A Journey of Growth, Resilience, and Purpose
Dr Ntombifuthi Nzimande eliminates the Higher Education training gap with purpose-driven teaching and lifelong learning.At the University of KwaZulu-Natal (UKZN), Dr Ntombifuthi Nzimande’s academic journey reflects a powerful blend of professional commitment, personal growth, and resilience.
Having recently completed a Postgraduate Diploma in Higher Education (PgDip HE), Nzimande shares how the experience reshaped her approach to teaching and learning.
“Though I was familiar with student diversity and challenges as a demonstrator, mentor, and Supplemental Instruction leader, when I joined UKZN in October 2022 and started teaching, it felt like coming home but also like I had just landed on a green alien planet,” she said. “After completing my PhD in Hungary, I felt out of touch with teaching and learning policies and wanted to become the best supervisor and lecturer my students could experience.”
Driven by this goal, she enrolled in the PgDip HE. After searching for Higher Education courses beyond the University Education Induction Programme, she decided to apply for this diploma simply to become a better academic.
One of the most significant challenges she faced was balancing her roles as both lecturer and student.
“Even though provisions were made to support academic staff attending classes, it was no easy feat,” she said. “In a single day, you switch from being a student to a lecturer or supervisor and back again. The whiplash was unforgiving.”
At the same time, she was navigating a major life transition of managing studies while expecting and then becoming a new mother. Despite these challenges, the experience proved transformative. “This diploma taught me the importance of establishing and reinforcing boundaries, as well as managing my time more effectively,” she said.
She credits the programme’s facilitators for shaping her academic development. She said: “The facilitators were absolutely fantastic, and the class debates were engaging and pushed me out of my comfort zone. They encouraged me to explore aspects of Higher Education I had never considered before.”
This shift inspired her research focus. “I was encouraged to research Geography students’ perceptions of plagiarism within our Institution,” she explained. “The discussions, assignments, and informal conversations helped shape my scholarship of teaching and learning. I currently have four articles in various stages of peer review directly related to this work.”
Reflecting on the broader academic environment, she highlighted a gap in Higher Education training, saying, “unlike basic education teachers, academics are not always required to have formal teaching qualifications,” and this means many of us enter academia unprepared for the realities of the profession.”
She added: “From my very first module, I realised how much I could have missed out on, and how that could have affected my students. This programme has already changed how I teach - from setting lesson plans to understanding plagiarism and artificial intelligence (AI) policies, and establishing healthier boundaries at work.”
Balancing multiple responsibilities required strong mental discipline. “Juggling teaching, administration, supervision, family, and studying is doable, but mentally exhausting if you’re not prepared,” she said.
“My support system showed up by giving me space to vent, and by taking me out for massages and lunches when things became overwhelming, even my graduate students motivated me in their own way, sometimes slipping encouraging lines into emails with their draft submissions,” added Nzimande.
Looking ahead, Nzimande remains committed to academia. “After completing this Postgraduate Diploma, I plan to continue working in academia for the foreseeable future,” she said.
“I am currently a Geography lecturer at UKZN’s Howard College campus and a recipient of the 2025/2026 African Research Universities Alliance/Carnegie-Mastercard Early Career Research Fellowship at the University of Nairobi Institute for Climate Change and Adaptation.”
She concluded with a message of encouragement: “You can be your own worst enemy or your biggest cheerleader - choose wisely. It will never be the perfect time to start, so just commit and do it.”
Words: Sinoyolo Mahlasela
Photograph: Sethu Dlamini
author : .author email : .New Academic Heights for Dr Amanda Gumede
Dr Amanda Gumede’s Postgraduate Diploma in Higher Education marks a key milestone in her professional growth.Emerging academic, Dr Amanda Gumede, has recently graduated with a Postgraduate Diploma in Higher Education, marking a significant milestone in her professional development within the sector.
As part of the qualification, Gumede completed a comprehensive range of modules, including ‘Researching in Higher Education’; ‘Supervising Research in Higher Education’; ‘Practice, Reflection and Portfolio Development in Higher Education’; ‘Diversity and the Student in Higher Education’; ‘Higher Education Context and Policy’; ‘Teaching and Learning in Higher Education’; ‘Higher Education Curriculum Design and Evaluation’; and ‘Assessing Learning in Higher Education’.
Reflecting on her journey, Gumede emphasised the importance of strengthening her expertise across all pillars of Higher Education. She noted that, while she is an expert in her discipline of Geography and Environmental Science, it was essential to further equip herself with the knowledge and skills required to effectively serve her students, her institution, and society at large.
She explained that her decision to pursue the qualification was rooted in a commitment to holistic academic development: “Since becoming a permanent academic, I have committed myself to continuous professional development, capacity-building, and skills enhancement initiatives. In addition to attending various symposia and workshops, I also completed all the courses in the University of KwaZulu-Natal (UKZN) Extended Learning University Education Induction Programme (UEIP). The Postgraduate Diploma in Higher Education was therefore the logical next step.”
Gumede highlighted that academics are often appointed based on discipline-specific expertise, typically focused on content knowledge and research. However, other critical pillars of Higher Education - such as teaching and learning, curriculum development, assessment, administration, and understanding student diversity - are frequently developed on the job without formal training.
“In this regard,” she noted, “It is in the best interest of both our academic career growth and the students we serve to equip ourselves to deliver the highest quality education possible. After completing the Postgraduate Diploma, I can confidently say that it was both necessary and beneficial in enabling me to balance and contribute effectively across all pillars of the sector.”
According to Gumede, the programme also provided valuable opportunities for engagement and knowledge exchange with colleagues from diverse disciplines, institutions, and professional portfolios across the country. These interactions enriched her perspective and strengthened her practice.
Speaking about balancing academic responsibilities, studies, and personal life, she said she required careful planning and discipline.
Gumede credits effective time management, organisation, and forward planning as key strategies that helped her maintain equilibrium and minimise last-minute pressures.
“It has been a demanding two years, but completing the Postgraduate Diploma has significantly boosted my confidence. I now feel better equipped to engage meaningfully with the various pillars of Higher Education,” she said.
Looking ahead, Gumede plans to expand her work into research within Higher Education, with the aim of addressing pressing and context-specific challenges within her discipline. She emphasised that such qualifications should not merely serve as credentials, but as tools for meaningful reflection and improved practice.
“These qualifications are more than just certificates; they should enhance one’s capacity and transform practice. The modules should be approached as opportunities for reflection and growth, rather than as a tick-box exercise.”
She also expressed gratitude for the support she has received throughout her journey, particularly from her family.
“I deeply appreciate the unwavering support I’ve received throughout my career. My husband, in particular, has been my strongest pillar - his patience, selflessness, and belief in me have enabled me to grow and thrive.”
