or academic writing.
Based on her findings, Mkhize advocates for targeted mentorship programmes and varied teaching styles. She believes that by incorporating a holistic approach to education, universities can bridge the performance gap between rural and urban students, thereby fostering a supportive and inclusive learning environment. This, she predicts, will lead to sustainable progress and greater equity in academic achievement.
‘While much of the existing dialogue around equity tends to focus on urban or socioeconomically disadvantaged populations, rural students face a distinct set of challenges that deserve equal attention,’ said Mkhize.
She also shared her aspirations, saying, ‘Absolutely, I see myself pursuing a PhD in the School of Education as the next step in my academic and professional journey - and I already have a topic!’
Reflecting on the broader value of her work, Mkhize added, ‘Engaging in this research gave me a deeper understanding of the diverse needs students bring into the classroom. Our systems must adapt to meet them.’
She concluded by saying: ‘This academic journey, and the study itself, is dedicated to the memory of my late husband. He was a constant source of encouragement, always believing in my potential and reminding me of the importance of pursuing my goals, even when the path felt overwhelming. His unwavering support gave me the strength to continue, and it is his voice I carried with me through the most challenging moments of this journey. As I now look ahead toward pursuing a PhD, I do so with him in mind, honouring his belief in me and the dreams we shared.’
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Preparing isiZulu FAL Educators for Multilingual Classrooms
Dr Winile Thusi rewrites the script on teaching isiZulu in today’s multilingual classrooms - pictured with her husband Mr Sabelo Thusi and daughters Anele and Anelisa (second from right).Learning to teach an indigenous language as a First Additional Language (FAL) in South Africa’s schooling system is a complex, layered process.
This is the central theme of Dr Winile Thusi’s PhD, where she explores how student teachers in an initial teacher education programme experience learning to teach isiZulu FAL.
Her research reveals key tensions between language fluency and pedagogical knowledge, institutional support and personal motivation, as well as the ideals of language policy and the everyday realities of classroom practice.
Thusi’s interest in the topic is rooted in her work as a senior isiZulu lecturer, where she witnessed many student teachers struggle to confidently deliver isiZulu lessons during their practical teaching placements. ‘I would often hear them say, “Ngiyakwazi ukukhuluma isiZulu, kodwa angazi ukuthi ngisifundise kanjani” (I can speak isiZulu, but I don’t know how to teach it).’
This repeated observation sparked a deeper inquiry. Her study found that many student teachers enter the programme believing that their fluency in isiZulu is enough. However, the reality of teaching isiZulu as FAL quickly presents challenges. ‘Some student teachers thought that because they speak isiZulu at home, teaching it would be easy, but soon realised they didn’t know how to break it down for learners who don’t speak it at all,’ she said. She highlights this disconnect between fluency and pedagogy as one of the biggest hurdles student teachers face.
Another critical finding was the limited exposure many student teachers had to isiZulu during their own schooling. ‘Others said that they were taught isiZulu like they were robots, and that there was no creativity, just memorising grammar rules. This lack of inspiring models leaves many future teachers without a reference point for effective isiZulu instruction, and often results in low confidence during their teaching practice. The student teachers’ stories reflect a cycle of under-preparation that begins in school and continues into tertiary education,’ she added.
Her research also explored the reasons why student teachers chose isiZulu FAL as a teaching subject. While some were passionate about language and culture, others admitted it was a pragmatic decision, believing it would make them more employable.
Thusi reflected, ‘One student explained that, after being in the classroom, they see how important it is - it’s more than just a subject, it’s part of who we are. I found this shift in attitude a powerful outcome of my study, showing how well-supported teaching experiences can transform obligation into pride.’
However, the path is not without its challenges. Many participants highlighted a lack of resources and support, with one student explaining that there were no isiZulu textbooks designed to make learning enjoyable, adding that they often had to translate materials themselves or adapt English resources as best they could. Thusi determined that this introduced an additional layer of difficulty and contributed to feelings of being underprepared. As a result, she feels that teacher education programmes must do more to provide students with appropriate materials and methodologies specifically designed for teaching isiZulu as a First Additional Language.
