Teaching Matters_Vol 2

SEPTEMBER 2025

TEACHINGMATTERS

2025 TEACHING MATTERS

CONTENTS

University of Pretoria

SEPTEMBER 2025

INTRODUCTION Prof Loretta Feris, Vice-Principal: Academic

1

THEME 1 WORLD-CLASS EDUCATION Preparing future-ready chartered accountants Prof Madeleine Stiglingh

2

20

INCLUSIVE TEACHING AND LEARNING CULTURE

6

From nerves to mastery: Empowering future internal auditors Dr Jana Slippers

8

Movie day for marks: An eye-opening experience Dr Hafsa Essop

11

Innovative assessment through real-world engagement in intellectual property law education Prof Chijioke Okorie

Arts-based and multimodal approaches to maximise cognitive and emotive learning Prof Gerhard Genis, Dr Shine Aung

THEME 4

INNOVATIVE LEARNING ENVIRONMENT

Milestones, mascots and motivation: Transforming physiotherapy education through game-based learning Prof Anri Human, Dr Marlize Cochrane-Boeyens

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

STRONG COMMUNITY ENGAGEMENT

THEME 2 Socratic simulations: Teaching public policy through AI-enhanced tutorials Dr Zama Mthombeni

THEME 5

THEME 3

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17

From analysis to action: Cultivating critical skills in the lecture room Dr Sayuri Pillay

23

Empowering future paediatricians through communitybased health promotion and ethical AI integration Dr Maria Karsas, Dr Michael Christie, Prof Jeané Cloete 26

Workload reduction by streamlining module administration Prof Iman van den Bout, Michael Kleynhans

35

The evolving role of bots in teaching and learning, Prof Alta van der Merwe

38

Educational escape rooms, for students by students Diffie Bosman, Dave Ka

41

Using AI to develop an app to mentor law students to achieve research success Leoni van der Merwe

43

THEME 6 EXCELLENT STUDENT SUPPORT

Context and engagement for a large first-year cohort Dr Nita Mennega, Dr Henk Pretorius, Dr Wesley 29 Moonsamy, Michael Bouwer

Embedding sustainability and skills development in the first-year engineering curriculum Disaapele Mogashana

46

Creating cross-cultural competence through Photovoice in design higher education Dr Fatima Cassim

Transforming Biblical Studies through inclusive inquiry-based learning Prof Ananda Geyser-Fouché

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2025 TEACHING MATTERS

FOREWORD

University of Pretoria

INTRODUCTION I am delighted to introduce the second edition of Teaching Matters −our biannual showcase of excellent, evidence‑informed teaching at the University of Pretoria.

The title still carries a double meaning: teaching matters because it is core to our mission, and this publication brings together the matters of teaching that deserve the attention of our academic community. As the Contents page makes clear, this edition spans six themes − world‑class education, innovative learning environment, strong community engagement, inclusive teaching and learning culture, cutting‑edge digital teaching and learning infrastructure, and excellent student support. These themes reflect the breadth and depth of practice across our faculties.

What distinguishes this edition is the diversity and quality of its contributions. Colleagues share rigorous, classroom‑tested approaches: curricula redesigned around authentic business acumen, Socratic, AI‑supported tutorials that deepen policy reasoning, game‑based and arts‑based learning that turns difficult concepts into memorable experiences, data‑first teaching in medical education, and sustainability embedded early in engineering. You will also find powerful examples of students as partners − from educational escape rooms designed by students to interdisciplinary projects where law and data science meet real‑world stakeholders. At the infrastructure level, this edition also offers practical and useful ways to use technology for reducing workload by streamlining module administration, as well as the value that generative pretrained transformers (bots) can bring to teaching and learning.

This publication matters for at least three reasons: • It advances student success. The practices documented here improve engagement, build critical and creative capacities, and connect theory with lived contexts − benefits that show up in classrooms, clinical settings and communities.

• It strengthens staff development. Each article is a concrete contribution to our collective scholarship of teaching and learning (SoTL): transparent about design choices, mindful of ethics, and attentive to impact − resources colleagues can adapt, extend and evaluate in their own modules.

• It builds a collaborative culture. The pages that follow cut across faculties and professional roles − academics, educational consultants and technical teams − showing how collaboration unlocks innovation that no single discipline could achieve alone.

My thanks to every contributor and reviewer for the care, creativity and courage evident in these pages. I invite readers to approach this edition as a toolkit: borrow what works, remix for your context, and share your results − so that our next edition can capture even more of the University’s collective expertise.

Prof Loretta Feris Vice-Principal: Academic

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2025 TEACHING MATTERS

WORLD-CLASS EDUCATION

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FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES

University of Pretoria

Preparing future-ready chartered accountants

The University of Pretoria (UP) is widely recognised for the excellence of its Accounting Sciences programme, securing a 100% pass rate in the South African Institute of Chartered Accountants (SAICA)’s first professional examination, the Initial Assessment of Competence (IAC), for the third time in succession in 2025. UP’s pass rates have been consistent over the past two decades, with the University attaining an average first-time pass rate of about 95% over this period.

Prof Madeleine Stiglingh, Head of the University’s Chartered

CARLA ALFORD, NADIA BAUER, DR CORLIA JOYNT, PROF HANNEKE DU PREEZ, NATASHA SABURI, DR THERESA VAN OORDT, PROF MADELEINE STIGLINGH, ANDREW VAN DER BURGH, DR CHARISA DE KLERK, PROF ANCULIEN SCHOEMAN, GREGORY PLANT, PIETER PIENAAR1

Accountant (CA) Programme, emphasised that these outstanding results are first and foremost a tribute to the excellence, experience, dedication and care of the staff members who invest so deeply in the lives and success of their students.

The Business Acumen team in the CA Programme: (front row): Carla Alford (Second-year Module Responsible Lecturer: Department of Auditing); Nadia Bauer (Third-year Module Responsible Lecturer: Department of Taxation); Dr Corlia Joynt (First-year Module Responsible Lecturer: Department of Accounting); Prof Hanneke du Preez (Head of the Department of Taxation), Natasha Saburi (Academic Trainee); (second row): Dr Theresa van Oordt (First-year Module Responsible Lecturer: Department of Accounting); Prof Madeleine Stiglingh (Head of the CA Programme at UP); Andrew van der Burgh (Business and Digital Acumen Champion, Department of Accounting); Dr Charisa de Klerk (Third-year Module Responsible Lecturer: Department of Financial Management); (back row): Prof Anculien Schoeman (Second-year Module Responsible Lecturer: Department of Taxation); Gregory Plant (Business Acumen Champion, Department of Financial Management), Pieter Pienaar (Academic Trainee)

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She added that the results also reflect the remarkable resilience and agility of UP’s students, highlighting the strength of the partnership between staff and students in pursuit of academic and professional excellence.

2025 TEACHING MATTERS

WORLD-CLASS EDUCATION

University of Pretoria

She recognises that the role of a CA

At the heart of this redesign was the

opportunities to engage with real companies, tackle real problems, and practice

has changed significantly in recent

introduction of a three-year cross-

the kinds of thinking that do not have model answers.”

years, and will continue to evolve.

disciplinary Business Acumen module

“CAs are business leaders, ethical

sequence to run alongside students’

decision makers, strategic thinkers

core technical training in financial

and trusted advisors, who operate

reporting, governance and assurance,

across industries to drive sustainable

taxation and financial decision making,

value in a rapidly changing world.”

as well as other empowerment modules in their degree programme.

She admits that, while technical

“It prepares students to navigate

rigour will always matter, the

ambiguity, integrate across disciplines,

workplace the University’s graduates

and respond to real-world case

are entering is more digital, complex

studies from South African industries.”

and unpredictable than ever before.

“To thrive, they need more than

The team responsible for the design

textbook knowledge. They need

and implementation of the Business

confident communication skills,

Acumen modules included members

critical thinking, ethical judgement,

from the departments of Accounting

lifelong learning, business and

(Dr Corlia Joynt, Andrew van der Burgh

digital acumen, and a strong

and Dr Theresa van Oordt), Auditing

sense of citizenship to contribute

(Carla Alford), Financial Management

meaningfully to society, their

(Dr Charisa de Klerk and Gregory

profession and their communities.”

Plant) and Taxation (Prof Hanneke du Preez, Prof Anculien Schoeman and

This led to the redesign of UP’s

Nadia Bauer). Their greater focus was

BCom (Accounting Sciences) degree

to ensure that the revised curriculum

programme, under Prof Stiglingh’s

was aligned with the future of work.

leadership. “SAICA’s new CA of the Future competency framework gave

The Business Acumen modules

us the nudge,” she says, “but our

furthermore support UP’s strategic

real motivation was our students:

vision of breaking down bureaucratic

to empower them to excel not only

silos that inhibit cross-functional

in benchmark exams like the IAC,

teamwork and operational

but also in the real world, where

efficiency. “These modules use

ambiguity is part of the job.”

case-based teaching, giving students

WHY BUSINESS ACUMEN MATTERS Andrew van der Burgh, the Business Acumen and Digital Acumen champion for the programme, explains that, when the CA Programme team began redesigning the degree, they mapped what students were learning against the skills they would need in the future. “We saw a gap, not in content, but in integration and skill development.” Students knew their accounting standards, audit procedures, strategy theories and tax legislation. However, what they often lacked was the broader view: how business works, how different disciplines connect, and how to apply their technical training in contexts that are messy, dynamic and human.

The Business Acumen modules were developed to fill that gap. “They are not about adding more technical content, but about bringing everything together – helping students think across silos, solving problems collaboratively, and considering the ethical and strategic dimensions of business decisions. At the same time, we wanted to intentionally develop and assess key skills.” One of the most distinctive features of the Business Acumen modules, adds Prof Stiglingh, is that students do not just learn about business – they learn through business.

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2025 TEACHING MATTERS

WORLD-CLASS EDUCATION

University of Pretoria

“By the end of the year, students

and MultiChoice. The complexity

– balancing financial goals with

are deeply familiar with the

increases, and students work with

environmental concerns or

complete reporting package of that

less structure and more ambiguity.

strategy with accountability. In the

company, and have explored its

“To prepare them, we introduce

Business Acumen modules, the

risks, opportunities and strategies.”

AI-powered chatbot simulations,

team works closely with employers

To deepen their understanding,

where they engage with virtual

like the Boston Consulting Group

guest lecturers from these

clients or managers who provide

(BCG), BDO South Africa, Deloitte

companies – often at executive

vague or shifting input,” says Van

South Africa, Ernst & Young (EY),

level – are invited to share strategic

der Burgh.

the Forvis Mazars Group, KPMG

insights and provide context that

South Africa, Nedbank and

connects classroom learning to

Students must ask the right

PricewaterhouseCoopers (PwC)

real-world decision-making.

questions, apply judgment and

to design authentic assessments.

communicate clearly – all within

Pre-released news-based cases that

“The first-year module focuses on

a safe, but authentic real-world

mirror real-world decision making

the retail sector, using companies

environment. Prof Stiglingh explains

are often co-developed with future

like Checkers, Pepkor and Pick n

that assessments also evolve.

employers. By preparing such

Pay as case studies,” says Van der

“Some take the form of mock

material, which often reflects real-

Burgh.

workdays – full-day simulations

time developments, students enter

Students explore various business

where students work in teams,

assessments ready to engage with

processes and governance

manage evolving information,

the context, just as they would in a

principles through integrated

complete multidisciplinary tasks

boardroom.

themes across disciplines. A

and collaborate under pressure.”