Words: Sinoyolo Mahlasela
Photograph: Supplied
author : .author email : .PhD Zooms in on Improving Teaching Practice in TVET Electrical Education
Sparking change! Dr Mark Sanjeevy powers the future of TVET electrical education in South Africa.South Africa faces a critical skills shortage, particularly in the electrical and renewable energy trades. Technical and Vocational Education and Training (TVET) colleges are intended to serve as a pipeline for these skills.
However, the quality of teaching within these institutions remains inconsistent and often under-resourced. Dr Mark Sanjeevy, an educational content developer and lecturer in the TVET sector, recently completed a PhD examining the use of Lesson Study as a professional development tool within TVET electrical education in South Africa.
The study titled, ‘Implementing Lesson Study to Influence the Teaching and Learning of Electrical Wiring Diagrams in a South African TVET College’, was supervised by Professor Wayne Hugo.
Lesson Study is a collaborative process in which educators jointly plan a lesson, observe its delivery, and then reflect on and refine it together. Sanjeevy’s research explored how this approach could improve teaching quality and learner outcomes in technical subjects. His study drew on theoretical frameworks such as Dual Coding Theory, Multimedia Learning Theory, and Cognitive Load Theory.
With a background in cognitive psychology, Sanjeevy has long been interested in how people learn in technical and vocational contexts. His experience in developing curriculum and teaching materials for electrical and electromobility programmes led him to question the effectiveness of current teaching practices. “Are we teaching these learners effectively? I wanted to investigate that rigorously rather than assume,” he explained.
He argues that Lesson Study offers a practical, low-cost, and evidence-based method for improving teaching from within institutions, without relying on expensive external interventions. If adopted more broadly, it has the potential to significantly enhance the quality of technical instruction and better prepare graduates for the workforce.
“The topic felt urgent because TVET colleges are central to the country’s skills development agenda, yet the quality of teaching practice in these colleges receives far too little research attention,” he said. “That gap needed to be addressed, and I wanted to contribute to that effort.”
According to Sanjeevy, the study contributes both practical insights for TVET educators and a scholarly case for embedding structured reflective practice into the professional lives of technical teachers. At its core, the research emphasises teaching as a craft - one that can be continuously improved through critical reflection and collaboration.
Reflecting on his journey, he noted that some of the most rewarding moments came when theoretical frameworks helped explain real challenges he had observed in practice. “Seeing how Cognitive Load Theory could explain why certain instructional approaches in electrical workshops were failing learners - and then designing a response to that - was genuinely exciting,” he said.
He also found the Lesson Study process itself deeply enriching, particularly in observing teachers become more reflective and confident through collaborative engagement. The research not only sharpened his academic thinking but also directly improved his teaching and curriculum development.
However, the journey was not without challenges. Integrating multiple theoretical frameworks into a coherent argument and responding constructively to examiner feedback required significant intellectual rigour. In addition, accessing TVET institutions for research presented logistical and ethical complexities. “None of these obstacles was insurmountable, but each one demanded persistence and adaptability,” he reflected.
Offering advice to aspiring researchers, Sanjeevy emphasised the importance of passion and perseverance. “Choose a topic you genuinely care about, because there will be times when that belief is what sustains you. Do not be discouraged by examiner feedback - it is part of the process, not a judgment of your worth. A PhD is a marathon, not a sprint. Consistent, steady progress will take you further than short bursts followed by burnout.”
He credits his success to discipline, honest communication, and accepting that perfection is not always attainable.
He also acknowledged the unwavering support of his family, especially his wife, Ms Clementine Sanjeevy. “I am deeply grateful for their love, understanding, and sacrifice. Their belief in me, even during the most challenging periods, made this journey possible,” he said.
Sanjeevy is currently lecturing at the University of KwaZulu-Natal (UKZN) and Umgungundlovu TVET College, while also developing curriculum materials and authoring textbooks in his field.
Words: Sinoyolo Mahlasela
Photograph: Sethu Dlamini
author : .author email : .UKZN Academic Deepens Teaching Excellence with PGDip Distinction
Dr Clydenia Stevens, Senior Lecturer in Law at UKZN, graduated with a Postgraduate Diploma in Higher Education.For Dr Clydenia Stevens, a senior lecturer in Law at the University of KwaZulu-Natal (UKZN), graduating with a Postgraduate Diploma in Higher Education (PGDip HE) with distinction this year reflects her commitment to strengthening her teaching practice and academic leadership.
Already holding a PhD in Law, which she completed in 2022, Stevens chose to return to the classroom in pursuit of strengthening her teaching practice. “My decision was driven by a commitment to refining my academic skills and making a more meaningful contribution to teaching and learning,” she explains. “At this stage in my career, it’s about deepening my impact as an educator and responding to the diverse needs of students in Higher Education.”
Balancing the demands of postgraduate study with her role as an academic leader in the School of Law was no small task, especially during a challenging 2025 academic year. Yet, Stevens approached the experience with purpose. “I didn’t see the PGDip as an added burden, but rather as an extension of my academic role,” she says. “It allowed me to reflect critically on my own teaching practices while continuing to meet my leadership responsibilities.”
She received multiple Certificates of Merit throughout the programme. She attributes her consistent performance to intrinsic motivation and a clear sense of purpose. “I approached each module with the intention of deepening my understanding and applying it directly to my teaching context,” she notes, adding that feedback from lecturers played a crucial role in refining her work.
One outcome of the qualification has been a shift in her teaching philosophy.
Stevens highlights the importance of alignment in teaching and learning, as well as the value of reflective practice. “The programme strengthened my ability to continuously evaluate and adapt my teaching to enhance student learning,” she says. “It also broadened my understanding of the institutional and legal frameworks that shape Higher Education.”
Beyond the classroom, she has actively applied these insights in her various academic roles. From mentoring colleagues and supporting curriculum development to co-founding the School’s Teaching and Learning Research Interest Group, Stevens has embedded student-centred and inclusive practices into the fabric of her work.
She has also contributed to shaping the School’s vision and strategic direction, and continues to play a role in key academic initiatives, including upcoming teaching and learning events.
Reflecting on her journey, Stevens acknowledges a significant shift in perspective. “I’ve moved from focusing primarily on disciplinary expertise to viewing teaching as a scholarly and reflective practice that must be inclusive and responsive to societal needs,” she says.
As she celebrates this milestone, Stevens describes it as both personally fulfilling and professionally affirming. “It reinforces my commitment to lifelong learning and excellence in teaching. I am grateful for the strength from the Almighty Father and support from my husband and two boys throughout.”
Her message to fellow academics is clear: “Further study is demanding, but deeply rewarding.”