Another finding was that mentoring and guidance during Work Integrated Learning (WIL) played a pivotal role in shaping students’ confidence and development. According to one participant’s account, the teacher at their placement school had given them no direction, simply telling them to do whatever they wanted, with no feedback or support offered. Thusi noted that students who received strong mentorship reported greater confidence and professional growth. She therefore advocates for more structured and culturally responsive mentoring to bridge the gap between academic training and practical teaching experience.
Her work also speaks directly to the national conversation on decolonising education. By prioritising isiZulu in formal teacher training, she contests the colonial legacy that still shapes language hierarchies in South African education. ‘The student teachers are not just learning to teach isiZulu, they are reclaiming it. They are participating in the broader project of linguistic and cultural restoration,’ she said.
Thusi hopes her research will inspire change at a policy and curriculum level and calls for greater investment in indigenous language education and a shift in how universities conceptualise language teacher preparation. She contends that teaching isiZulu FAL should not be an afterthought, but intentional, well-resourced and rooted in the lived experiences of both teachers and learners.
Thusi expressed heartfelt thanks to her supervisor, Professor Labby Ramrathan, for his unwavering academic support and guidance, her colleagues and research group for their encouragement and critical insights, and student teachers who shaped her study.
To her family, who stood by her throughout the journey, she offers deep gratitude: ‘There were many times I felt overwhelmed, but I leaned on God and the love of my family. Ngiyabonga kakhulu.’
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Girlhood in the Age of Viral Aesthetics
Ms Talia Ramlukun earned her master’s degree with a bold study on teenage girls and social media performance.Master of Education graduate Ms Talia Ramlukun has written a dissertation that uncovers the layered and often contradictory terrain young girls traverse as they engage with “sexy” aesthetics online.
Her study, “Teenage Girls Negotiating ‘Sexy’ on Social Media Platforms: Visual Images, Selfies and #Challenges”, explores this age of viral trends and digital filters. She found that teenage girls are increasingly navigating more than just social media - they are negotiating identity, power and perception in a public arena. Through selfies, hashtags and curated images, their online presence becomes a complex performance of femininity, shaped by both autonomy and algorithm - offering a distorted reflection of self.
As an educator in KwaZulu-Natal, Ramlukun didn’t need to look far for inspiration. ‘I witnessed first-hand how teenage girls use social media to express their identities, often in hypersexualised ways. Therefore, what started as classroom observation grew into a critical investigation of how girls assert and sometimes contest their visibility, self-worth and agency in digital spaces.’
Her findings present a compelling portrait of modern girlhood. ‘“Sexy”,’ Ramlukun discovered, ‘is not just a look - it’s a performance. Teenage girls perceive “sexy” as a visual and performative construct influenced by curated images of celebrity culture, peer approval and platform aesthetics. Think tight clothing, stylised makeup, and poses that echo what’s trending - not just to fit in, but to stand out.’
The study found that platforms like Instagram and TikTok function as both playground and battleground. Selfies and #challenges - such as the Umlando or Silhouette trends - invite girls to explore hyperfeminine performances shaped by viral aesthetics. Ramlukun found that these images are not merely content, but also currency, as peer validation and algorithms co-produce a feedback loop that rewards more “sexy” or sensational content with visibility.
Not surprisingly, she found tension behind the screens, revealing how teenage girls grapple with the pressure to appear desirable while managing societal expectations of modesty.
‘They’re caught in a moral double bind, criticised for being too modest or too revealing. The emotional toll this double standard takes is profound and often chips away at their confidence and sense of self-determination. Many girls respond by altering their posts, deleting images, or changing online personas to avoid ridicule and judgment,’ she added.
Digital tools also add another layer of complexity. Filters and editing apps act as ‘posthuman agents,’ reinforcing homogenised beauty standards - lighter skin, slimmer noses, fuller lips - shaping not just photos but perceptions of worth.
Despite these pressures, Ramlukun’s participants were far from passive. ‘Girls use social media to claim their power by controlling their narratives and challenging double standards,’ she said. ‘However, this empowerment is often accompanied by risk. From unsolicited messages and slut-shaming to image-based abuse, the emotional cost of digital participation can be high.’
What’s notably missing from these conversations, Ramlukun argues, is adult support. She observed that parents and educators often respond with disapproval or disciplinary measures without fully understanding the digital context. This generational gap leaves many girls feeling isolated and misunderstood.