The redesigned programme underwent a

dedicated six-month critical

These innovative assessment and

The Business Acumen modules also

phased implementation over three years,

thinking course is embedded

teaching practices are co-designed

provide students with their first

starting with the implementation of the first-

in the module, which teaches

and facilitated by academic staff

contextualisation of the various

year programme in 2023. Van der Burgh

students to question assumptions,

and industry partners.

sectors, which enables them to

explains that each year in the programme is

test reasoning and evaluate

structured around real South African companies

conclusions. “This is often their

In the third year, the students

and horizontally. Prof Stiglingh

to provide students with an authentic, real-

first exposure to the idea that how

move into mining and the public

classifies these as connections

company learning experience. Each year centres

they think matters just as much as

sector, with case studies based on

between two or more human

on a different sector, with students analysing a

what they know.”

companies like Anglo American.

beings; between a human being

PICK n PAY CEO, SEAN SUMMERS, ADDRESSING THE BUSINESS ACUMEN STUDENTS

A PHASED IMPLEMENTATION

particular company’s integrated and financial

make connections both vertically

“The focus shifts to leadership,

and the business world; between a

reports, tackling current business problems

In the second year, the focus shifts

systems thinking and ethical

human being and technology; and

and engaging directly with industry experts and

to the telecommunications sector,

complexity.” Students examine

between a human being and their

company representatives.

with companies like Vodacom

decisions without clear answers

impact on the broader society.

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WORLD-CLASS EDUCATION

University of Pretoria

WORKING TOGETHER, TEACHING TOGETHER “A defining feature of the Business Acumen modules is their interdisciplinary design,” explains Prof Stiglingh. Lecturers from the departments of Accounting, Auditing, Taxation and Financial Management co-teach – often in the same room.

“Moving beyond silos has not always been easy, but it has made a significant difference – for us and for our students, who get to experience how business functions interconnect. As lecturers, we have learned much from one another and the challenge of grounding our technical expertise in real-world business environments.”

She describes their approach as being based on constructivism, and to represent a growth mindset approach. “We believe students build knowledge through meaningful, contextual engagement, not only rote memorisation. Our classrooms are inclusive spaces where questions are welcomed, diverse perspectives are valued, and effort is recognised.” She says that the lecturers aim to foster a growth mindset, helping students reframe failure as feedback and see learning as a lifelong process. “Whether a student arrives with top marks or is still finding their feet, the message is clear: You are just not there… yet.”

THE WAY FORWARD

This inclusive, student-centred approach displays an award-

The Business Acumen modules are still evolving, says Prof Stiglingh. Even after

winning teaching culture, which was recognised at the Economic and Management Sciences (EMS) Faculty Teaching and Learning Awards. The lecturers responsible for the Business Acumen module in the first year received the Distinguished Teacher Award in 2024 (Dr Theresa van Oordt) and 2025 (Dr Corlia Joynt), respectively, for their lasting impact on student learning and for creating a classroom where every student feels they belong.

receiving the Faculty’s Most Transformative Curriculum Award in 2024, the team continues to reflect and improve. “Our purpose remains constant: If we want to develop ethical influencers who re-imagine and co-create the future, we must give students opportunities to think, collaborate and lead like professionals. Not in theory, but in practice. Not alone, but together.”

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES

Socratic simulations: Teaching public policy through AI-enhanced tutorials

University of Pretoria

With the increased use of Generative Artificial Intelligence (GenAI) in undergraduate modules, Dr Zama Mthombeni, a senior lecturer in the Faculty of Economic and Management Sciences’ School of Public Management and Administration, was interested in determining whether it could be used to enhance critical engagement with complex South African policy issues.

In her search for clarity on this question, she introduced a teaching innovation during a first-year Public Policy tutorial in the BAdmin programme in 2025 that entailed using an AI persona embedded in clickUP Ultra that would pose weekly questions to the students.

She explains that the AI lecturer was not meant to replace the human lecturer, but would serve as a thought partner. It was designed in a Socratic style (a form of dialogue, based on the style of the Greek philosopher Socrates, that poses questions to explore ideas and challenge assumptions).

“The idea was to challenge students to reflect, justify their views, and consider opposing arguments.” One prompt asked: “If every policy has winners and losers, who benefits from South Africa’s Basic Income Grant and who pays the cost?”

DR ZAMA MTHOMBENI

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INNOVATIVE LEARNING ENVIRONMENT

University of Pretoria

It also encouraged digital literacy by prompting students to engage critically with the role of AI in learning.

Reflecting on the benefits for student learning, she describes this approach as a way to create a low-pressure space for students to test ideas and reflect before tutorials. “Many first-year students are hesitant to speak in live classes, but this gave them a voice.”

It also helped the students recognise that public policy is not about obtaining simple answers, but about weighing interests, trade-offs and ethics. It therefore boosted student participation and improved the depth of reasoning in their responses through structured dialogue.

This exercise was not assessed for marks. “I was interested in observing the students’ interaction with AI, particularly in the context of public policy. I believe it succeeded in its objective of encouraging critical thinking,” she concludes.

The tutorial was designed to move beyond

She considers its value to lie in the fact that these

memorising policy terms and get students

students had just come out of high school, and

thinking deeply about real policy trade-offs

had limited exposure to a learning management

through structured questioning. After the

system like clickUP and its integrated use with AI.

students had responded to the questions through

“For many it was their first time using a tool such

written reflections on clickUP, the AI lecturer

as this,” she says.

provided follow-up questions or counterpoints, encouraging deeper reasoning. “This activity

She explains that what made this approach unique

was part of a broader strategy to help students

was that it used AI in a pedagogically intentional

engage meaningfully with South African policy

way. “The AI platform did not generate content,

debates, using AI to support, and not dilute critical

but prompted layered thinking and dialogue.” The

thinking.”

design was embedded in the learning platform students already use, making it accessible and

This initiative enabled Dr Mthombeni to create a

easy to integrate. “It mimicked real-world policy

safe, asynchronous space for first-year students to

analysis, where public problems are often

reflect, question and debate outside live tutorials.

ambiguous and contested,” she says.

The students reported that the AI persona helped them think more critically. One student wrote: “It felt like I was debating with someone who would not let me off easily.” Dr Mthombeni also found the students’ participation on clickUP to have increased following this intervention. “The quality of the students’ responses improved noticeably in both depth and clarity.”

A final benefit she identified was that students began to engage with the ethical and practical implications of using AI in academic work, which is an essential skill in the context of the Fourth Industrial Revolution. “This was not about making tutorials hightech. It was about increasing their impact. It showed how even a basic AI prompt, when framed well, can shift how students engage with knowledge, especially in a field like public policy that demands curiosity, analysis and reflection.”

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES

From nerves to mastery: Empowering future internal auditors

University of Pretoria

The significance of effective presentation skills for internal auditors is widely recognised. To prepare honours students in the Faculty of Economic and Management Sciences’ Internal Auditing programme for this reality, the Department of Auditing invests in an annual four-day presentation skills workshop offered in collaboration with the the Department of Business Management.

Dr Jana Slippers, a part-time lecturer in Business Communication

DR JANA SLIPPERS

have become entrenched. “This

“By participating in the workshop, students

allows students to gain experience

develop the ability to communicate their ideas

and adapt to different presentation

confidently, present complex information clearly,

settings, and is especially relevant in

work effectively in groups and build a rapport

today’s business environment.”

with their audience.” She describes these skills as being essential for success in the internal

explains that the workshop forms part of these students’ Business Communication module. “It aims to enhance their in-person and

Over the years, Dr Slippers has

auditing domain, where practitioners mostly work

online presentation skills, while providing a unique and enjoyable

observed that the workshop does

in groups and must present their findings and

learning experience.” Although it has been presented to Internal

much more than just improve

recommendations to clients and other stakeholders.

Auditing honours students for the past 18 years, its dynamic nature

students’ oral communication skills

has allowed it to evolve to keep abreast of changes in this industry.

or prepare them for the world of

It also gives them the opportunity to apply their

work. It enables students to practise

internal auditing knowledge, deepening their

During the COVID-19 pandemic, a hybrid format was introduced,

and elevate their presentation skills

understanding of internal auditing and risk

which was retained afterwards in recognition of the evolution of the

in a group context in a structured

management, and boosting their confidence and

business environment where cost and climate change considerations

and supportive environment.

workplace readiness.

8

2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT Although the Faculty offers a Business

internal auditing. Ultimately, it helps

Communication module to these

prepare students for their careers

students at the undergraduate

in internal auditing and the world of

level, this is their first exposure to

work, increasing their enthusiasm

communicating and presenting

for the profession. “As an industry-

their work at this intensity in a

supported learning experience,

workshop environment in front of

students benefit from personalised,

an audience of this size and level of

immediate feedback from industry

authority. The hybrid format of the

practitioners, their lecturers and their

workshop includes both in-person

peers on their presentations.”

University of Pretoria

and online sessions. “By combining these two presentation modes,

Students are assigned to randomly

students learn to adjust to diverse

selected groups of four for the

professional settings. It also boosts

entire workshop in simulation of

their adaptability, which is a key skill

the work environment. “This format

in today’s business world.”

allows students to learn from each other, share ideas, and develop their

“The in-person sessions involve

teamwork and collaboration skills.”

delivering a presentation to a class

Each group is expected to prepare and

of about 80 students and a panel of

deliver three presentations during the

five to eight industry practitioners

four-day workshop, each with a specific,

and internal auditing lecturers. The

but different, focus. The workshop is

Dr Slippers explains that, on the first day,

“This gives the students only a day to prepare

audience in the online sessions

the culmination of this postgraduate

groups deliver a six- to eight-minute in-

for their final presentations, which entail a

includes the professional panel and a

Business Communication module, in

person PowerPoint presentation on a

four- to five-minute in-person PowerPoint

selection of classmates.”

which students apply the theory they

unique internal auditing case study. The

presentation. This puts the students under

have learnt in a practical manner. A

next day, they deliver another six- to eight-

immense pressure, mirroring the demands

Dr Slippers remarks that the active

recent development is the growing

minute presentation on a unique risk-

of the work environment."

involvement of industry practitioners

use of Generative Artificial Intelligence

related topic, this time via an online platform

and internal auditing lecturers is

(GenAI), which students use to prepare

(Blackboard) without using visual aids.

Working in teams also simulates the

critical to the students’ development

and design their presentations and

The presentation topics for the first two

dynamics of the workplace that the students

and the workshop’s success. This

visual aids. “This emerging practice has

days are announced four weeks before the

will enter when they graduate. “Working

support enables them to sharpen

already enhanced the overall quality

workshop, allowing the students ample time

in randomly assigned groups promotes

their presentation skills, enhance

of students’ presentations, and will be

to prepare and rehearse their presentations.

collaboration, connection and peer learning:

their teamwork abilities and learn

further explored and included in future

The final topic is only announced on the

skills that are essential for internal auditing

about various topics related to

workshops.”

second day of the workshop.

practitioners.”

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University of Pretoria

Dr Slippers remarks that when the

“I like how I am now more

Thirdly, the workshop covers various

It also gives the industry practitioners

workshop is announced at the beginning of

confident speaking in front of a

internal auditing and risk management

on the panel the opportunity to see the

the year, most students feel anxious about

group of people.”

topics. Dr Slippers states: “Exposure

students in action, and for members of

such as this helps students broaden

the audience from various auditing firms

giving presentations to their classmates and a panel of industry practitioners and

“I like that the panel members

their knowledge and understanding of

to identify potential talent. This provides

internal auditing lecturers. Many are also

gave clear and concise feedback;

the field and supports the development

added value that extends beyond merely

apprehensive about being assigned to

this allowed for growth in a

of well-rounded internal auditors.”

illustrating an understanding of the

randomly selected groups to prepare and

matter of seconds.”

present their topics. However, students

module content.

