Professor Simon Khoza presenting on the concept of curriculum vision as a valuable tool for educational improvement.Inaugural Lecture by School of Education Academic
Professor Simon Bhekumuzi Khoza of UKZN’s School of Education delivered a compelling inaugural lecture titled: ‘Nature-Driven Curriculum Rationale to the Rescue of the Self in the 5IR’.
With one year of military experience, three years in industry, nine years in college, and an impressive 23 years as an academic, Khoza’s diverse background underpins his strong research interests in educational technology, education and curriculum studies, mathematics, and technical education.
Deputy Vice-Chancellor Professor Nhlanhla Mkhize welcomed the audience to the lecture and explained that it was part of the University's public lecture series, featuring newly appointed full professors from various schools and centres. The series showcases the ground-breaking research and teaching conducted by educators in the classroom.
Said Mkhize: “Each lecture represents a significant milestone in an academic’s career, providing official recognition of appointments to new professorships.”
Khoza began referring to Freud’s Iceberg theory as a model of the human mind that explains how much of our thoughts and behaviours are influenced by the unconscious.
He says only a small part, the conscious mind, is visible above the surface. Beneath the surface lies the much larger preconscious and unconscious mind, which holds memories, desires and hidden motivations. “Freud believed that the unconscious plays a powerful role in shaping our behaviour, even though we are not aware of it. The theory is often used to explain internal conflicts and emotional struggles,” said Mkhize.
The Nature-Driven Curriculum led Khoza to examine Industrial Revolutions 1 to 5 and how they transformed economies from agriculture-based systems to industry-driven ones. This shift included the rise of textile manufacturing, coal mining and iron production, which led to rapid urbanisation as people relocated to cities for factory work.
He delved into the 3rd Industrial Revolution, which, starting in the 1960s, introduced digital technology, computers, and automation into manufacturing. “It was driven by electronics and information technology, enabling smarter, faster and more efficient production processes. It also marked the beginning of the internet age and a shift toward a knowledge-based economy,” he said.
“During the Third Industrial Revolution (3IR), the rise of automation, driven by computers and digital technology, significantly influenced curriculum development across education systems.”
Khoza said traditional rote learning methods were gradually replaced with teaching that emphasised critical thinking, problem-solving, and adaptability. “This shift ensured that we were prepared for the evolving demands of a technology-driven job market shaped by automation.”
He highlighted Jan Koum, Eric Yuan, and Niklas Zennström, who are celebrated for creating end-user interfaces that have revolutionised digital communication through simplicity and usability. “Jan Koum’s WhatsApp introduced a clean, intuitive interface that only required a phone number to get started, offering easy-to-use messaging, voice notes and calling features, enabling over 2 billion users to connect globally.
“Eric Yuan’s Zoom platform emphasises one-click access to video meetings, with clearly labelled controls for functions like mute, chat, and screen sharing. This user-friendly approach contributed to its rapid growth during the COVID-19 pandemic, leading to over 300 million daily participants,” he said.
The Fourth Industrial Revolution, which prioritised efficiency and digitalisation, focused on human-centred innovation, aiming to balance technological advancement with ethical considerations, environmental responsibility, and overall well-being.
Said Khoza: “The Fifth Industrial Revolution is emerging, characterised by collaboration between humans and advanced technologies such as AI, robotics, and machine learning. This new phase places a strong emphasis on human values, sustainability, and personalisation of content-driven and outcomes-driven curriculum to produce a unique, pragmatic curriculum.”
• Further information is available in Khoza’s book:
Khoza, S.B.; Makumane, M.A. & Mpungase, C.B. (2025). Curriculum Development and Evaluation: Curriculum Components in Action. Leiden - Boston: Brill - SENSE. https://doi.org/10.1163/9789004717992
Words: Sinoyolo Mahlasela
Photograph: Supplied