To bridge the divide between expression and safety, Ramlukun recommends introducing digital sexual ethics into school curricula, thereby equipping parents and educators with social media literacy. She also advocates for collaborating with tech developers to create safer, more inclusive online spaces. Teenage girls, she emphasises, are not merely passive recipients of digital norms - they actively shape and resist them. Recognising their agency while providing critical digital education is essential.
Reflecting on her research journey, Ramlukun expressed heartfelt thanks to her supervisors, Professor Deevia Bhana and Dr Raksha Janak, as well as to her family and the participants who made the study possible.
In a world where a single post can shape a reputation, Ramlukun’s work urges compassion and awareness of the complex digital negotiations faced by a generation coming of age online, challenging us to look beyond the filter and consider what it truly means to be seen.
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Discipline and Discrimination in Township Schools
Graduating cum laude, Ms Melicia Khasa’s study exposed gendered violence and discrimination in discipline at township schools.Graduating cum laude with a Master of Education degree, Ms Melicia Khasa has done more than just excel academically, she has sparked a conversation many would rather avoid.
Her dissertation, “Discipline and Punishment at the Nexus of Gender and Sexualities: The Voices of Learners from a South African Township Secondary School” is both a study and a call to action.
A former teacher turned scholar, Khasa spent six years in the classroom, where she saw first-hand the ways in which the lines between punishment and abuse were often blurred. What she witnessed didn’t just leave scars on the learners but haunted her own conscience as well.
‘Boys would receive severe beatings because they were expected to be tough. Queer-identifying learners were subjected to insults that cut deeper than any cane,’ she recalls.
What Khasa observed, however, was not discipline - it was discrimination, veiled in the guise of maintaining order. Gender norms and heteronormativity weren’t merely tolerated; they were weaponised against the most vulnerable.
‘Teachers would use homophobic slurs as part of their so-called discipline. Learners would say, “We’re used to it now.” That haunted me,’ she says.
In her research, Khasa exposes the brutal instruments of control still in use - pipes, tree branches, and sjamboks - objects that, despite being banned by law, remain unofficially circulated in some township classrooms. She found that these methods didn’t just cause physical pain; they instilled fear, reinforced oppressive control, and disproportionately targeted learners based on gender and sexuality.
While her research is grounded in a specific context, Khasa stresses that this issue is far broader. She argues it reflects a systemic culture across township schools that normalises harmful disciplinary practices.
‘Corporal punishment is illegal, but in many under-resourced schools, it’s the only form of control teachers feel they have left. It becomes normalised, even justified. But it teaches the wrong lessons: that might is right, that pain equals care, and that some children matter less,’ she explains.
Khasa’s study also uncovers how deeply gendered expectations fuel violence in the classroom. Boys are often seen as inherently disruptive, while girls are silenced through shame. Queer learners, meanwhile, are isolated, ridiculed and forced to hide their identities.
Despite the legal frameworks like the South African Schools Act and the Constitution - which outlaw corporal punishment and guarantee children’s rights - Khasa’s research reveals that these protections often fail in overcrowded, underfunded township schools where learners frequently trade safety for an education.
‘It’s not just a policy failure. It’s a human rights failure,’ she contends.
At the heart of her research is a sobering question: What happens when a place meant for learning becomes a place of fear? What does it mean when learners internalise that fear and accept it as normal?
Khasa’s research advocates for transformative approaches to discipline - ones that restore dignity and build community instead of reinforcing control through pain.
‘There is a need for a radical shift in teachers’ mindsets about discipline. Strategies that humiliate and cause pain must be stopped. There needs to be a restoration of dignity and personhood,’ Khasa says.
Khasa expressed her heartfelt thanks to her supervisor, Professor Ndumiso Daluxolo Ngidi for his unwavering guidance, and to her friends, family, and especially her mother for their support throughout this journey.
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Teacher Leadership as the Catalyst for 4IR Success in Schools
In his PhD study, Dr Tyran David uncovered teacher-driven innovation in the 4IR era - pictured with his wife, Mayuri.Dr Tyran David, who recently earned his PhD in Educational Leadership, Management, and Policy, conducted a seminal study on teacher leadership and the Fourth Industrial Revolution (4IR) in South African public schools.