According to students:

are always pleasantly surprised by the

Secondly, the workshop improves

presentation skills workshop’s range of

the students’ groupwork skills.

“The content and topics were

expected and unexpected outcomes, as

“Students learn to collaborate

so interesting, as well as their

it leaves them feeling confident and well

effectively, delegate tasks and

interpretation.”

equipped to deliver clear, professional

support each other by working in

presentations.

groups.” These skills are crucial for

“The topics were interesting, and I

success in the workplace, where

gained a lot of knowledge.”

Their quantitative and qualitative feedback

teamwork and collaboration

on the workshop highlights three key

are often key to achieving

Some of the internal auditing

benefits.

organisational goals and audit

practitioners on the panels are also

objectives. It is also evident that

alumni of the Department, and are able

Firstly, the workshop offers students

the workshop fosters a greater

to relate, first-hand, how they benefitted

valuable opportunities to practice and

sense of connection among the

from the presentation skills workshops

enhance their presentation skills in a

students in the class, as everyone

in which they participated during

supportive, real-world environment.

feels more familiar with one

their own honours studies. They also

Students report that the workshop

another afterwards.

respond positively to the workshop’s

increases their confidence as speakers

development in line with industry

and improves their skills in PowerPoint

“I enjoyed the groupwork and

and online presentation tools. “The

making it a team effort to

students also greatly appreciate the

achieve our desired outcome.”

immediate feedback from the panel of

trends since they were students.

An unintended, but very advantageous benefit of the workshops is that they

industry practitioners and lecturers, which

“The workshop allowed us to

provide students with the opportunity

helps them refine their delivery, content

work in teams, learn from one

to meet their future employers, in the

and overall presentation style.” It is

another, and I always knew that

case of students who have already

heartening to see the development among

when the going gets tough, I am

been appointed in auditing firms that

students.

not alone.”

are represented on the panel.

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT FACULTY OF HEALTH SCIENCES

Movie day for marks: An eye-opening experience

University of Pretoria

A challenge experienced by Dr Hafsa Essop, who needs to prepare first-year Radiography students for their first clinical training in a hospital setting, was to develop an intervention that would capture their attention, while at the same time provide them with a real-life perspective on their roles within an interprofessional team. She identified a documentary that could provide a virtual application of the theoretical concepts covered during the first semester. However, instead of just presenting it as a classroom activity, she decided to turn it into an event that would generate excitement among the students. This gave rise to “Movie Day for Marks”.

The students received a formal invitation to the event, which stated that tickets would be issued upon the successful completion of a quiz on clickUP. The quiz, which counted towards their semester mark, focused on content covered throughout the year, which was specifically reflected in the documentary.

Topics included patient care, communication, ethics, patient transfer and chest pathologies. Students had to achieve a minimum score of 80% to be granted entry to the event. All 60 students who completed the quiz met the required entrance score for attendance.

DR HAFSA ESSOP

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University of Pretoria

unscripted, authentic setting. “Notably,

and assured the students that

some of the healthcare professionals

expressing critical or unfavourable

featured were from South Africa,

feedback about any aspect of the Movie

demonstrating the country’s high

Day would not negatively affect their

standards of clinical practice. She

marks.”

admits that it took her some time to find the right material, and she had to

Alongside reviewing the students’

go through several documentaries to

written reflections, Dr Essop also took

find one that was suited to the role of

field notes during the documentary

radiographers in an interdisciplinary

screening. She closely observed the

team.

students’ reactions, which revealed a range of emotional engagement, such

She explains that the movie she had

spinal cord injury; and the victim of a

selected for this intervention was a

stabbing incident with a potential chest

45-minute real-life documentary filmed

injury. “Each case required diagnostic

at King's College Trauma Hospital in the

imaging, highlighting the important

United Kingdom. “I carefully selected

role of the radiography department

and screened the documentary for

and the broader multidisciplinary

its relevant radiography content.” It

team.” The cases also showed the

followed four real emergency cases

medical interventions used to treat the

brought into the trauma unit: a

findings, and provided the students with

pedestrian struck by a vehicle who

authentic exposure to trauma patients.

sustained a pneumothorax and head injury; a motor vehicle accident

The documentary showcased

victim with a severe liver laceration;

exceptional patient care, effective

a paediatric patient who had fallen

communication, and seamless

from a trampoline with a suspected

interprofessional collaboration in an

Although she had presented a similar

as shock, happiness and pride. “Shock

activity to previous groups, she decided

was evident through their wide eyes,

to revise the format this year to give it

open mouths and hands covering faces,

a bit more meaning. “I held the Movie

especially during scenes where patients

Day event in a lecture venue, where I

were rushed in and assessed clinically

could create an engaging atmosphere

before undergoing imaging. Happiness

by providing movie-themed snacks,

was shown through smiles and audible

including popcorn and refreshments. I

sighs of relief, particularly when patients

purchased these with funds obtained

were shown to have survived. Pride

from my previous Teaching and

was noticeable whenever X-rays and

Learning Award.”

CT scans were mentioned, as students smiled in recognition of their chosen

After the movie screening, students

field.”

were given a 15-minute break before returning to the venue, where they

Dr Essop noted that all the students

had 30 minutes to write a 250-word

were deeply engaged throughout

reflection report. The reflection

the screening. “There were no issues

focused on their personal views of the

with side conversations or phone use,

documentary and the key takeaways

reflecting their full immersion in the

from the experience. “Although the

experience.”

reflection contributed to their marks, I emphasised that I valued honest

She also noted several benefits of

opinions, both positive and negative,

the intervention. It was intentionally

12

2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT

University of Pretoria

scheduled at the end of the first

“In terms of the first theme (a

often fail to accurately represent

care and communication in its

semester, once students had

view into the future), the words

the role of the radiographer. For

authentic application, in conjunction

completed the semester's curriculum

‘amazing’ and ‘eye-opening’ featured

many students, this documentary

with simulated sessions in the skills

and covered a wide range of topics,

in most of the reflection reports.”

therefore served as their first

lab. “Medical terminology and clinical

particularly soft skills and chest

Students indicated that they had

authentic glimpse into the realities

language that once seemed foreign

imaging. "By this point, students are

an idea of what they were getting

of clinical practice.” Providing

now hold meaning and relevance,

often feeling fatigued, making the

into; however, after watching

students with intentional, accurate

deepening students’ sense of

timing ideal for a change of pace.”

the documentary, they had a

and relevant content early in their

accomplishment and highlighting their academic and personal development.”

deeper understanding of what the

training is a powerful motivator. “It

While the event is perceived as

radiography profession was about

bridges the gap between classroom

a break, it serves as a form of

and their significance as a member

learning and clinical expectations,

While formative assessments

indirect or hidden learning, allowing

of the interprofessional medical

helping to build confidence and a

traditionally help educators track

students to consolidate and apply

team. “As a lecturer, I can spend

clearer understanding of their future

student growth, the Movie Day for

their knowledge in a less formal

hours sharing my experiences

professional role.”

Marks uniquely provided students

setting. This subtle educational

and explaining what students can

approach was especially evident

expect in the field. I also incorporate

In terms of the second theme

own learning journey, bringing theory

when one student remarked: “After

simulation-based learning in our

(introspection that supported

to life and reinforcing the real-world

the week we had, we need this

skills lab. However, replacing just

personal growth), the students

significance of their knowledge.

break,” highlighting the value of

one lecture with this 45-minute

responded with enthusiasm to

the experience as both a mental

documentary had a profound impact

the opportunity to witness, in a

“Ultimately, the intervention is a good

reprieve and a meaningful learning

on the first-year students. It allowed

real-world context, many of the

example of how an innovative flipped

opportunity.

them to witness the theory they had

concepts they had previously

classroom approach can enhance

with the opportunity to reflect on their

learnt come to life, helping them to

encountered only in theory. “The

students’ satisfaction, motivation

The reflection reports from the

mentally prepare for their upcoming

documentary served as a strong

and engagement, and lead to deep

Movie Day were remarkable and

clinical rotations.”

reinforcement of their learning,

introspection, while providing first-year

with many reflecting on how much

Radiography students with a glimpse

showed that it was a teaching and learning tool that brought

With recent changes to the

they had grown academically

‘into their future’ as meaningful health

everything together at a deeper

programme’s admission

in just five months.” They were

care professionals.”

psychosocial level. Two major

requirements, prior exposure to

able to identify and connect with

themes emerged through an

a radiography department is no

complex clinical elements such as

Based on her observations and the

informal analysis of the student

longer necessary, and many students

chest pathologies, patient transfer

students’ positive feedback, she intends

feedback: it provided a view into

enter the programme without any

techniques, including logrolls, and

to continue with this intervention,

the future; and it provided an

real hospital experience. “While

the management of intercostal

but is considering engaging with an

opportunity for deep introspection

some may be familiar with medical

drains, IV drips and ventilators.

instructional designer to implement

that supported personal growth.

dramas, these are scripted and

Additionally, they observed patient

improvements to the presentation.

13

2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT FACULTY OF HEALTH SCIENCES

Milestones, mascots and motivation: Transforming physiotherapy education through game-based learning

University of Pretoria

From the African savannah to the corridors of the University of Pretoria’s Health Sciences lecture halls, students are on a mission to rescue their beloved ‘Bokkie’ after being kidnapped by Simba the Lion. Using their theoretical knowledge of child development and milestones, physiotherapy students in the School of Health Care Sciences have to answer progressively more difficult questions to obtain ransom money, thereby saving the beloved mascot.

Prof Anri Human, Associate Professor in the Department of Physiotherapy, explains that child development and milestones are foundational topics in the undergraduate Physiotherapy programme. “Students often find the material difficult to engage with, as it requires significant memorisation and is perceived as being monotonous and difficult to master.” Coupled with the increasing expectation for students to take responsibility for their own learning through self-directed approaches, this presented a dual challenge, which prompted the question: How do we make complex content engaging, while supporting autonomy and self-directed learning in a modern learning environment?

PROF ANRI HUMAN, DR MARLIZE COCHRANE-BOEYENS

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT

University of Pretoria

Prof Human decided to collaborate

approach. “We developed a self-

Students receive immediate

with Dr Marlize Cochrane-Boeyens

directed, student-centred narrative

feedback on the accuracy of their

of the Faculty’s Health Professions

game, featuring a refreshed,

Throughout the development

responses after each question and

Education Office to tackle this

updated design that students could

and piloting phases, several key

each level.

challenge head-on through an

easily access via clickUP, promoting

lessons emerged:

interactive teaching innovation. The

independent engagement."

result was ‘Kidnapped!!’ – a South

Before implementing the game,

Early collaboration with

Prof Human and Dr Cochrane-

diverse stakeholders (including

African-themed digital learning

The game was founded on the three

Boeyens engaged in research

lecturers across departments)

game.

educational principles of scaffolded

to establish its suitability as a

improves content accuracy and

learning, repetitive practice and

teaching intervention. The planning

buy-in.

“The idea was born from a desire

immediate feedback. “It starts

phase entailed a questionnaire to

to modernise and contextualise

by introducing the scenario and

determine students' readiness for

teaching approaches to child

providing instructions for students

self-directed e-learning, and the

developmental milestones,”

to obtain ‘ransom money’ to ‘pay’ for

launch of a pilot project. They tested

explains Prof Human. The original

Bokkie’s safe return.” As the game

the game on a group of academic

game was developed as part of the

progresses, students move through

staff members from Physiotherapy,

assessment practice module of the

three levels of increasing difficulty.