Words: Lorna Charles-Wright
Photograph: Sethu Dlamini
author : .author email : .Executive Excellence Takes Centre Stage in Coveted Red Gown
UKZN’s Executive Director of Corporate Relations, Dr Normah Zondo celebrates a PhD milestone after years of shaping the University’s most iconic ceremonies.For years, the University of KwaZulu-Natal’s (UKZN) Graduation ceremonies have been the Institution’s heartbeat, producing the soul-stirring moments that capture the nation’s imagination.
As Executive Director of the Corporate Relations Division (CRD), Dr Normah Zondo has worked alongside the Registrar’s Office to curate every detail of these high-stakes events. The behind-the-scenes strategist has, however, flipped the script this Autumn, momentarily trading her role as a staff member for the spotlight she helps create, donning the coveted red gown as she graduates with a doctoral degree.
Her doctoral journey was sparked by a disconnect she noticed in her work: the gap between official institutional narratives of mobility and students’ lived experiences in international mobility programmes.
Moving beyond statistics, her thesis explored the full student mobility lifecycle, from departure to return, revealing that international mobility is a long-term developmental process rather than a once-off event.
“Before leaving, students rely on the University to navigate a ‘hidden curriculum’. Abroad, they undertake significant emotional and relational work to find a sense of belonging in unfamiliar spaces. Yet upon return, many lack the support needed to translate those global experiences into local academic and professional success,” she explains.
A key insight of Zondo’s investigation is that these journeys are not equal - students without established networks or prior exposure carry a much heavier burden, making their experience both transformative and exhausting.
By reframing mobility as a developmental journey rather than a simple transaction, her work provides a vital roadmap for equity and inclusion within the South African context.
“My research shifts the focus from just granting access to ensuring quality support throughout the entire process. Ultimately, it’s about helping students build confidence and agency on a global stage,” she said.
Her PhD journey was shaped by demanding professional responsibilities, often requiring her to balance intensive academic work with institutional commitments and external stakeholder engagement.
Much of the research and writing took place in the early hours of the morning, late evenings, and weekends, after long days of meetings, events, and strategic engagements with partners and colleagues across the Higher Education sector.
To balance her studies with her executive role at UKZN and responsibilities as President of the International Education Association of South Africa (IEASA), Zondo approached her PhD studies as a long-term leadership project. She kept her academic pursuits in the background to ensure that she prioritised her leadership responsibilities. By day, she led the University’s public-facing initiatives, and by night, focused on her scholarship.
“The process was complex and exacting. Balancing concurrent responsibilities required careful calibration and sustained attentiveness to competing demands. What made this dual leadership possible was not only personal commitment but the strength, reliability, and collective professionalism of the teams with whom I worked. Within the CRD, I am supported by a highly capable, collaborative and dedicated team whose leadership and operational excellence ensured continuity and strategic momentum,” she said.
For Zondo, the red gown is a symbol of the endurance and persistence required to integrate scholarship with high-level practice. As she ascended the graduation stage, she carried with her the narratives of students she interviewed, support of her supervisors, and the collective pride of the CRD team.
“Receiving unanimous approval from all three examiners was a deeply gratifying moment; it confirmed that these often-overlooked student narratives actually carry immense scholarly weight.
“The journey was a constant recalibration of energy. Managing high-level executive responsibilities meant doing the heavy lifting in the margins of time. I realised that persistence isn’t just about pushing through, it’s about strategic adjustment and maintaining a clear sense of purpose over a long period. To me, the red gown symbolises that endurance. It represents the transformation of my own thinking and a commitment to lifelong learning, even within a demanding leadership role. It’s a marker of purpose sustained,” she said.
“This PhD is not an endpoint; it is a continuation of a life dedicated to ensuring that the transformative power of Higher Education is not just accessible, but celebrated for all,” Zondo said.
Words: Sinegugu Ndlovu
Photographs: Sethu Dlamini
author : .author email : .“I Say No, Listen to Me”: Girls Without Power to Refuse
In a powerful doctoral study, Dr Jennifer Vallen, pictured here with her supervisor, Professor Saras Reddy, exposes the painful gap between knowing consent and being safe enough to say ‘no’.Adolescent girls know what sexual consent is.
They can define it and describe what it should look like in relationships based on respect and equality. However, new doctoral research shows that knowing what consent means does not always translate into the ability to act on it.
In her study, ‘Adolescent Girls’ Understanding of Sexual Consent within Dating Relationships in the Context of Gender-Based Violence in a Rural KwaZulu-Natal Community’, Dr Jennifer Vallen uncovers a stark gap: adolescent girls possess a clear, often sophisticated understanding of sexual consent - yet the conditions of their lives make it difficult, and sometimes dangerous, to exercise it.
A senior educator with more than two decades of teaching experience, Vallen serves as Head of Division at Austerville Primary School on the outskirts of Durban.
“Beyond my professional role, I am a mother of two daughters, and it is this intersection of roles - educator, leader, researcher, and parent - that informs both my professional practice and my scholarly interests.’
That intersection shaped her research focus, with her engagement emerging from a convergence of deeply personal and professional positionalities, as she witnessed first-hand how patriarchal norms shape the lives of girls across generations.
Conducted under the supervision of Professor Saras Reddy, Vallen worked with 10 participants, allowing learners to express themselves through drawings.
“Given the sensitivity of sexuality as a topic, verbal engagement alone would likely have inhibited meaningful participation. Participatory visual methods ultimately yielded richer, more authentic data,” Vallen said.
What emerged was not confusion but clarity with the study’s findings suggesting that these girls demonstrate a fairly sophisticated understanding of sexual consent. Yet that understanding exists alongside constraint.
Vallen explained: “The disjuncture was most visible when participants were asked to describe sexual consent in two distinct contexts. In ideal dating relationships, they articulated consent clearly. However, when asked to consider consent in the context of gender-based violence, a range of barriers emerged.”
These barriers include unequal gender norms, relationship power inequity, male sexual aggression, coercion and dating violence - realities that shape what girls are able to do with what they know.
One participant captured this tension: “I say no. Listen to me.” Yet, as Vallen points out, asserting that boundary may carry consequences.
“A girl asserting such a boundary may face physical violence from her partner,” she added.
Contrary to common assumptions, the issue is not a lack of understanding.
According to Vallen, the challenge is more about a pervasive reluctance, particularly among parents, to engage in open conversations about sexuality. She contends that in many rural South African communities, sexual consent remains a taboo subject.
Ultimately, structural inequalities further limit girls’ agency.
“Several interconnected structural inequalities constrain adolescent girls’ capacity to exercise sexual agency, pointing to poverty, economic dependency and cultural silencing. Knowledge alone is insufficient to enable safe action.”
And yet, what stood out most was not limitation but insight.