Capturing the lived experiences of teacher leaders as they implemented 4IR innovations across diverse school settings, the study was described by one examiner as ‘brilliant work’ and recommended for acceptance without any changes.
His research explores how teachers are stepping up as leaders - often without titles or formal authority - to drive meaningful change in their schools at a time when education is being reshaped by technology and social shifts.
David was inspired by the striking diversity of the South African educational landscape, from fee-paying, well-resourced schools to no-fee, under-resourced schools, where leadership, rather than funding or infrastructure alone, often determined success.
Reflecting on his own school context, where a 4IR programme was launched with robotics, coding, AI and 3D printing, David explained: ‘I witnessed teacher leadership as a primary driver of 4IR innovation in the absence of policy or formal support. Teacher leaders envisioned the changes they wanted, influenced other teachers, and collaborated with school management to integrate it into the curriculum.’
Using a framework that helped him understand how leadership works from the ground up, David explored how teachers build trust, motivate colleagues, and work with school management to lead change. This reinforced the view that leadership is shared and agency-driven.
His study closely examined the factors that help or hinder innovation. He found that systemic barriers, such as the school quintile structure and departmental bureaucracy, often stood in the way. However, school culture and individual teacher commitment made a significant difference. Cultural mechanisms, including openness to innovation or trust in teachers, were key enablers of success, while agential factors like personal values and a commitment to change proved decisive. Remarkably, many teachers used their personal resources to drive progress, motivated by a belief in social justice and equity.
One powerful story that emerged from the study is that of Cindy, a teacher at a deep-rural, under-resourced school near KwaDukuza. David recounted: ‘Her school is in a rural area with serious infrastructure challenges - electricity is unreliable, internet access is poor, and even the walk to school is dangerous. Despite this, Cindy initiated digital innovation using her own laptop and mobile data. She leveraged online resources and differentiated teaching methods, allowing learners to work at their own pace and take control of their learning. She built relationships with external experts, including an actuarial scientist who helped integrate mathematical gaming into her lessons. She also secured sponsorships for devices and digital competitions.’
David added that Cindy also mobilised volunteers, involved the school governing body and local leaders, and created a safe space for digital learning. She started a WhatsApp group to share lesson content and to create a professional learning community, linking her school with more privileged schools to access training and collaborate.
‘These are strategies born of creativity, commitment and courage. They are social justice actions,’ said David.
Inspiringly, teachers like Cindy overcame barriers and created professional learning communities where they could support and learn from each other. He discovered that most teachers held a socially just view of leadership, seeing digital innovation as a means to reduce inequality in education.
David’s study contributes to understanding how teacher leadership can be a catalyst for school change in the 4IR era. Ultimately, he says, school culture, policy, and socio-economic context play a major role in shaping the success of innovation. Where the school culture was positive and supportive, teacher leadership flourished. Where there was collaboration and a clear vision, change was more likely to be sustained. Teachers often turned to partnerships with NGOs, tech companies, and other schools to sustain momentum when policy or funding fell short.
‘My argument is that teacher education and professional development must evolve. We need to develop teachers not just in tech skills but also in leadership, critical reflection, and contextual understanding. Professional development must be collaborative, context-specific, and focused on teacher agency and community engagement.’
Expressing gratitude to his supervisor, Professor Inbanathan Naicker, David gave special thanks to the teacher leaders he worked with. ‘They were the real inspiration. They are leading change in challenging environments. They are not just using technology - they are transforming education.’
He acknowledged his best friend and source of constructive critique, Dr Ashkelon Govender, whose guidance shaped the direction of his work. He concluded by thanking his wife, Mayuri, and their three sons, Zechariah, Aaron, and Liam, for their support throughout the journey.
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Novel PhD Research into Social and Emotional Learning Outcomes
PhD graduate, Dr Derosha Moodley, uses role-play and narrative empathy to explore social emotional learning outcomes in English Literature.A love of performing stories, studying fiction and a curiosity in emotion may appear to be disconnected elements, but they converge to tell Dr Derosha Moodley’s story.
Graduating with a PhD in Education focusing on Language and Media Studies, Moodley’s research examined “Using Role-play and Narrative Empathy to Explore Social Emotional Learning (SEL) Outcomes in English Literature Lecture Rooms”.