Occupational Therapy, Radiography,

Postgraduate Certificate in Higher

Questions are scaffolded across

Nursing, Basic Sciences and Health

Education, which she completed

the levels of Bloom’s taxonomy,

Professions Education. The resulting

at the University of Pretoria in

moving from basic recall to higher-

interdisciplinary review determined

2011. Recognising that traditional

order thinking skills like analysis,

that the game was factually

lectures alone were insufficient

integration and application.

accurate, appropriately challenging

for sustained engagement, she

Using accessible, flexible technology ensures longterm scalability and ease of integration.

Gamification can complement and enhance, but not replace, traditional teaching, offering students a dynamic and memorable way to interact with course content.

for first-year students, technically

considered various technology-

Students who do not accumulate

enhanced teaching solutions,

enough ‘ransom money’ have

including videos, virtual reality tools

to revisit incorrect questions,

Prof Human was encouraged by

how even small, playful interventions

and simulation training.

reinforcing key content through

the positive feedback from the pilot

can meaningfully transform teaching and

repetition. For each question,

study, with participants commending

learning in health sciences. “It exemplifies

However, challenges related to

students can opt to make use of

the clarity of the structure, the

the impact of creative, student-focused

cost, accessibility and limited

‘help’ functions, where they can buy a

cultural relevance of the storyline,

design and the importance of remaining

opportunities for independent

hint or study notes. By accessing the

and the game’s potential to improve

responsive to the dynamic needs of modern

student usage highlighted the need

child development and milestones

engagement with difficult content.

learners.” Transforming complex content

for a more feasible and flexible

summary content, repetition of

The pilot participants’ suggestions and

into an engaging challenge has shown that

option, which is why she decided

learning and content covered during

recommendations were incorporated

learning development and milestones can

on using gamification as a teaching

lectures is further enforced.

into the easily adaptable game.

be memorable, meaningful and enjoyable.

feasible and user-friendly.

Most importantly, the project demonstrated

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT

University of Pretoria

Prof Human says that the game will The distinctive value of this gamification initiative lies in the following features: It is directly aligned with the formal learning outcomes of the Physiotherapy curriculum.

It is structured according to Bloom’s taxonomy to promote progressive understanding and insight.

be implemented and assessed in the first-year Physiotherapy programme in the second semester of 2025. Its implementation will form part of the second phase of the research study to determine its suitability as a teaching intervention. She explains that data will be collected by presenting it to two randomly allocated groups: an experimental group that is exposed to the learning content by means of traditional

It incorporates embedded

lectures and gamification, and a

scaffolding strategies to

control group that receives the

gradually build student

content via traditional lectures and

confidence and competence.

resources only. “In this way, the

It is hosted on the institutional learning management system (clickUP) to support self-paced, independent learning.

It utilises an adaptable digital platform (Toolbook/Riddle) that facilitates easy updates and future content expansion.

impact of the game can be evaluated through an experimental study design to compare its implementation

Building on the research findings, Prof Human and Dr Cochrane-Boeyens plan

to traditional teaching practices.”

to refine the game through iterative improvements and explore its adaptation for additional health science disciplines, particularly those that incorporate child

The idea is for students to engage

development and milestones into their curricula. “The modular structure of the game

with both teaching methods and to

offers flexibility for future expansion, enabling the introduction of new scenarios

be assessed through a combination

and levels — perhaps featuring Bokkie being kidnapped in different cities or by

of quantitative measures (such as

unexpected characters!” Ultimately, their hope is that this gamified approach to

quiz performance) and qualitative

foundational physiotherapy concepts will form part of the first-year curriculum, and

It is designed to minimise

methods (reflections and feedback).

that a more enjoyable approach to the essential concepts of the discipline will lead to

information overload by

“This mixed-methods approach

improved student performance.

presenting information in

will provide valuable insights into

manageable sections and

the game’s strengths, areas for

The game is more than just an entertaining activity; it is a purposefully designed

maintaining consistent visual

refinement, and its effectiveness

educational tool that integrates established learning theory with immersive

cues.

in fostering engagement and

storytelling. It is a step towards transforming health sciences education, one

supporting self-directed learning.”

question (and one ‘Bokkie’) at a time!

16

2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT

FACULTY OF LAW

Innovative assessment through real-world engagement in intellectual property law education

University of Pretoria

For the three years that Prof Chijioke Okorie, an Associate Professor in the Department of Private Law, has been presenting two LLM modules related to intellectual property law, she has been investigating ways of including experiential learning in the programme content.

In 2024, she experimented with two activities in which her students in Intellectual Property, New Technologies and Innovation (IGZ 802) and Intellectual Property, Creative Industries and Expression of Ideas (IGZ 804) could participate voluntarily. Following the success of these initiatives, she was able to integrate two real-world, high-impact events into the students’ formal assessment structure for these two modules in 2025.

She explains that these two events, the Africa, Law and [Emerging] Technologies Policy Hackathon for IGZ 802, and the World Intellectual Property Day Exhibition for IGZ 804, are not ancillary activities, but core, credit-bearing learning experiences that bring together students, academics, industry professionals and policy stakeholders.

The Policy Hackathon, held on 6 May 2025, encouraged students to identify systemic challenges in the interface between the Companies and Intellectual Property Commission (CIPC) and South African innovators.

PROF CHIJIOKE OKORIE

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT

University of Pretoria

“Students worked in transdisciplinary teams to develop policy and technical solutions aimed at fostering sustainable innovation.” They were invited to include students from other disciplines that could add value to their team’s objectives. This could be students from other faculties and other year groups, and could even be students from other universities, who were prepared to contribute their time. She describes their work as addressing real legal, infrastructural and policy challenges related to accessibility, artificial intelligence (AI) in patent examination, intellectual property (IP) awareness among small and medium enterprises (SMEs) and artists, and equitable

The World IP Day Exhibition, held on 29 April 2025, The students’ proposals received encouraging feedback from the judges: “They demonstrated a rare fusion of legal thinking and technical innovation, engaging meaningfully with pressing IP challenges in Africa. This is not just teaching, it’s nationbuilding!”

— Dr Gerard Verhoef, hackathon judge and IP Commercialisation Specialist, Barnard Inc. The students’ feedback was similarly positive: “I didn’t think policy work could be so practical until I saw how my proposal on sustainable IP education for artists could be implemented

innovation ecosystems.

in schools. The judges encouraged me to pilot

The students’ final assessment took

working on it.”

the form of public engagement, which was structured as a public event with expert judges and real-world impact, and was not just an academic exercise. The judges were prominent professionals, including South Africa’s first black female patent attorney, Tumelo Mashabela, a senior CIPC examiner, Mehluli Ncube, and an IP commercialisation expert, Dr Gerard Verhoef. “These judges provided rich, real-world feedback on each proposal, grounding learning in professional expectations and national IP development goals”.

a short course with local NGOs, and I’m now

“I really appreciated the critical, yet encouraging feedback from the judge. His comments about AI and the risk of premature disclosure made me reframe my proposal completely. I’ve learnt more from that 10-minute exchange than any exam could teach.”

“This wasn’t just about marks. We were engaging with artists, policymakers and each other to solve real problems. I’m proud that our work is contributing to digital access for marginalised musicians.”

featured LLM students presenting collaborative research performed with postgraduate students in the Master in Information Technology (MIT) degree specialising in Big Data Science (in the Faculty of Engineering, Built Environment and Information Technology’s Department of Computer Science). It also formed part of the MIT students’ final-year big data science project (MIT 808).

The joint research project focused on mapping the South African music copyright landscape. Presentations explored complex issues such as the Copyright Amendment Bill, moral rights, royalty systems and artist disempowerment.

A major pedagogical innovation was the introduction of a taxonomy-driven method of categorising key legal themes across stakeholder submissions. This served to transform qualitative legal knowledge into structured datasets that are informing the development of a digital legal education tool. This demonstrated digital and data innovation to support tech-driven pedagogy. “This practical use of data science within legal education exemplifies a forwardthinking, digital-native approach to legal literacy.”

Prof Okorie explains that, during both events, students did not only present their proposals to an academic audience, but also to judges and professionals from industry and government, and received expert critique and validation. This direct engagement with stakeholders transformed assessment into a space for authentic public scholarship and professional development.

“Importantly, the events highlighted student agency, creativity and the social relevance of legal knowledge, encouraging future IP practitioners to not only be technically proficient, but also ethically grounded and socially aware.

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2025 TEACHING MATTERS

INNOVATIVE LEARNING ENVIRONMENT

University of Pretoria

The World IP Day Exhibition also received encouraging feedback from the judges: “These students understood and addressed issues that seasoned practitioners still grapple with. The depth of research and relevance to actual legal reform was outstanding.”

— Nicky Biggar, World IP Day judge and Intellectual Property Consultant at Tshaya Mashabela “The structure and clarity of the student presentations, and their practical applicability were truly impressive. The use of legal data for public education is a model for innovation in legal teaching.”

— Ifeanyi Okonkwo, World IP Day judge, and legal educator and partner at Stillwaters Law Firm

A CROSS-SECTION OF STUDENTS IN THE LLM IN IP LAW PROGRAMME AT UP

Interdisciplinary collaboration formed an important

By embedding collaboration, research and public engagement into assessment, this model therefore

part of both events, as their success was dependent

challenged traditional, siloed and exam-focused legal education, providing an innovative learning

on the law students’ collaborating with their data

environment where students become co-producers of knowledge and advocates for justice and

science peers and students from other disciplines and

innovation in African contexts.

institutions to solve real-world problems. Stakeholder engagement also contributed to the events’ success,

Convened and designed through the Data Science Law Lab, Prof Okorie describes the events as

as both events included participation from industry

student-centred innovations. “The students led the research, designed the solutions and engaged

professionals, government officials and non-

in policy debate, cultivating critical thinking, leadership and advocacy skills.” This approach reflects

governmental organisations (NGOs), bridging the gap

a philosophy of teaching that sees legal education not as the rote memorisation of rules, but as the

between academia and policy.

cultivation of critical, interdisciplinary and public-facing competencies.

19

2025 TEACHING MATTERS

STRONG COMMUNITY ENGAGEMENT FACULTY OF EDUCATION

Arts-based and multimodal approaches to maximise cognitive and emotive learning

University of Pretoria

While volunteering at an under-resourced primary school in Eersterust, Dr Shine Aung, a researcher in the Faculty of Education’s Centre for Evaluation and Assessment, observed that many of the learners were struggling with basic literacy. In collaboration with Prof Gerhard Genis, an Associate Professor in the Department of Humanities Education and the supervisor of her doctoral studies in curriculum and instructional design, she developed a series of literacy workshops for the learners at PS Fourie Primary School.

This school, located in Eersterust, in the Department of Basic Education (DBE)’s Tshwane South District, is a Quintile 1 school.

The area of Eersterust in which it is located experiences various socio-economic challenges. “Many learners at the school depend on the DBE’s feeding scheme, and many parents receive South African Social Security Agency (SASSA) grants.”

PROF GERHARD GENIS, DR SHINE AUNG

20

2025 TEACHING MATTERS

STRONG COMMUNITY ENGAGEMENT The main home language

However, the COVID-19 pandemic

spoken in Eersterust is Afrikaans

halted these activities at the

(78%), while 10% of the learners

school in 2020 and 2021. After

speak English at home. It is a

the pandemic, Bester again

dual-medium school, which

approached Dr Aung to help

accommodates both English- and

facilitate the after-school art club.

University of Pretoria

Afrikaans-speaking learners. She furthermore explains that, within

She explains that, growing up, she

each grade of the school, there

had always had a passion for art.

are three English Home Language

“I love the fact that I can put that

classes and one Afrikaans Home

passion to use with the learners.”