“What surprised me most was their capacity to reimagine transformed institutional responses. Participants envisioned more open family dialogue, stronger school-based consent education that includes boys and more supportive community institutions. This level of critical institutional awareness was deeply encouraging,” she reflected.
For Vallen, the implications are clear. Meaningful empowerment requires systemic, multi-level intervention. She argues that schools, families, faith communities, health services and law enforcement must operate in co-ordinated partnership.
Accordingly, she believes that boys must be centrally included in consent education, alongside empowering parents and educators to have honest conversations. At its core, the study challenges a persistent misconception - that girls need to be taught what they already know.
Expressing gratitude to all those who contributed, in diverse ways, to the completion of her study, Vallen said, “What remains is the harder work: dismantling the conditions that prevent that knowledge from being lived.”
Vallen reflected on the crucial role of her supervisor in the final stages of her doctoral journey, saying “My PhD journey was tumultuous in all spheres. I thought completion would be a miracle. My miracle came in the final run to the finish in Professor Reddy - a kind, humble and dedicated supervisor who bravely took on a troubled student at the tail end of my study. Her dedication brought out qualities I never thought I possessed. You are honoured, Prof. It is never about how or where you start, but a strong finish that wins the race.”
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Education Graduate Inspires with 14 Merit Awards and 26 Distinctions
Ms Phindile Dlamini graduates with a Bachelor in Education to make a difference in learners’ lives.Ms Phindile Dlamini’s graduation with a Bachelor of Education (Senior Phase and Further Education and Training [FET]) cum laude is a remarkable story of perseverance, discipline and determination in the face of adversity.
Originally from Nongoma in northern KwaZulu-Natal (KZN) Dlamini’s academic journey began under challenging circumstances. She completed her schooling in rural schools with limited resources, often travelling long distances each day and with minimal access to learning and teaching support materials. Despite these constraints, she remained committed to her education.
Before enrolling at the University of KwaZulu-Natal (UKZN) in 2022, Dlamini obtained a National Diploma in Financial Management from Majuba Technical and Vocational Education and Training (TVET) College. However, her passion for teaching ultimately led her to pursue a Bachelor of Education degree.
“I have always loved teaching and wanted to make a difference in learners’ lives,” she said.
Specialising in accounting, economics, management sciences and creative arts, Dlamini is driven by a desire to empower learners academically and guide them towards achieving their career aspirations. She believes education plays a critical role in preparing learners not only for the National Senior Certificate examinations, but also for success at the tertiary level.
Her time at UKZN was not without challenges. Adjusting to English as the primary language of instruction proved difficult, as did adapting to the use of technology in academic work. In addition, she faced financial constraints and struggled to secure safe and suitable accommodation during her first year.
“It was not easy, but I had to remain focused and committed to my studies,” Dlamini reflected.
Despite these obstacles, Dlamini excelled academically. She completed her degree in the minimum time with an overall average of 78% and achieved 26 distinctions out of 33 modules. Her consistent performance earned her Dean’s Commendations throughout her studies, as well as multiple merit awards, amounting to a total of 14 certificates recognising her academic excellence.
Although she received funding to pursue her honours degree, Dlamini was unable to continue due to health challenges that required surgery and temporarily affected the use of her right arm. She hopes to resume her studies in 2027 and continue towards a Master’s degree in Education.
Dlamini attributes her success to resilience and self-motivation, having navigated much of her academic journey independently. She also acknowledges the support she received along the way, particularly from a close peer who served as a study partner during her time at university.
Reflecting on her achievement, she expressed deep gratitude: “This moment means everything to me. I am thankful to God and to everyone who made it possible for me to be here today.”
Looking ahead, Dlamini is committed to using her qualification to make a meaningful contribution to the education sector by inspiring and guiding learners to realise their full potential.
She encourages fellow students to remain dedicated and adopt a growth mindset: “Do not be discouraged by challenges or setbacks. Use them as opportunities to learn and improve, and always strive to be the best version of yourself.”
Words: Sinoyolo Mahlasela
Photograph: Sethu Dlamini
author : .author email : .PhD Offers Vital Roadmap for Early Childhood Numeracy
Adding up the effort, Dr Busisiwe Ndhlovu celebrates her PhD in indigenous mathematics education.The building blocks of mathematics - counting, patterning and problem-solving - are already alive in children’s play. Yet they are often left outside the classroom door.
In her PhD study, ‘Exploring the Integration of Indigenous Games as Tools for Teaching Mathematics in Grade R’, Dr Busisiwe Ndhlovu, a lecturer in Early Childhood Education, challenges this disconnect.
Supervised by Professor Simon Khoza, her research reveals that indigenous games are far more than cultural artefacts - they are powerful, underused vehicles for mathematical learning. Yet, despite their promise, systemic barriers continue to keep them on the margins of formal education.
Before entering academia, she spent four years teaching in the Foundation Phase and later served as an Acting Head of Department, overseeing teaching and learning from Grade R to Grade 3. That role, she reflected, offered a very honest view of what Grade R teachers face on the ground - the pressures, the gaps and the untapped potential.
Ndhlovu’s interest was shaped by a recurring observation: children who were deeply engaged during culturally rooted play often disengaged during formal mathematics lessons.
“The mathematical thinking evident in their play was sophisticated, yet the formal curriculum seemed almost designed to ignore it.”
This disjuncture, she said, led her to interrogate why teaching approaches remain culturally foreign to many of our learners when their own cultural heritage is mathematically rich.
At the heart of her research is a firm stance: the problem is not in the children’s capacity, but in the curriculum’s failure to recognise and build on what children already know.
Moments from her fieldwork make this argument tangible. She recalls a young girl who consistently struggled to count aloud during formal lessons - a pattern serious enough to raise concerns about developmental delay. But when the class began playing kgati - a traditional rope-skipping game - the child began “counting aloud confidently alongside other kids.”
For Ndhlovu, the significance is clear: “The child had the ability all along. What she needed was the right environment to express it.”
Such moments challenge long-held assumptions about mathematics as abstract and difficult. Ndhlovu argues that this perception is historically produced, rooted in the imposition of Western teaching methods that often bear little relation to children’s lived realities. In contrast, indigenous games embed mathematical concepts in familiar, embodied practices. When children play diketo, for instance, they are counting, grouping, and comparing quantities without even realising it.
The result, she observed, was a shift in classroom dynamics: increased participation, peer interaction, and confidence in reasoning.
What surprised her most was not the presence of basic numeracy, but the depth of mathematical thinking embedded in these practices. Games like umrabaraba involve strategic planning, pattern recognition and spatial reasoning - concepts typically introduced much later in schooling. Similarly, activities such as beadwork and basket weaving engage children in geometry, symmetry and proportion long before formal instruction.
“The idea that African communities do not have strong mathematical traditions is simply not true. That idea came from colonialism, not from reality,” she explained.