‘I looked at the importance of getting both a social and emotional education through interpersonal and intrapersonal skills which provide people with psychosocial tools to use at home, work and in life,’ said Moodley.
Her research produced SEL outcomes through Literature Studies.
She explains further: ‘When we study literary texts, we critically think about the character who finds themselves in a particular circumstance. If we role-play these scenarios in class and act out the story being studied, we can then reflect and empathise with what we have read and enacted - thereby learning social and emotional skills to use in real life through the literature lesson. As a result, my research produced a model for this type of literary study called the SELLit model (Social and Emotional Learning via Literature Studies).’
Moodley’s study, the first of its kind, provides a model for how literature studies could serve as a medium for offering South African students a social and emotional education. ‘Such an education has not been effectively or singularly provided in mainstream secondary or Higher Education in South Africa, yet it is crucial during the psychologically adjusting phases of both the teenage and early adulthood years,’ she said.
Her study found that SEL outcomes can be effectively integrated into academic content, specifically English Literature, with participants learning SEL skills such as self-awareness, self-management (intrapersonal competencies), social awareness, relationship skills, and responsible decision-making (interpersonal competencies) through acting out and empathically reflecting on the texts they studied.
‘Never did I think that my love for acting, fiction and emotion learning would culminate in a research project that has produced an evidence-based model for helping people learn psychosocial skills,’ Moodley said.
She has also tested her research on the students she teaches.
‘I have celebrated SEL day, which takes place globally in March every year by writing, directing and co-ordinating an event on my campus on the North Coast of Durban. We invited educators, principals, mental health practitioners and thought leaders who were present. My students performed little drama skits on SEL skills which became wonderful information and demonstration sessions. I have the most wonderful students where I work and I learn quite a bit from them as much as they learn from me.’
Moodley’s journey is dotted with several highlights, but she counts speaking at her first academic conference and participating in global webinars on SEL as quite memorable.
‘Being introduced to SEL by my supervisor Professor Ansurie Pillay has been life changing. I now possess valuable, pragmatic, and intentional ‘human skills’ to teach, using Drama and Literature. Prof Pillay’s guidance, emotional intelligence, expertise, patience, hard work and psychological know-how got me to the finish line. I never felt lost or judged and was given a road map which we worked on together to get to our destination,’ said Moodley.
‘I am so proud of Derosha’s achievement. She registered for a PhD in education, not having had an education background. She worked hard and made the field her own. All her examiners showered high praise on her for a highly commendable thesis. She is also applying her PhD work to her workplace and community. My heartfelt congratulations go to her. This is a well-deserved achievement,’ said Pillay.
Moodley also acknowledged the strong foundation provided by firstly, the Howard College Drama Department and secondly, the English Department lecturers. ‘UKZN has provided me with incredible experiences in academia. I have met outstanding academics - experts in their fields - who are kind, empathetic, good listeners, non-judgemental, and exceptional scholars. They inspire me to be a good human and a conscious South African. They have also motivated me to create art, use my voice, and embrace the human condition.’
Her physical health presented a concern during her study, but she overcame this with incredible support from her parents, Jenny and Devan Moodley, her partner, Kaveshan Naidoo, and her grandmother Rani Moodley.
‘My parents have supported all my projects and protected my ambitions; they are my greatest gift and I would not have gotten to this stage of my education without them. Thank you to my partner, who supported every stage of this PhD - from the random critical discussions to all forms of operational support. You have been central to my success. This is for our future,’ she said. She also thanks her grandparents Ratha and Gopaul Naicker, her brother Kivendhren Moodley and her future in-laws, Raysellan and Vasantha Naidoo who supported and celebrated her PhD milestones with her. To the family, colleagues, students and friends who cheered her on, she is very grateful.
Moodley is excited for what lies ahead. ‘I am directing a wonderful theatre festival from August to September this year where I hope to integrate some SEL practices into the production. I have so many plans - from SEL articles, plays, and books to training programmes that I want to offer the world. If you want to improve your organisation’s performance, contact me - I would be happy to have a go at it,’ she said.
Words: Jennene Naidu
Photograph: Sethu Dlamini
author : .author email : .