Language class. The learners

However, she soon realised that

speak Afrikaans and various

she could use art as a means of

African languages, including

addressing the learners’ literacy

Sepedi and isZulu.

challenges. While the interventions were initially focused on special

She explains that the activities of the art

He explains that art, with its multimodal

Dr Aung has been volunteering at

education programmes, including

club, which started off as creative literacy

qualities, plays an important role in

the school since 2018. She works

life and entrepreneurship skills,

interventions, have developed into fully

the literacy development of young

with Driesman Bester, the school’s

she also developed remediation

fledged literacy workshops. “Currently,

learners, as it fosters creativity,

Afrikaans and English teacher,

interventions for Grade 3 learners,

the interventions follow arts-based and

critical thinking and communication

who also facilitates art, poetry

as Foundation Phase learners were

multimodal approaches to learning.”

skills. “Incorporating art into literacy

and creative writing activities at

below the required grade level for

the school, and takes learners

reading and writing English.

on visits to local museums. He

development encourages young The workshops’ focus on multimodal

learners to express their ideas visually

literacies further support Bester’s

and verbally, making learning more

initiated an after-school art and

When Dr Aung enrolled for

initiatives. “Learners are taught to draw,

engaging and enjoyable.” More

culture club at the school in

postgraduate studies at the

paint and write creatively. They explore

importantly, art is used as an emotive

2017, which attracted learners

University of Pretoria, she invited

different mediums of art, such as acrylic

language that scaffolds learners’ school

from all grades. Noticing the

her supervisor, Prof Genis, to join

painting, charcoal drawing and oil-pastel

literacies. “These creative design

learners’ particular interest in

the art club. He had a particular

artwork. Learners then add rhymes,

activities are not assessment-driven, but

art, he identified the need for an

interest in creative literacy, being

songs or short poems to these visual

allow learners to express their feelings

arts club as well. As the school

a member of the South African

designs.” Prof Genis reveals that these

and emotions without fear of failure.

focused primarily on sports and

Poetry Project (ZAPP), which

activities scaffold learners’ creative

This is crucial in South Africa’s school

academics, he approached

facilitates multimodal poetry

thinking skills, and engage their visual,

environment, where insufficient time

Dr Aung to present art classes at

writing initiatives at primary and

linguistic and kinaesthetic meaning-

and attention is given to arts-based

the club in 2018.

secondary schools in Gauteng.

making modes.

activities.”

21

2025 TEACHING MATTERS

STRONG COMMUNITY ENGAGEMENT

University of Pretoria

The innovative pedagogical

She explains that, as the first

and written modes in meaning

approaches used in the

step in learning communication

construction.” She explains that

workshops are based on

skills, children should be

four-box organisers consist

Dr Aung’s postgraduate studies,

encouraged to draw and write

of the written word, which is

in which she sought to design

at the same time. “This process

based on a theme, a visual

innovative practices that

gives them more confidence

representation of the word, a

would bridge the gap in basic

in their writing than being

definition of the word and a

language development among

taught these skills separately.”

sentence in which the word is

young learners. “My findings

In this way, a broad perception

used. “This activity ensures that

indicated that young learners

of literacies can be applied to

learners engage various senses

are able to develop listening,

language teaching.

when constructing meaning of a

speaking, reading and writing

specific theme or phenomenon.”

skills, and vocabulary, through

“Learners’ drawings furthermore

arts-based activities.” One way

give their teachers and parents

This approach allows learners

to encourage a sound mastery

insight into their world,” she

to become designers of

of a second language is to allow

says, “such as what sense they

knowledge. It also forms part

learners to express what they

have made of the complex

of innovative pedagogical

know by drawing pictures and

world of learning both inside

practices. By expressing

through art. “Learners’ drawings

and outside school.” Their

themselves through various

display what they know (prior

drawings also illustrate how

modes, learners activate a

learning) or have learnt (new

learners develop concepts

variety of different senses

knowledge) about a particular

cognitively and intuitively. “This

to enhance cognitive and

topic, which challenges the

view of literacy is not always

emotive growth. “In their

dominant view that verbal and

recognised by standardised

desire to reflect diversity in

written modes are the primary

methods of assessment.”

their classrooms through what

modes of representation.”

they teach and the topics they Crucially, art combines

explore, teachers should also

The learners’ drawings indicate

non-verbal and verbal

embrace the diverse ways in

their ability to merge their

communication skills, which

which learners acquire and

personal experiences with

ensure that more learning

represent new knowledge.”

learning to read and write.

preferences are included in

The learners’ multimodal, arts-

“Young children enjoy drawing

the classroom. “For instance,

based artefacts are evidence

and do it willingly, using

using four-box organisers

of the benefits of creative

drawing and writing as a means

assists learners in combining

multimodal engagement in the

of communication.”

visual, verbal, oral, linguistic

classroom.

22

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE FACULTY OF HEALTH SCIENCES

From analysis to action: Cultivating critical skills in the lecture room

University of Pretoria

Medical education is constantly evolving, with increasing emphasis on active learning approaches that move beyond didactic teaching. The Department of Public Health Medicine in the Faculty of Health Sciences has adopted an innovative approach known as “data-first teaching” to enhance student engagement and deepen learning. It is currently presented to undergraduate students in the MBChB programme.

Dr Sayuri Pillay lectures to fifth-year students in Block 16 of the MBChB degree programme’s Health and Health Systems module. She explains that this block integrates concepts of family medicine and public health medicine for the delivery of quality health care in South Africa. This teaching style was originally developed by Dr Khanyisile Tshabalala, in collaboration with colleagues, including Dr Pillay, in the Department of Public Health Medicine, which is based within the Steve Biko Academic Hospital.

“We introduced this method of teaching for the first time this year. It is now a formal part of the curriculum in this block, and can be introduced in other blocks going forward.” It gives about 280 students exposure to the data-first approach, as it is presented to four separate groups of 60 to 70 students at a time over the course of the module.

DR SAYURI PILLAY

23

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

University of Pretoria

Dr Pillay and Dr Tshabalala believe

professional. Secondly, it improves

Explaining the reason for the data-first approach, Dr Pillay says that,

that, as a pedagogical approach,

engagement and the retention of core

traditionally, the medical curriculum has followed a “content-first”

this method reverses the traditional

content by making it directly relevant to

approach. “The lecturer explains concepts, followed by examples, and a

flow of teaching by giving students

real-life decision making.

question-and-answer session.” While this model has merit, it can lead to

real-world data before they receive

passive learning and superficial understanding. “The data-first model shifts

formal lecture content, encouraging

“In our lectures, students work in teams

early engagement, critical thinking

to analyse hospital-level data on selected

and group-based problem-solving.

tuberculosis (TB) indicators from the

By grappling with unfamiliar datasets before knowing all the answers,

“This method, which is used in

Tshwane District. The students represent

students begin to learn how to ask the right questions. “This mirrors

selected undergraduate lectures in

the members of a hospital’s executive

clinical practice, where practitioners must often make sense of partial,

the Faculty, repositions the role of

committee. After appointing a CEO to

incomplete or evolving data.” It also encourages interest, critical thinking

lectures, not as the starting point for

speak on behalf of their team, students

and adaptability, which are essential skills for navigating multifaceted

learning, but as an opportunity to

are tasked with analysing the data and

clinical and public health challenges.

clarify and build on insights students

discussing why their hospital may have

develop through initial engagement

performed well or poorly on specific

with complex real-world data.”

indicators.” By simulating executive meetings and presenting their findings,

“Instead of beginning with

the students apply their knowledge to

textbook definitions or PowerPoint

mirror the dynamics of a real-world

presentations, students are shown

health system.

datasets and provided with a

students from being passive recipients to active problem-solvers.”

She believes that this method has several unique features: Scenario-based learning is anchored in data: Students are given case studies or public health situations with relevant data sets (e.g. epidemiological trends, hospital admissions data or health system indicators).

contextualised clinical scenario.

Each team then presents their findings

They then work in small groups to

to the class, simulating a presentation

analyse and interpret the data and

to the District Chief at a quarterly

report on their findings.” The lecture

performance review meeting. “This

is only delivered after this guided

exercise not only strengthens the

exploration has taken place, helping

students’ data interpretation, teamwork

to ground key concepts in the reality

and communication skills, which are

thinking and link theory to practice.

students have just explored.

core competencies for future health

The lecturer provides opportunity for reflection and

professionals, but also immerses them

reinforcement: Once the scenario discussion is complete, the

The purpose of this approach is

in a realistic health system scenario,

lecturer helps tie findings together, clarify misconceptions,

twofold. Firstly, it fosters early

preparing them for the kinds of

and connect the student-generated insights to core theory and

competency in data literacy and

leadership, accountability and evidence-

frameworks.

analytical reasoning, which are

based decision making they will

vital skills for a modern medical

encounter in their professional practice.”

Collaborative groupwork takes place: Students work in groups to discuss the problem, interpret the data, and begin forming hypotheses or identifying gaps in understanding.

Inquiry-based questioning takes place: Lecturers and facilitators pose guiding questions during the groupwork to provoke deeper

24

INCLUSIVE TEACHING AND LEARNING CULTURE She explains that this approach has

This teaching approach aligns with the

several benefits. Students report

Faculty of Health Sciences’ commitment

that they feel more engaged, and

to inquiry-based, research-led, blended

that they appreciate that “lectures

learning, which aims to prepare skilled,

were interactive and more like

service-oriented graduates through

a discussion that we could all

relevant, data-driven pedagogy. This

participate in”. This helped them

approach reflects evolving global

link the theory they have learnt to a

health care needs, national priorities

real-life scenario. Benefits from an

and international standards in medical

academic development perspective

education.

2025 TEACHING MATTERS

University of Pretoria

include improved critical thinking and data interpretation skills, the

However, implementing this approach

early development of teamwork

has not been without its challenges,

and communication abilities, the

she admits. “It requires the thoughtful

reinforcement of scientific methods

preparation of data sets, well-designed

and evidence-based decision making,

scenarios, and careful facilitation to

and better long-term retention of

ensure that students do not become

material, because students connect

lost or frustrated.” Lecturers need

facts with their own reasoning

to be comfortable with guiding

process.

open-ended discussions rather than delivering content in a linear fashion.

The inclusion of this activity at this

Furthermore, not all content is

particular stage of the students’

amenable to this format. It works best

training is significant, as it offers

when tied to clear learning outcomes.

an exercise in evaluating and interpreting medical data prior to them doing their prescribed clinical rotations. “It expands their thinking, giving them a broader picture of the hospital environment, which prepares them for their experiential training.” It also reinforces the importance of data analysis in a community health scenario.

THE WAY FORWARD

“With growing emphasis on producing healthcare professionals who are not only clinically competent, but also analytically geared, data-first teaching offers a promising way to reshape our learning spaces,” she says. In a world where health care professionals must interpret evidence, respond to emerging challenges, and work collaboratively across systems, this approach nurtures the very habits of thinking that the doctors of tomorrow will need.

25

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE FACULTY OF HEALTH SCIENCES

Empowering future paediatricians through community-based health promotion and ethical AI integration

University of Pretoria

As the landscape of health care continues to evolve, so must the strategies used to prepare future practitioners for its complex realities. In response to this need, the Department of Paediatrics and Child Health in the Faculty of Health Sciences introduced an innovative, group-based assignment titled “Developing a community-based paediatric health promotion programme” as part of the fourth-year Disorders of Childhood module.

Dr Maria Karsas, together with Dr Michael Christie and Prof Jeané Cloete, developed the assignment to align with institutional priorities in public health, student-centred learning, digital literacy and the ethical use of emerging technologies such as Generative AI (GenAI). It formed part of the main paediatrics block, and allowed students to apply the theory they had learned in a practical intervention.