Despite this, Ndhlovu found that teachers often face structural and psychological barriers to integrating such approaches. Strict adherence to CAPS (Curriculum and Assessment Policy Statement), overcrowded classrooms and limited resources all play a role. More deeply, many teachers have been trained to equate ‘real teaching’ with formal and structured instruction, making play-based approaches feel illegitimate.
“This is not the teachers’ fault, it is the result of years of training that did not value African ways of knowing,” emphasised Ndhlovu.
When encouraged to draw on indigenous knowledge, many teachers respond with recognition and relief, reconnecting with practices from their own childhoods. Yet resistance also emerged, particularly among younger educators who view digital technologies as the future of education. Ndhlovu does not dismiss this perspective but reframes the debate, adding that the Fourth Industrial Revolution and indigenous games are not in competition with each other. For young children, she argues, learning is inherently physical, social and cultural, something no screen can fully replicate.
Her findings speak directly to broader questions of identity and belonging in education. When children encounter their own languages, games and cultural references in the classroom, “they feel like they belong there.” Without this, many begin to internalise the idea that mathematics, and schooling more broadly, is not meant for them.
If there is one change she would prioritise, it lies in teacher education. More than three decades into democracy, she argues, indigenous knowledge remains marginal in many training programmes.
“If every Foundation Phase graduate left university with a solid understanding of how indigenous knowledge systems connect to mathematics, our Foundation Phase would look very different.”
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .From Chalkboards to Clicks: Reimagining Rural Classrooms Through Technology
Dr Serisha Moodley’s PhD redefines how rural teachers are reshaping technology in education.The United Nations Sustainable Development Goal 4 - Quality Education - places equitable access at the centre of global education. Yet in rural classrooms, the digital divide remains a stubborn reality, with learning often happening on shared devices and over intermittent connections.
In her PhD, titled: ‘Exploring the Integration of Technology in a Rural School - A Case Study’, Dr Serisha Moodley focuses on teachers’ perspectives on sustaining digital technologies in rural classrooms, bringing both professional depth and personal conviction.
An educator who has taught in both rural and urban schools, in South Africa and abroad, she says these experiences have given her a broad understanding of diverse educational environments, as well as the unique challenges and opportunities they present.
While the challenges of rurality remain well known, her work highlights possibilities for entrenching the use of digital technologies, including changing migration patterns that have normalised their use in rural communities.
Supervised by Professor Labby Ramrathan, Moodley’s study is grounded in lived experience.
“I have seen first-hand the daily struggles that both teachers and learners face, including limited access to devices, poor connectivity, and a lack of support. At the same time, I witnessed how they continuously tried to adapt and make the best use of the resources available,” she explains.
According to Moodley, “technology in action” was not always sophisticated. Some students used tablets or shared computers for research, very few teachers used laptops for lessons, and mobile phones were sometimes incorporated into learning activities. It was not advanced, but it was practical and purposeful.
What stood out most was teacher ingenuity, marked by creativity, resilience and innovation that was sustained by factors such as dedication, community support and gradual improvements in infrastructure.
She found that while teachers are excited about the opportunities technology brings, a lack of training, limited resources and technical difficulties often result in frustration. Importantly, as communities become more digitally savvy, classroom integration is becoming easier, with many students quick to learn new technologies and able to assist with troubleshooting.
While her findings show that ongoing training, improved infrastructure, greater access to devices, and technical support would make a significant difference, Moodley’s study points to something less obvious: technology in rural education is sustained not only by systems, but by people.
Learners step in to assist, communities lend support, and teachers - despite constraints - remain willing and eager to adapt.
“Technology in rural education is not just about devices, it is about empowering both teachers and students to reach their full potential. Even small interventions, from a single digital tool to improved connectivity, can lead to meaningful change.”
Words: Rakshika Sibran
Photograph: Supplied
author : .author email : .A Promise Kept for Cum Laude Graduate
With determination and grit, Ms Shimyra Ouderajh achieves cum laude success.It was not confidence speaking when cum laude honours graduate Ms Shimyra Ouderajh first made that decision; it was survival.
A quiet promise formed in the middle of uncertainty, before achievement, before recognition, before distinctions gave shape to her academic identity. She describes her study, ‘Recontextualising AI-Supported and AI-Generated Instructional Practices in South African Foundation Phase Classrooms’, as an academic journey with benefits beyond academic achievement, fostering growth, resilience and self-belief.
Ouderajh grew up in a household where one income stretched across everything and where effort was never occasional - it was simply how life worked. Hard work, perseverance and sacrifice were not spoken about as lessons, but lived daily.
Both her parents were once teachers, though they had left the profession before she was born. Still, she recalls that their respect for education never faded and, in their home, education was always treated as something serious - something worth holding onto even when circumstances were not easy.
But stability at home did not automatically translate into confidence within herself.
“I often doubted my ability and questioned whether I was truly capable of achieving more,” she admits.
In secondary school, that doubt shaped much of her experience. “I lacked confidence and did not fully believe in myself,” Ouderajh explained. While others appeared to move forward with certainty, she often felt like she was still trying to catch up to her own potential.
That changed when she was accepted into the University of KwaZulu-Natal (UKZN). “It felt like a second chance, a new beginning and a space where I could redefine who I was and what I was capable of becoming.”
She arrived with a simple internal commitment: “I am going to succeed.”
What followed was not an immediate transformation, but something quieter, being seen differently, sometimes for the first time. “Some even took a personal interest in helping me secure part-time work while I was studying,” she recalls of her lecturers. “That kind of mentorship left a lasting impact on me.”
Her academic efforts were recognised through several bursaries from UKZN’s financial support systems that helped ease the financial pressures of studying.
At home, the foundation remained steady. “My parents supported me in every way they could, not only financially, but emotionally and mentally. They encouraged me even when I was unsure of myself.”
Her brother, too, became a constant presence, describing him as “someone I looked up to, steady, driven and supportive.”
Their belief, she says, often carried her through moments when she could not yet carry herself.
Slowly, things began to shift. “With consistency, discipline, and a growing sense of self-belief, I began to transform academically.”
First came her undergraduate degree cum laude. Now her honours degree, also cum laude. “These achievements meant a great deal to me, not only because of the recognition, but because they reflected a shift from self-doubt to self-belief.”
She is now pursuing her master’s degree in Education, focusing on how teachers engage with AI-supported and AI-generated learning within the Curriculum and Assessment Policy Statement (CAPS) Foundation Phase classroom. “My work explores the intersection between innovation and curriculum expectations and how teachers play a central role in balancing both.”
It is a space she describes as both complex and urgent, where classrooms are already changing in real time.
But her journey has not been without aftershocks. “Despite graduating with strong results, I have found it difficult to secure stable employment. It has been a humbling and sometimes frustrating experience.”
