Young Professor Bestowed with Top Teaching Award at UKZN Graduations

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The University of KwaZulu-Natal (UKZN) bestowed its prestigious Distinguished Teachers’ Award on Professor Andile Khathi (38) at a College of Health Sciences (CHS) Graduation ceremony held this week. 

An exceptional educator, trailblazer in prediabetes research - a condition in which blood glucose levels are higher than normal, but not high enough for a type 2 diabetes diagnosis - and Academic Leader for Human Physiology and Anatomy, Khathi described receiving the award as “something unbelievable”! He said he dedicates the award to his entire family, who have supported his journey from the very beginning.

Khathi said his journey into academia was inspired by his family. “I come from a long line of teachers. Whether it’s in the classroom, on the sports field, or in church, my family loves studying and teaching. So, when I discovered human physiology, I had a feeling I had found a place where I could do that too and make a difference, laying the foundation for a career defined by passion, purpose, and impact.”

At the heart of his work lies a teaching philosophy grounded in “making the work seem as simple as possible”, which has evolved over time to reflect the changing needs of students and the broader health landscape. Khathi said, “I try to think of examples that students will relate to, something they’ve seen. Then I use that to explain it in a way that they’ll understand. The process shouldn’t be about teaching everything afresh. It should be about helping the student understand something they’ve seen before and use that knowledge to understand other things as well.”

Reflecting on what makes an exceptional educator, Khathi emphasised: “Creating a comfortable environment in the classroom is very important. We deal with passionate students from diverse backgrounds, so once students see that you’re passionate about what you do and they feel that you understand their backgrounds, they become interested in what you have to say. Also, once students see that you’re not just reading facts that they can read on their own, the process becomes a conversation rather than them just listening.” He noted that effective teaching extends beyond subject expertise to include empathy, adaptability, and a deep commitment to student success.

His research interests in human physiology and anatomy continue to address critical issues such as prediabetes, reinforcing the link between teaching, research, and societal impact.

Despite the demands of academia, Khathi remains deeply motivated to make a difference in society and hopes that students leave UKZN not only with a qualification but with the knowledge that they have a responsibility to generate new knowledge. “UKZN gives you knowledge that’s already out there. It is your responsibility to use that knowledge to generate new knowledge through research in your field and in your communities. In that way, knowledge keeps growing, and we all make better-informed decisions,” he said.

Khathi said his academic journey began in Grade 6, when they were given an assignment for the holidays, “But I forgot what it was,” he chuckled. “I figured if I spent enough time in the library, I’d eventually come across something that would trigger the memory of what the assignment was about. I spent the whole vacation period just reading in the library. I read about great scientists such as Alexander Fleming and Edward Jenner and became inspired by their powers of observation. I ended up writing about them and their discoveries, as I never remembered what our assignment was. The teacher (Mrs Naicker) could have failed me, but instead encouraged me to pursue the field, eventually leading to a distinguished career dedicated to research, teaching, and mentorship.”

Addressing the broader role of educators, Khathi highlighted the importance of “a teacher or leader isn’t necessarily the one who will be the best at something, they just need to have the ability to bring out the best in everyone else,” encouraging fellow academics to continuously refine their teaching craft alongside their disciplinary knowledge.

Khathi’s work in prediabetes lends itself to “bridging the gap between scientific evidence and real-world clinical and community practice in metabolic health,” reflecting a commitment to advancing both knowledge and practice in the health sciences.

Looking ahead, Khathi envisions a future where early prevention of metabolic disease is accessible, equitable, and grounded in contextually relevant African research evidence, while continuing to inspire students through a deep passion for “translational biomedical science and teaching in metabolic health”.

Khathi underscores the importance of strong foundations in mathematics and science at school level, encouraging learners and educators to forge ahead in these often-intimidating and curiosity-driven subjects. He also reflects on the evolving landscape of health sciences, pointing to advancements that continue to shape teaching, research, and practice.

Importantly, he challenges common misconceptions about academia. “Not everyone who is an expert in a field can teach. Teaching is a skill that needs to be nurtured so that the work not only makes sense to you but to everyone in your class,” Khathi said.

Beyond his professional achievements, Khathi reflected on his personal journey, noting that his time at UKZN has been marked by memorable moments, especially watching his students graduate. “This fills me with fulfilment, excitement, and always makes me happy.” He added that he has encountered many former students who have progressed into professional careers, and “it always feels good to know I’ve made a difference,” reinforcing the Institution’s role in shaping not only careers, but lives.

In a country navigating complex socio-economic challenges, Khathi shares a powerful message for young people: “You are the author of your own story. You may not have chosen how it started, but you can write yourself a good story with a great ending.”

As UKZN celebrates his achievements, Khathi’s story stands as a testament to the transformative power of education and the critical role of dedicated teachers in building a healthier, more equitable future for South Africa.

Khathi completed his Honours in Medical Sciences (cum laude) in 2011. In 2013, his master’s research was upgraded to a PhD, and in 2015, he graduated with a Doctor of Philosophy (Physiology). He was appointed as a Lecturer at UKZN in 2015, promoted to Senior Lecturer in 2019, and became an Associate Professor in 2023. 

In 2018, he won the College of Health Sciences Best Emerging Teacher, while in 2022, he won the National Research Foundation (NRF) Best Emerging Researcher in Natural Sciences award. In 2025, he was awarded the South African Medical Research Council Research Excellence Award for researchers under 40 years of age. He also won the UKZN Vice-Chancellor’s Award for Research in 2025. 

Khathi is the Academic Leader of the theme ‘Human Body Form and Function’ which encompasses the disciplines of Human Physiology and Anatomy at UKZN. To date, he has published over 145 publications, one book chapter, and graduated 12 PhD, 49 master’s, and 61 honours students. 

Meet Professor Andile Khathi virtually via this YouTube video, which was recorded as part of UKZN’s “Spotlight on Research in the CHS” campaign.

Words: Lunga Memela

Photograph: Sethu Dlamini