Dr Karsas explains that the assignment challenged students to collaboratively conceptualise, plan and present a community-based paediatric health promotion activity that linked clinical learning with real-world public health needs. “It emphasised creativity, ethical technological engagement and practical public health planning, reinforced foundational academic competencies, and fostered professional and digital skills, which are vital for future paediatricians.”

DR MARIA KARSAS, DR MICHAEL CHRISTIE, PROF JEANÉ CLOETE

26

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

Dr Karsas explains that this assignment reflects a shift towards transformative,

The assignment was designed to immerse students in real-world child health challenges by engaging them in the planning cycle of a communitybased health promotion campaign.

The class of 280 students first formed eight groups of 35 students each to brainstorm a pressing paediatric issue, such as immunisation delays, early childhood development or adolescent substance use. Each group

University of Pretoria

The assignment entailed the following structured steps: Needs assessment: Groups conducted literature reviews and informal stakeholder interviews (including with parents, nursing staff and clinicians) to identify key community priorities. This allowed them to engage with patients.

future-focused education that is active and integrated. “By embedding community engagement within the clinical paediatric rotation, students move beyond textbook learning to address health advocacy and population-level care.” Moreover, the creative and multimodal output allows them to apply communication theory in context, reinforcing the role of paediatricians as clinicians and health advocates.

“Through peer collaboration, digital content creation and outreach simulation, students honed essential 21st-century competencies.”

The reflections of the students who made use of GenAI to prepare their assignment outputs illustrate how their use of GenAI supported their thinking

Programme planning: Using public

processes, refined their communication and enhanced learning, without replacing

health frameworks, students defined

original thinking. The assignment encouraged creativity and its structured

presentations.

measurable objectives, selected

approach ensured that AI use remained transparent, critical and educationally

target populations and identified

meaningful.

The assignment was included in the

implementation strategies.

module for the first time in 2024.

Creative communication: Students

The use of GenAI tools like ChatGPT,

submitted their projects in a variety of

Gemini or Canva AI was introduced in

innovative, audience-friendly formats,

its delivery in 2025 as an experimental

ranging from videos and pamphlets

feature. Its use was voluntary and was

to infographics and interactive digital

used by about 50% of the students.

content tailored to community audiences.

“We emphasised the use of GenAI as

Ethical GenAI reporting: Those who used

was then subdivided into teams of three to four students to prepare their

a supportive learning aid, fostering critical evaluation and responsible use, without compromising academic integrity.” Students who opted to use these tools were required to declare their use, document their prompts and reflect on their ethical engagement with AI in alignment with institutional guidelines. “The structured and ethical integration of GenAI turned out to be the defining feature of the assignment for this year,” observes Dr Karsas.

GenAI tools were required to complete the University of Pretoria (UP)’s GenAI Usage Form documenting their process.

This ensured the responsible integration and critical evaluation of artificial intelligence (AI) assistance, and provided a structured framework for GenAI use, which ensured academic integrity, responsible digital literacy and ethical reflection.

The students clearly stated that the AI outputs were adapted to reflect their own ideas and shaped by their group’s needs assessment: “We used GenAI to brainstorm creative formats for presenting childhood obesity, and to refine our understanding of the assignment.”

They also ensured that AI suggestions were evidence-based, culturally appropriate and integrated with peer-reviewed sources.

“We used Gen AI to improve the tone and clarity of health promotion messages on hygiene.”

The initiative met multiple educational outcomes. From an academic point of view, it reinforced understanding of the social determinants of health and health promotion frameworks. It also developed teamwork, crosscultural communication, and leadership in student-led initiatives, which will help the students adapt to a community health setting when they enter the profession. Furthermore, it cultivated GenAI literacy and digital professionalism through a guided, reflective process.

27

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

University of Pretoria

Based on the success of the

the role of GenAI for clinical use in

responsible digital engagement.

In an academic era shaped by both

assignment, the Department of

hospital education spaces.”

“By challenging students to think

social accountability and digital

beyond the clinic and to ethically

transformation, this assignment

Paediatrics and Child Health plans to continue with this initiative.

Dr Karsas believes that this

harness emerging technologies, we

offers a scalable, replicable

“We would like to recognise and

assignment exemplified the

are able to cultivate well-rounded

model for integrating authentic

disseminate selected projects on

potential of curriculum innovation

future paediatricians, who are

assessment, student engagement

clickUP Ultra, and present these

that combines student creativity,

prepared to advocate for children

and ethical GenAI literacy into

projects at Faculty Day to illustrate

community relevance and

at both clinical and societal levels.”

medical education.

28

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

Context and engagement for a large first-year cohort

University of Pretoria

Lecturers in the Faculty of Engineering, Built Environment and Information Technology’s Department of Informatics were faced with the challenge of improving student engagement in large classes and making the first-year content of the Principles of Business Information Systems module (INF 112) relevant to students in several of the BCom programmes in the Faculty of Economic and Management Sciences.

It is perceived as being a difficult module, where students battle to master the content.

In 2024, this second-semester module was presented to more than 1 500 registered students. This necessitated dividing the students into four groups of almost 400 students each, and allocating a team of four lecturers to teach the module.

The module was coordinated by Dr Nita Mennega, who was supported by Dr Henk Pretorius, Dr Wesley Moonsamy and Michael Bouwer.

MICHAEL BOUWER , DR WESLEY MOONSAMY, DR HENK PRETORIUS, DR NITA MENNEGA

29

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

University of Pretoria

According to Dr Moonsamy, the

likely be responsible for evaluating

possess not only subject matter

Rather than writing new case

module requires students to master

the impacts and benefits of existing

expertise, but also skills to apply and

studies, the team turned to the news

a significant amount of work: the

technologies to decide which

use emerging technologies to solve

where major technology projects

entire content of the prescribed

will best suit their organisations’

complex problems in the workplace.

were being discussed nationally.

textbook plus three extra lectures

requirements.” The ensuing class

containing information on new

discussion revolved around what

Dr Mennega emphasises the fact

scenarios such as major SAP retail

technologies. “The amount of work

the students can do to prepare

that the case studies that are used

projects or cyber security breaches,”

that students must cover has always

themselves for the future world of

to illustrate the application of the

explains Dr Pretorius. “They were

presented problems for the lecturing

work. “This led directly to the module

module’s content to the modern-day

then able to voice their opinions and

team, as does effectively assessing

content.”

workplace are adapted each year

pose questions regarding important

student knowledge. Another obstacle

“We presented the students with

to make them relevant to the latest

technology concepts.” These case

is the fact that class attendance

The course content aims to provide

technological trends. “Although we

studies found their way into the

tends to wane as the semester

students with an introduction to

inherited excellent course material

tests and examinations, where the

progresses.” It is well known that

business information systems, which

from the previous lecturing team,

students were given the opportunity

students who skip class are less

they will apply in later specialised

we decided to incorporate current

to demonstrate their knowledge and

successful academically. “To improve

modules, says Dr Mennega. The idea

technology scenarios in 2024.”

understanding of concepts.

student engagement, we needed

of including relevant content on

to find ways to make the content

new technologies originated a few

relevant and compelling for the first-

years ago with Prof Marié Hattingh,

year group. Assessment also needed

who contacted the authors of the

attention, both to improve the

textbook and was subsequently

student experience and to automate

requested to update it with content

the large amounts of marking.”

on new technologies. She added a number of South African case studies

Dr Pretorius explains that their first

and is now credited as being a fourth

task was to situate the students’

author of the textbook. In 2023,

learning in a real-world context.

Prof Riana Steyn took it a step

“During the first lecture, we identified

further by integrating theory with

the ten top technology trends of the

hands-on experience, exposing

year.” This included trends such as

students to Fourth Industrial

Generative AI (GenAI), the metaverse,

Revolution (4IR) technologies such

robotics and additive manufacturing

as the University’s 3D scanning and

(3D printing). “We informed the

printing machines. She based her

students that they will soon be

decision on the fact that industries

working in industry and will most

were demanding graduates who

30

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

University of Pretoria

“Another decision was to incorporate

The students found the hands-on

Considering the large number

hands-on experiences in our

class engagement to be engaging

of students in this module,

lectures,” says Dr Moonsamy, “such

and benefitted from the interaction.

the lecturing team focused on

as presenting the pervasive

“They also appreciated their lecturers’

streamlining the marking of

computing lecture in the form of a

passion and the interaction in the

assessments. “This was done by

virtual reality (VR) demonstration.”

classrooms. Many came up to the

creating online question banks

The VR team in the Department of

lecturers after class and commented

that contain questions that are

Information Science is located on

on the interesting content of the

automatically marked,” says

the 4th floor of the Information

class.”

Bouwer. This was made possible

Technology Building, in which the

by the fact that it is a first-year

“Many students indicated that they could relate to the content, reinforcing the module’s effectiveness in bridging theoretical knowledge with real-world application. Students also found the module to be both interesting and relevant

Department of Informatics is also

She remarks that the sheer volume

module, which requires students to

located. “We could approach them

of the material the students have to

remember, understand and apply

and ask them to conduct a guest

master has always caused significant

the module content (the three

lecture and a demonstration during

stress during semester test and

lowest levels of Bloom’s taxonomy),

one of our lectures,” says Bouwer.

examination time. “To minimise exam

but not to analyse or evaluate the

Mr Yan Wong, a lecturer in the

stress, the students were provided

content. “The textbook provided

Although the module is presented

Department of Information Science,

with short online quizzes that tested

large numbers of questions that

to students enrolled for a degree

and Ross Tordiffe, a postgraduate

their knowledge in each lecture.”

tested recall and understanding of

in Informatics and Information

student in Information Science,

These were low-stake assessments

the content, while the team added

Systems, it is also a core module for

obliged and demonstrated VR

and were set to provide answers

questions to test the students’

students in the BCom programmes

scenarios in the classroom. “Some

immediately. “This is a proven

application of knowledge using

of Accounting Sciences, Financial

of our students had the opportunity

strategy for effective learning.”

the new case studies discussed

Management Sciences, Investment

in class.”

Management and Supply Chain

to be transported to cities such as

to their academic and professional development.”

Rome, where they had to be careful

The students were also assured

not to fall off city’s tall towers, while

that the exams would be in the

Dr Mennega admits that large class

80% of our students are Commerce

the rest of the class were able to

same format as the quizzes

teaching will always be challenging.

students with a limited information

watch on the projector.”

(a combination of short-answer

However, the module content,

technology (IT) background,” says

questions, such as hotspot questions,

together with its assessment

Bouwer. It therefore serves as a

The student feedback on these

matching questions and multiple

structure and a passionate lecturing

good way of introducing them to

sessions was very positive and the

answer questions). “The familiar

team, led to the majority of students

the field of business information

students participated with great

environment of the exams allowed

reporting that they enjoyed the

systems, and has even resulted in

enthusiasm. “For some of these

them to concentrate on the content

module. Prof Madeleine Stiglingh,

students developing an interest

students, it was the first time

as they knew what to expect and

the CA Programme Manager in the

in Informatics following their

they had ever interacted with VR

how to prepare for their summative

Department of Accounting, provided

realisation of its applicability in the

technology,” says Dr Mennega.

evaluations.”

the following feedback:

business environment.

Management. “In fact, more than

31

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE FACULTY OF HUMANITIES

Creating cross-cultural competence in design higher education

University of Pretoria

Dr Fatima Cassim and Dr Adrie Haese, senior lecturers in the Information Design programme in the Faculty of Humanities’ School of the Arts, have a particular interest in improving students’ cross-cultural competencies and exploring how students engage with diverse cultures in their design practice. They used a participatory action research tool, Photovoice, to explore students' perspectives and experiences of this topic in a higher education information design programme.