Still, she does not describe this as defeat. “Rather than discouraging me, this reality has strengthened my determination.”
Looking ahead, she hopes to become a lecturer and contribute meaningfully to educational technology. She is especially drawn to how technology can support learning ‘without losing the human connection that remains at the heart of education.’
When she reflects on her journey, she does not see a smooth line upward. She sees effort, doubt, persistence and gradual change. “Moments of doubt, moments of growth and moments where I chose to keep going.”
Words: Rakshika Sibran
Photograph: Supplied
author : .author email : .PhD Graduate Hopes to Advance Digital Learning in Life Sciences Education
Dr Zime Mkhize’s PhD research advances the integration of digital technologies in Life Sciences education.At just 28-years-old, Dr Zime Mkhize is redefining what is possible through discipline, purpose and a passion for education.
Her graduation with a Doctor of Philosophy in Curriculum Studies from the University of KwaZulu-Natal (UKZN) reflects a commitment to personal growth and the advancement of teaching practice in South Africa.
Mkhize was born and raised in Embo, a rural area outside Hillcrest in KwaZulu-Natal. Her path to a PhD began with a simple desire to make a meaningful impact.
“I realised the influence teachers had in our lives and hoped that one day I could be that for others,” she reflects. That vision has since guided her from her Bachelor of Education degree at UKZN in 2015 through to her postgraduate studies, culminating in her doctoral qualification.
A qualified teacher specialising in Life Sciences and Technology, Mkhize’s research focuses on the utilisation of digital technologies in Life Sciences education, a topic that speaks directly to the evolving realities of modern classrooms. Her interest stems from her professional experience and her identity as a ‘digital native’, keen to understand how technology can be used more effectively to support teaching and learning.
“Education has shifted from traditional methods, and we are working with learners who engage with digital technologies daily,” Mkhize explains. “It became important to explore how teachers can use these tools meaningfully to meet learners’ needs.”
Her study identifies three main ways in which digital technologies are currently used in classrooms: standardised (guided by institutional policies), unstandardised (influenced by social or peer input), and semi-standardised (based on personal familiarity). This variation, she found, often leads to inconsistencies in how the curriculum is implemented and ultimately, in learner outcomes.
Mkhize also highlights the persistent digital divide within South Africa’s education system. While inequalities in access remain a challenge, she was inspired by the resilience of teachers who continue to innovate despite limited resources. “Teachers are going out of their way to meet learners at their points of need,” she says, acknowledging their role in bridging these gaps.
One of the key contributions of her research is the development of a Digital Technology Utilisation Framework (DTUF), designed as a practical guide for teachers. Central to this framework is the importance of engaging learners in self-reflection, ensuring that technology use is responsive to their diverse needs rather than based on assumptions.
Completing a PhD in just two years is no small feat, and Mkhize attributes her success to discipline, structure and a strong support system. Her grandmother played a vital role, creating a home environment that allowed her to focus fully on her studies. “She understood what I needed without me having to say much,” Mkhize shares.
Academically, she credits her supervisors, Professor Simon Khoza and Dr Lerato Sokhulu, for their continuous guidance. With consistent feedback, strict deadlines and ongoing encouragement, they ensured steady progress throughout her journey.
Looking ahead, Mkhize hopes her research will contribute meaningfully to the education sector, empowering teachers to integrate digital tools in ways that enhance learning outcomes. Her message to aspiring scholars is clear: “It is all attainable. Discipline will carry you through even the most difficult of days.”
From a rural classroom to doctoral success, Mkhize’s story is proof that the power of education, can transform lives and also help shape the future of teaching and learning.
Words: Lorna Charles-Wright
Photograph: Sethu Dlamini
author : .author email : .UKZN PhD Graduate Explores the Realities of Online Learning
Dr Daphne Pillay, PhD graduate in Education, whose research explores postgraduate students’ experiences of online learning.Dr Daphne Pillay’s PhD journey at the University of KwaZulu-Natal (UKZN) began at a moment of global disruption, when the sudden shift to online learning reshaped Higher Education almost overnight.
As a master’s student in 2020, she found herself navigating unfamiliar digital spaces while trying to maintain academic momentum, an experience shared by many of her peers. What started as a personal challenge soon evolved into a critical research focus, as Pillay became determined to explore how postgraduate students were making sense of this ‘new normal’ and what it meant for teaching and learning in an increasingly digital world.
Her doctoral study, ‘Making Sense of Our New Normal: Theorising the Experiences of Students with Online Learning in Master’s Modules’, speaks directly to one of the most significant shifts in Higher Education in recent years and was inspired by her own experiences.
“What stood out to me was that the shift was not just technical. It fundamentally changed how we engaged with learning,” Pillay reflects. “Many of us were trying to make sense of a completely new way of studying, often in isolation.”
Through in-depth, semi-structured interviews, observations, and document analysis, Pillay captured the lived experiences of master’s students grappling with online learning. Her research moved beyond surface-level observations, uncovering complex emotional and academic journeys marked by both challenge and growth.
Among her most compelling findings was the diversity of student experiences. While some struggled with isolation, limited interaction, and the demands of self-discipline, others developed resilience and a renewed sense of independence.
“What surprised me was how many students began to redefine themselves as learners,” she explains. “They became more reflective and took greater ownership of their learning, even in difficult circumstances.”
At the same time, her research highlighted persistent inequalities, particularly around access to technology and support. These disparities underscored the need for more inclusive and responsive approaches to online and hybrid learning.
Drawing on frameworks such as the ‘Community of Inquiry and Natural Identity Frameworks’, Pillay also introduced the Educational Gap Theory, offering a nuanced lens through which to understand the interplay between structure, identity, and experience in digital learning environments.
She believes her findings carry important implications for universities.
“Online learning is not just about delivering content; it’s about connection, support, and understanding students’ realities,” she says. “Institutions need to create flexible, student-centred environments that consider both academic and emotional well-being.”
Pillay credits much of her success to the strong support structures at UKZN, particularly the guidance of her supervisor, Professor Simon Khoza. “His feedback, encouragement and academic direction were invaluable,” she says.
“The broader academic environment and peer support also played a significant role in making this journey manageable. Another very special part was the support of my family. There were times when I felt like giving up, but having them stand by me made the journey feel less lonely and gave me the strength to continue.”
Beyond the academic achievements, her PhD journey has been transformative on a personal level. “There were moments of doubt and uncertainty, but those challenges helped me grow and develop confidence and trust in myself,” she reflects.
As she looks to the future, Pillay hopes her research will contribute to more thoughtful and inclusive postgraduate education systems.