Photovoice was developed to empower community members, particularly those from marginalised groups, to use cameras to document their daily lives and experiences, focusing on social, political and health-related issues.

Participants take photographs relevant to the topic, and then share and discuss them in a group setting to reflect on the meanings and challenges they reveal. These discussions generate narratives and insights that can be used to foster community dialogue, raise awareness and advocate for social change and policy reform. Its use is gaining increasing popularity both locally and globally, particularly in consideration of its pedagogical possibilities.

DR FATIMA CASSIM, DR ADRIE HAESE

32

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

University of Pretoria

Dr Cassim and Dr Haese took a

African Studies Centre at the University

Photovoice as a participatory design

students analysed and interpreted

cue from management education

of Michigan in the USA. It supports

methodology. “These students comprise

the photographs. “The photographs

researchers, Vanessa Chio and Patricia

collaborative research being undertaken

a cohort of about 36 students enrolled

therefore served as an entry point to

Fandt, who explore how Photovoice can

together with an African institution

for the two practical design modules in

discuss often contested or contentious

assist in developing a self-reflective,

of higher learning. In this regard,

the BA Information Design programme:

topics.” For instance, the students’

inclusive pedagogy. In particular, these

Dr Cassim and Dr Haese partnered with

Information Design 200, and Imaging

visual narratives revealed powerful

researchers underscore the importance

Prof Audrey Bennett of the University

and Visualisation 201. This was their

insights into their perspectives on the

of Photovoice in promoting student

of Michigan. Prof Bennett introduced

first exposure to the Photovoice

intersections of culture, identity and

engagement and facilitating discussions

the Information Design students to

methodology. While design students

creative practice.

within a diversity classroom. They also

interactive aesthetics, a concept she

did not require extensive coaching in

acknowledge that a Photovoice project

had developed to mitigate cultural

taking photographs, they were guided

The narratives highlighted personal and

is an attempt to “bridge” and “translate”

dissonance throughout a designer-led

on ethical issues surrounding visual

collective lived experiences, addressing

theory to pedagogy. In so doing, they

collaborative design process.

documentation.

themes such as family traditions,

Their Photovoice project is informed

The first project made up part of the

belonging, and sensory experiences

by a culturally responsive and creative

larger research undertaking to create

related to cultural exploration and

Given the need to redress discriminatory

pedagogy, characterised by experiential

cross-cultural competence. It entailed

adaptation. “This visual storytelling

practices and oppressive power dynamics

and transformative learning.

project scaffolding and integration,

process helped to narrow the distance

that were previously entrenched in

Accordingly, the project reflects a

together with critical enquiry. For

between the project lecturers and the

education institutions in apartheid South

constructive paradigm of education,

this activity, students had to produce

class by giving the students, who are

Africa, Dr Cassim remarks that higher

where learning becomes a co-

a series of five photographs, each

typically not consulted in curriculum

education transformation policies have

constructed endeavour. “In resonance

accompanied by a personal narrative

discussions, an opportunity to have

been introduced nationally since 1994.

with the principles of Photovoice,” says

that responded to a set of prompts.

their voices heard.” It also enabled a

“However, despite the visible diversity

Dr Cassim, “we developed a constructive

They also visited the Ditsong National

learning environment that emphasised

in current higher education classrooms,

paradigm of education values, social

Museum of Cultural History, which

dialogue, critical thinking, co-creation

our aim was to explore curriculum

interaction, collaboration, reflection and

explores South Africa’s cultural diversity

and empathy.

transformation by empowering

personal experiences to generate new

in various permanent and temporary

students’ voices. In this way, we are

or alternate frames of understanding

exhibitions.

giving an active voice to a group who are

and knowledge in the learning process.”

generally only the subjects or passive

The objective was to enhance cross-

“By framing visualisation as a method

and historically constructed concept,

recipients of knowledge.”

cultural awareness and understanding.

for personal testimony and dialogue,

prompting students to consider

this activity encouraged students to

how inclusivity and respect can be

Dr Cassim and Dr Haese received seed

She explains that the curriculum-related

critically engage with their cultural

embedded in design practice.” The

funding from the African Heritage and

projects, with three distinct outcomes,

identities.” Through internal, as well

resulting photo narratives illustrate a

Humanities Initiative, an entity of the

introduced second-year students to

as group dialogue and reflection, the

range of perspectives, from how cultural

engage with concerns about education, knowledge and voice.

religious values, the aesthetics of

“The project emphasised a critical awareness of culture as a socially

33

2025 TEACHING MATTERS

INCLUSIVE TEACHING AND LEARNING CULTURE

University of Pretoria

background shapes personal identity,

The last project explored editorial design

Students’ reflections on their Photovoice projects illustrate the success that was

to how cross-cultural competence may

as a platform for expressing critical

achieved in developing cross-cultural competencies and engaging with people

inform students’ design approaches.

views on cross-cultural competence.

from diverse cultures:

“To this end, students conceptualised, “Collectively, the project outcomes

authored and designed a manifesto

not only documented individual

informed by their socio-cultural

experiences, but also systematically

positionality in conversation with their

mapped thematic intersections,

experience of design practice.” The

offering reflective accounts of students’

resulting manifestos were not definitive

cultural positioning within a broader

statements, but rather expressed a point

social and cultural context,” say the

of view, challenged or acted as a call to

lecturers.

action for ongoing inquiry into design practice. Deliverables (a cover and a

Building on insights from the

double-page spread) responded to the

Photovoice project in the first

question: “What does a design practice of

project, the students embarked on

mutual respect and inclusivity look like?”

another two practical projects, which expanded the framework for student

Dr Cassim and Dr Haese describe

engagement. The second project

the outcomes as combining personal

focused on conceptual illustration.

conviction with cultural critique,

“Students reinterpreted their cultural

promoting design as a tool for change.

narratives using metaphor, abstraction

“Overall, the complementary nature

and synthesis as creative tools.”

of the three projects underscores

Guided by research and reflective

our commitment to meaningful and

dialogue, they developed visual

relevant pedagogies that respond

analogies, which articulated a critical

creatively to the social, cultural and

stance. “The result was an A3-sized

educational complexities currently faced

illustration and a corresponding spot

by educators in the higher education

illustration that visually engages with

sector.” The results of the three projects

the complexities of cultural exchange

culminated in a student exhibition at

“… it helped me become more open minded towards others and appreciative of how we can come together as a community of multiple cultures and discuss our beliefs and struggles. It felt therapeutic and as though I was being listened to and supported.”

“I feel that my peers understand me more as a result of sharing my photos.

Last year, when I first explained that I came from a multiracial home, a few of my classmates said I was the whitest person they knew − so although they had no ill intentions, I didn’t really think they understood me fully and didn’t accept my background. After this project, I think they understand a bit more of what it means to be multiracial and how, whether you want it to or not, it influences how you live your life.”

“Doing this project in an environment that felt safe and accepting gave me the confidence to share my photos and their narratives.”

“It made me think on a deeper level. It is often easy to answer these questions verbally, but when faced with visually capturing it, it is challenging in a good way.”

“It has changed my level of awareness and comprehension about the people around me and how they can all bear such deep complexities within themselves about themselves and the world around them.”

“I never really thought I had a culture before this project. I discovered that there is so much integrated into my everyday life and surroundings.”

“Honestly, I never really thought of the cultural heritage of others. I saw them as a fellow student and respected them as such (I still do). But knowing more about their cultures, deepens my understanding of them.”

and lived experience in South Africa.”

UP’s student gallery, Gallery 2-1, from

This project fostered visual literacy

6 to 26 June 2025, with the aim of

Dr Cassim and Dr Haese reflect that, although this was the first time they had made

and encouraged students to express

sharing the students’ perspectives and

use of Photovoice as a teaching methodology, they found there to be great merit in

nuanced perspectives through

insights, as well as facilitating ongoing

its use to develop cross-cultural competencies in design students, and they would

reflective, culturally sensitive design.

cultural dialogue with a wider audience.

certainly make use of it again in the future.

34

2025 TEACHING MATTERS

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE FACULTY OF HEALTH SCIENCES

Workload reduction by streamlining module administration

University of Pretoria

Lecturers’ teaching load is frequently cited as their primary source of stress. However, upon closer inspection, Prof Iman van den Bout in the Faculty of Health Sciences’ Department of Physiology observed that teaching and preparation are not the main

PROF IMAN VAN DEN BOUT, MICHAEL KLEYNHANS

culprits. “Excessive administration often consumes valuable time, leaving lecturers with insufficient capacity to develop thoroughly researched and engaging lessons,” he says.

The Department of Physiology presents

Prof van den Bout investigated making

more than 60 modules in the faculties of

use of online efficiency apps to improve

Health Sciences, Natural and Agricultural

general module administration processes.

Sciences, Humanities and Education, and

They discovered that such efficiency tools

deals with faculty-specific administrative

could eliminate many of the administrative

Despite operating in a digital age, many processes remain

systems. “To improve work conditions and

demands that administrators and lecturers

entrenched in outdated, paper-based methods that are

output performance, and make time for

have to deal with on a daily basis, while

directly digitised, creating unnecessary complexities. “The

teachers to teach, we investigated a way

improving oversight, document tracing and

resultant flood of emails, version tracking and cumbersome

to streamline these processes. Luckily,

approval chain management.

audit trails exacerbate stress levels.” He believes that module

the tools to improve such processes were

administration should not need to make up the largest

available to us.”

He explains how one can transition from cumbersome, email-based administration

component of a module’s workload. “By streamlining digital administration, I am convinced that we can improve teaching

Together with Michael Kleynhans, the

to streamlined processes using Microsoft

outcomes.”

Faculty’s senior technical assistant,

Teams.

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2025 TEACHING MATTERS

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

University of Pretoria

“A team can be created for a group

final edits and formatting in the same

efficiently as PDFs for archiving.”

via an online form, adding approvers

of modules, with each module having

channel, significantly reducing version

The Teams’ Approvals app is another

sequentially, and linking them directly

its own channel within the team. All

confusion and email clutter,” explains

tool that has revolutionised approval

to the PDFs that need approval within

processes and templates needed for

Prof van den Bout.

processes. “Michael Kleynhans

Teams. “Each approver receives

module administration are embedded

designed electronic approval

automatic notifications in sequence,

in each Teams channel, and shared

Similarly, a collaborative Teams

templates mirroring previous Word-

and approvals are time stamped and

with the relevant personnel, including

approach can extend to semester tests

based approval forms.” The marks

securely archived, significantly improving

lecturers, administrators and managers.”

and exams. “In this case, moderators

administrator submits approvals

efficiency and audit accuracy.”

can join the relevant channel as needed.

Microsoft Planner can also be integrated

Administrators place a test template in

in Teams to enhance task visibility and

the channel for the lecturers to add their

deadline adherence. “Each module’s

questions simultaneously, which can

administrative steps and tasks, with

then be checked by the guardian, and

due dates, are assigned directly to

comments can be addressed in the same

relevant lecturers and administrative

document.” The internal moderator also

staff.” Staff members can then

inspects the paper and gives comments

conveniently view daily tasks or tasks

in the document, which can be

across modules, while coordinators can

addressed by the guardian and lecturers.

maintain oversight of all tasks within

Subsequently, the paper’s chain of

their modules. “We are also developing

approval is managed in the channel,

automated notifications. For example,

with everyone involved individually and

when lecturers complete grading,

in sequential order providing approval,

the next responsible staff member is

removing excessive emails and a lot of

automatically alerted via Teams.”

time from the process.