Words: Lorna Charles-Wright
Photograph: Sethu Dlamini
author : .author email : .From Policy to Practice in School Leadership
Touching hearts and transforming schools: Dr Olivia Mgeyane-Zondi’s PhD brings the human side of school leadership into focus.Dr Olivia Mgeyane-Zondi’s doctoral study, ‘The Policy-Practice Interface of Principalship in South Africa: A Study of Public Primary School Principals’ has determined that while policy is often found in files, circulars, and compliance checklists, it is far less visible in the lived reality of classrooms.
Mgeyane-Zondi, a teacher and mother of two, traces her journey from Umlazi’s A Section, where she was raised by a single parent, to earning a PhD in Educational Leadership and Management Policy.
Supervised by Professor Vitallis Chikoko, her study questioned why South Africa, with a “very rich” policy framework on school principalship, continues to struggle with educational outcomes. Drawing on the Department of Basic Education’s policy on school principalship, which outlines eight key areas of responsibility, she noted the sheer scale of expectation placed on school leaders. The role, she argued, is “complex and multi-faceted,” with demands that are often unrealistic for a single individual to carry daily.
What emerged from her study is what she terms a “dissonance” between policy and practice - not an abstract gap, but one that is deeply human and, at times, deeply strained. In some schools, relationships within leadership teams are marked by conflict and mistrust. One principal described a deputy principal as being “after her position,” while another spoke of a management team as “hungry for positions and not work.” She found that these are not isolated tensions but recurring patterns that disrupt cohesion and decision-making.
The consequences are felt most sharply in instructional leadership - the core expectation that school principals should drive teaching and learning. Instead, Mgeyane-Zondi found what she describes as a “poverty of practice” in this area.
Teachers are often demotivated, absenteeism is high, and in some cases, learners are unable to read or write at expected levels, a reality one principal described as “an embarrassment.” Compounding this is a system where, as she noted, some individuals in senior positions have never taught in schools before, yet are responsible for shaping policy.
The study also points to structural disconnections. While school principals are expected to ensure the recruitment of quality staff, many felt excluded from the process. This, she argues, contributes to improper staffing, where educators may teach subjects outside their expertise. At the same time, resource inequalities persist where some schools ‘have’ while others ‘do not have’, reinforcing broader patterns of inequality that extend beyond the school gate.
Positively, Mgeyane-Zondi was able to document instances where school principals quietly bridge the gap between policy ideals and school practices. One principal has a practice of arriving first and leaving last each day, maintaining a visible presence across the school. Other principals cultivate collaboration through fruitful engagements with staff and motivate learners through initiatives like Awards Day. In these accounts, she found that leadership is less about compliance and more about presence, consistency, and care.
Still, she believes that these efforts operate against a backdrop of limited preparation for principalship, asserting that there is “no thorough preparation” for these roles, particularly in leadership and management. As a result, she established that while principals are aware of policy requirements, their ability to enact them is often undermined by poor management of time and a lack of leadership.
Central to her recommendations is the need for formal training in leadership and management for both principals and their School Management Teams. According to Mgeyane-Zondi, professional development is not optional, but foundational to improving learner outcomes: without it, the system risks remaining compliance-driven rather than transformative.
Mgeyane-Zondi cautions that failure to address these gaps could have wider consequences, including the collapse of the education system as a whole and increased economic hardship. In this sense, her study speaks not only to education policy but to broader national priorities, from quality education to social and economic stability.
Her doctoral milestone carries a quiet pride, marking a journey she once only dreamed of.
“The love I had for school made me opt for a tertiary institution after matric. The degree has been conferred, and I am now called a Doctor.”
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .Inside the Reality of Small Schools Under Pressure
From leaking roofs to overloaded classrooms, Dr Rudolph Sibisi examines survival in small rural schools.Classrooms with leaking roofs, overloaded timetables and schools that function daily against structural limits are the focus of Dr Rudolph Sibisi’s PhD study, ‘Leading Teaching and Learning in Small Schools in the Context of Deprivation: A Qualitative Study of Principals’ Experiences’, supervised by Professor Phumlani Myende and Dr Vusi Msiza.
The study is rooted in these lived realities.
Born in Umbumbulu, Sibisi describes a career shaped by two very different schooling environments. In one context, he recalls, “I had to conduct extra classes in the afternoons, over weekends and even during holidays to ensure learners performed.”
In another, better-resourced school, the experience was almost inverted: “With little effort, I always produced a 100% pass rate.”
For Sibisi, the contrast raised a persistent question about how context shapes teaching and learning outcomes.
That question became more urgent when he moved into school leadership.
As principal of a small rural school, he encountered what he calls “a shocking reality.” The infrastructure was severely compromised: cracked walls, leaking asbestos roofs, unsafe toilets, and a building declared unsafe by authorities. There was no staffroom or kitchen, and the school was losing many learners to neighbouring schools, with parents citing infrastructure as the main reason for transfers.
He tried formal channels first, but without any success. Support from the School Governing Body helped only at the margins. With local business donations, the school managed small repairs like painting, but core infrastructure challenges remained.
The social side of leadership was just as difficult. “In the first parents’ meeting, only 30 parents attended. I felt that I was alone and did not know what to do.” The low turnout reflected broader disengagement, and in some cases, a lack of trust in the school’s conditions.
Inside the school, leadership was shaped by absence as much as responsibility. In small schools like his, there are often no deputy principals or departmental heads. “At times, principals are the only formal managers in their schools,” Sibisi said. That meant teaching full timetables while also handling administration, compliance and management duties.
Office work had to be done outside school hours. Meetings with district offices meant time away from school, followed by catching up on teaching and administration later. “I had to spend a lot of time outside school hours attending to matters of administration and management,” Sibisi noted.
What emerged in his experience, and later in his research, is what he calls context-driven leadership. In practice, this meant leadership roles being shared informally: “The leadership responsibility was shared with senior educators and sometimes even with Post Level 1 educators. This was not structured delegation, but necessity-driven sharing of tasks to keep the school functional,” explained Sibisi.
Collaboration also extended beyond the school itself. Principals in similar contexts often relied on neighbouring schools for support.
“Principals developed a collaborative culture with neighbouring schools to ensure effective leadership of teaching and learning. This included sharing educators, subject expertise, and sometimes physical resources that were not available within the school,” Sibisi said.
Resource constraints shaped every decision, with priority given to basic teaching and learning needs over everything else because funding was insufficient to meet all school requirements.
One of the most consistent findings in his study was how principals adapted leadership approaches to context. Instead of formal models, leadership became a mix of servant and adaptive practices. A key example was the use of personal resources. Inspiringly, he recounts that instead of focusing on the lack of resources, principals sometimes use their own resources. This included personal laptops, printers, and even personal funds for school needs, staff workshops or transport.
Sibisi said that this should not be framed as innovation, but as compensation for systemic gaps, adding that in many cases, leadership is sustained through personal sacrifice rather than institutional support.
Relationships were another critical factor. Effective leadership depended on networks inside and outside the school. “There must be a very strong mutual relationship between the principal, educators and the wider community,” he said.
In some cases, unemployed qualified educators were brought in to support teaching, while local businesses contributed through donations where possible.
Despite these efforts, constraints remained constant. Sibisi’s study highlights how small schools in deprived contexts operate with fewer educators, limited infrastructure, and reduced administrative capacity. These conditions directly affect how teaching and learning are led on a daily basis.
Reflecting on his journey, Sibisi does not frame his experience as exceptional, but as a common reality in many small schools. “Leadership in small schools is shaped by unique, context-specific challenges, and those challenges require constant adjustment rather than fixed solutions.”
Words: Rakshika Sibran
Photograph: Sethu Dlamini
author : .author email : .PhD and Master’s Unpack the Reality Check Facing Teachers Returning From Abroad
Dr Dianne Soobbadoo and Mr Malibongwe Mnyandu who completed their respective PhDs under the supervision of Professor Sadhana Manik.For South African teachers, working abroad is often linked to better salary, wider social experiences and new career opportunities.
However, recent research shows that returning home is rarely straightforward, and is instead shaped by shifting professional conditions, personal responsibilities and changing ideas of belonging.
This is reflected in two related studies which examined international teacher migration as a cycle that includes trajectories of departure and return. Both studies were completed under the supervision of Professor Sadhana Manik who has been extending scholarship for decades on international teacher migration in the context of South Africa.
In doctoral research, ‘I Love South Africa But… The Case of South African Return-Migrant Teachers’ Experiences’, Dr Dianne Soobbadoo explores the experiences of South African teachers who return after working abroad. A Durban-born educator now based in Johannesburg, she balances full-time teaching with raising a two-year-old child while continuing her academic work.
Her research interest comes from her own early career experience. “After qualifying, I struggled to secure a teaching post locally, which led me to seriously consider working abroad. This raised important questions about belonging, adaptation and what returning home might look like.”
Across her findings, she highlights a consistent tension between attachment to home and difficult working conditions. Teachers in her study described feeling overworked, underpaid, and, at times unsafe in South Africa, particularly when compared with their experiences abroad. Broader constraints such as rising living costs and job security also shaped their decisions.
Her study showed that return is not only professional but also emotional. One participant described the adjustment as complex, explaining the challenge of managing multiple family responsibilities alongside work and personal expectations. Another highlighted difficulties linked to uncertainty in securing stable employment after returning.
Soobbadoo notes that returning home is not a simple or automatic transition. While many participants adjusted within months, others continued to face financial pressure, employment instability and difficulties re-establishing themselves in the public education system.
Supporting these findings, master’s research by Mr Malibongwe Mnyandu, also supervised by Manik, focuses on teachers returning from the Far East. His dissertation, ‘Reasons for the return of South African migrant teachers from the Far East,’ examined why teachers leave and what brings them back.
Mnyandu, from Pietermaritzburg, says his interest began after observing peers pursuing teaching opportunities abroad. “What struck me most was that while much attention is often given to why teachers leave, very little is said about their return.”
His findings show that teachers often left with expectations of better salaries, improved working conditions and international teaching experience. However, these expectations were frequently shaped by workplace realities abroad. Participants in his study described employment conditions that were often unstable and dependent on external evaluation processes rather than secure professional structures.
His study found that, over time, return was shaped by a combination of professional instability, emotional distance from family and difficulty adjusting to working environments abroad.
In most cases, the decision to return was not sudden but developed gradually through accumulated experience.
Both studies show that reintegration into South African schools is uneven. Some teachers are able to adjust relatively quickly, while others face challenges such as limited recognition of international teaching experiences, delays in securing employment and readjustment to local cultural systems.
Together, Soobbadoo and Mnyandu’s research presents international teacher migration not as a one-way journey but as a continuous cycle of movement, comparison and reassessment, where return forms part of an ongoing negotiation between opportunity, stability and belonging.
Words: Rakshika Sibran
Photographs: Sethu Dlamini
author : .author email : .UKZN Graduate Amplifies Learner Voices Through Educational Psychology Research
Ms Zainub Vawda graduates cum laude with her Bachelor of Honours in Educational Psychology.Graduating cum laude with a Bachelor of Education Honours in Educational Psychology, Ms Zainub Vawda is using her academic journey to highlight a critical yet often overlooked issue of bullying, and more importantly, the silenced voices of learners who experience it.
Vawda’s passion for understanding learners beyond the classroom began during her Bachelor of Education degree. “I realised that teaching is not only about delivering content, but also about understanding the emotional and psychological needs of learners,” she said.
Her study titled: ‘Seen but Not Heard: Visual Participatory Insights into Bullying Among School Learners in South Africa’, takes an innovative approach by using visual participatory methods. Instead of relying solely on interviews or written responses, learners expressed their experiences through drawings, images, and guided discussions. “This approach allowed learners to communicate their experiences in more creative and authentic ways,” she said.
The findings reveal a sobering reality that many learners feel silenced, misunderstood, and unsupported when facing bullying. Vawda’s research underscores the emotional, social, and academic impact of bullying, while calling for more responsive and empathetic interventions. Key recommendations include creating safe spaces in schools, strengthening teacher involvement, and prioritising emotional support systems. Above all, her work advocates for actively listening to learners when designing anti-bullying strategies.
Conducting research on such a sensitive topic came with its challenges. Vawda had to carefully balance academic responsibilities with personal commitments, while maintaining ethical integrity throughout the research process. “It was important to ensure that participants felt safe, respected, and supported at all times.”
She also faced moments of self-doubt and fatigue, but remained committed through discipline and perseverance. Despite these challenges, she shared that the journey was marked by meaningful highlights. “Witnessing the depth and honesty of learner expression through visual methods was particularly impactful and showed how powerful learner voices can be when they are given the opportunity to be heard,” said Vawda.
Her success is deeply rooted in the unwavering support of her family. “My parents and siblings have been my biggest supporters. Their encouragement, sacrifices, and belief in me carried me through every challenge,” she said.
Vawda describes the experience as both emotional and rewarding. “It represents hard work, resilience, and personal growth. I feel proud, grateful, and excited for what lies ahead,” she said.
She is currently pursuing a Master of Education in Higher Education Teaching and Learning at the University of KwaZulu-Natal (UKZN).
To fellow honours students, her advice is simple yet powerful: “Believe in yourself and trust the process. Stay organised, remain consistent, and choose a topic you are passionate about. Growth comes through challenge.”
Words: Sinoyolo Mahlasela
Photograph: Sethu Dlamini
author : .author email : .