In the past, lecturers prepared study

He says that calculating and approving

guides individually, shared them via

semester marks had previously been

email with the guardian, who then

an onerous task as it involved exporting

compiled the different versions, and

spreadsheets as PDFs, and emailing

submitted them to departmental

these to individual lecturers with

administrators for formatting. Now,

approval forms for multiple rounds

each module can have a dedicated

of signing and review. “Now, marks

Teams channel where lecturers can

are calculated within a formatted

collaboratively develop the study guide

Excel document directly in the Teams

online. “Administrators can perform

channel. They are then exported

Email-based exam administration LECTURER 1 Email for questions

LECTURER 2

Compile exam

Formatting

LECTURER 2

Send comments

Internal moderator

LECTURER 3

LECTURER 1

Ask to check

LECTURER 2

LECTURER 1

LECTURER 3

LECTURER 2

Send for signing

LECTURER 3 LECTURER 1 Finalise exam

Create on clickUP

Send to admin

Receive confirmation

Create cover page

LECTURER 3 Internal moderator

Send for signing

Audit version HOD

Teams-based exam administration Create template Approval chain

Populate exam 1

2

3

Cover page approval

1

2

1

2

Create on clickUP 3

IM

HOD

3

Internal moderator Address comments

1

Audit version

A comparison of the traditional system with the transformed Teams-based system

2

3

36

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

2025 TEACHING MATTERS

University of Pretoria

The figure illustrates how such an

tasks, including student perusal

simplifying large-scale perusals and external

He concludes that Microsoft

online system saves time when

requests, special accommodation

examination script preparations. “This has drastically

Teams provides powerful

setting an exam (with the input

letters, medical certificates and

reduced printing requirements and improved

tools that significantly alleviate

of a guardian and three lecturers)

affidavits, are managed and stored

examination review efficiency.”

administrative burdens for

by comparing the previous email-

in the Teams channels, providing

based method with the new

organised and secure storage.

The innovative Teams-based approach is currently

coordinators. “Implementing these

Teams-based method. The new

Annually, documents are archived

being rolled out to the whole department. Looking

streamlined digital processes

procedure removes the individual

neatly in Teams, maintaining easy

forward, the Department plans to incorporate

requires an initial mindset shift

dissemination and return of

accessibility and audit readiness.

artificial intelligence (AI) technology to automate

and learning curve, but ultimately

module reports, analyse student performance

results in considerable time savings

documents, replacing them with a

lecturers, administrators and

linear system, which greatly reduces

Prof van den Bout explains that a

across modules and conduct question analysis

and reduced stress.” By embracing

the number of manipulations

significant innovation by Michael

based on clickUP reports. “We also aim to create

these digital solutions, lecturers can

needed to compile, edit, comment

Kleynhans has been in regard

a central question databank to effectively track

refocus their efforts on what truly

on and approve an examination

to exam perusal organisation.

usage and ensure optimal quality control.”

matters: teaching.

paper. This avoids email overload

Previously, due to clickUP’s

and errors. “A significant addition

constraints, perusals required

has been the Teams-based approval

extensive printouts or one-on-one

chain that can be incorporated

electronic reviews to safeguard test

for things like exams and marks.”

banks. “Michael Kleynhans developed

Where sequential approval by

a streamlined, efficient solution

multiple role players is digitised and

using clickUP’s downloaded answer

automated. the need for multiple

spreadsheets uploaded to Google

rounds of emails and a separate

Sheets.” HTML markups are then

audit approval is avoided, removing

cleaned with formulas, VLOOKUP

many chances of mistakes.

filters for students needing perusal, and Google App Scripts flatten their

Other features include using Teams

exam responses into single rows. A

as a primary communication

Google Docs template, merged using

tool to send notifications about

the Autocrat plugin, produces a final

tasks, such as approval requests

compact PDF document. “These are

or moderation readiness, directly

combined into a consolidated PDF,

with integrated links to filtered

enabling concise, two-page, double-

views in the clickUP grade centres,

sided printouts.” Students review

enhancing ease of navigation for

these printed responses alongside a

moderators. Other administrative

provided exam memo, significantly

37

The evolving role of bots in teaching and learning

FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

The digital transformation of higher education continues to unfold rapidly, driven by the increasing availability of artificial intelligence (AI) tools, including conversational agents known as generative pre-trained transformers (GPTs) or bots.

Prof Alta van der Merwe, Deputy Dean of the Faculty of Engineering, Built Environment and Information Technology (EBIT), had the opportunity to observe and support the early adoption of these tools within the University of Pretoria’s learning and administrative environments. She is therefore in a perfect position to reflect on the pedagogical and operational value of bots, clarify who can create and access them, provide working examples developed specifically for the academic context, and critically explore some of the reasons why uptake remains slower than anticipated.

THE VALUE OF GPT BOTS FOR STUDENTS AND STAFF She explains that, at the heart of higher education is the dual mission of promoting learning and enabling academic excellence, while streamlining the support structures that underpin student and staff experiences. “GPT bots offer several advantages that align with both these objectives.”

PROF ALTA VAN DER MERWE

2025 TEACHING MATTERS

University of Pretoria

38

2025 TEACHING MATTERS

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

University of Pretoria

For students, GPT bots provide on-demand, contextually relevant support. “Whether it is understanding administrative processes, navigating academic policies or finding information on appeals, a well-designed bot can deliver accurate responses instantly.”

This reduces student anxiety, enhances autonomy and supports continuous learning.

“For example, a first-year student struggling to interpret the rules around supplementary examinations can consult a bot like the Exam Policy Assistant and receive tailored guidance without waiting for office hours or sifting

WHO CAN CREATE GPT BOTS?

WHO CAN USE GPT BOTS?

Creating a GPT bot within the ChatGPT ecosystem

Prof Van der Merwe admits that one of the

requires access to the GPT-5. Although free users

more subtle, but important caveats of the

can use GPT-5 for a limited number of queries,

current system lies in who can use GPT bots.

a paid ChatGPT subscription is preferable. In

“Although anyone with a link can technically

practical terms, this means that users willing or

access a custom GPT, whether they can use it

able to pay for GPT-5 can access the ‘Explore GPTs’

fully depends on their subscription level.”

and ‘Create a GPT’ functionalities beyond the Most custom GPTs − including all those

through cumbersome PDFs,” she explains.

limited number of times allowed on the free tier.

For staff, especially those in academic

“The creation process itself is remarkably

GPT-5, given its superior reasoning and

user-friendly,” she says. “It does not require

understanding capabilities. “This means that

any coding knowledge. Instead, creators are

a student or staff member on the free tier

guided through a series of steps in a wizard-like

will likely encounter a paywall when trying

interface where they define the bot’s purpose,

to use these bots.” In practice, this restricts

upload context documents and customise

widespread adoption unless the institution

instructions to determine the bot’s tone, access

subsidises ChatGPT access or provides

restrictions and behaviour.” This makes it an

shared terminals where students can interact

accessible tool for lecturers, administrators

with GPT-5-enabled bots.

administration, bots can help manage routine inquiries that otherwise consume significant time. This frees staff to focus on more complex tasks requiring human judgement. “Consider the Appeals Assistant, which is designed to handle frequently asked questions around academic appeals. By automating responses to predictable queries, it allows academic advisors to concentrate on guiding students through nuanced cases.” Furthermore, bots can serve as educational companions. “A Student Document Assistant, for instance, can help learners write, edit and format documents in line with university guidelines.”

These applications are not just about efficiency. They are about improving access to knowledge and empowering users to engage more confidently with university systems.

developed for the Faculty − are built on

and support staff who wish to tailor bots for specific use cases. “In my experience, this ease

She explains that there is a need for strategic

of creation allows for rapid prototyping.” Within

thinking around accessibility. “While the bots

a matter of hours, one can develop a working

have been built and deployed, true inclusion

solution that integrates seamlessly into the

depends on institutional policy.” A promising

digital learning environment. However, the

workaround is the creation of bots using

reliance on a paid tier does introduce a

the free tier, although this often comes

limitation in terms of equitable participation

with compromises in responsiveness and

among staff and students.

understanding.

39

2025 TEACHING MATTERS

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

University of Pretoria

EXAMPLES OF BOTS CREATED FOR TEACHING AND LEARNING

Prof Van der Merwe explains that

responses, particularly when it

these bots were developed to

comes to administrative or legal

address frequent issues encountered

matters.” If a bot gives incorrect

by students, particularly during high-

information about a policy, it could

stress periods such as assessment

have real-world consequences. “This

seasons. “They reflect a user-

highlights the need for the regular

centred design philosophy and aim

auditing and validation of bots by

Prof Van der Merwe remarks that the

Custom bots can be developed for

to make institutional knowledge

subject matter experts.”

creation and deployment of GPT bots

specific faculty needs. In EBIT, a suite of bots has been developed for student support and staff efficiency as part of the Faculty’s teaching and learning initiative.

These are tailored to the Faculty’s academic and operational context: The Student Document Assistant provides students with writing support, assists with formatting queries and gives referencing guidance.

The EBIT Student Helper offers general academic guidance, including curriculum navigation and key deadlines.

MOVING FROM EXPERIMENTATION TO INTEGRATION in EBIT marks an exciting chapter in its

more accessible, especially for first-generation students who are

Thirdly, and perhaps most

digital evolution. “The tools are available,

unfamiliar with university processes.”

importantly, is the question

the use cases are valid and the potential

of relevance. A tool is only as

benefits are clear. However, to move from

useful as the problem it solves. If

experimentation to integration, we must

bots are created without a clear

address barriers to adoption such as

understanding of user needs, they

awareness, trust, relevance and access.”

WHY ARE MORE PEOPLE NOT USING BOTS?

are unlikely to gain traction. “In our case, initial prototypes only gained

In conclusion, she states that bot use

attention after they were aligned

in tutorials, training sessions and

Despite the evident value and user-

with frequently asked questions and

administrative interactions needs to

friendly interfaces, uptake remains

tested in real scenarios,” she says.

be normalised. “We should consider

inconsistent.

subsidising GPT-5 access for strategic use She explains that there is also

cases. And above all, we must continue to

Firstly, there is a general lack of

a cultural component. “Some

ask ourselves not just how we use bots,

awareness. “Many staff and students

academics remain sceptical about

but why. If the answer is to enhance the

are still unfamiliar with what GPT

AI’s role in education, fearing it

student experience, reduce inequality

bots are, what they can do, and how

may replace critical thinking or

and improve educational outcomes, then we are on the right path.”

to access them.” Furthermore, digital

The Exam Policy Assistant

encourage superficial learning.” It is

literacy, while improving, varies

answers questions related to

vital to frame bots as supplements,

widely. “Training and orientation

exam rules, deferments and

not substitutes, for genuine

As Deputy Dean, Prof Van der Merwe

sessions are required to embed these

supplementary assessments.

engagement, she clarifies. “When

remains committed to supporting

tools into the academic routine.”

properly integrated, bots can

thoughtful innovation, and looks

enhance learning by removing

forward to seeing how this next wave of

The Appeals Assistant guides students through the appeals

Secondly, there are concerns around

administrative friction and allowing

intelligent tools will shape the future of

process, outlining required

trust. “Users are understandably

students to focus on content

teaching and learning at the University of

documents and timelines.

cautious about the accuracy of bot

mastery.”

Pretoria.

40

Educational escape rooms, for students by students

FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

Escape rooms are games in which teams of players work together to solve a series of puzzles in a physical environment, usually in a limited amount of time.

They are generally contextualised within some narrative that motivates the design of the puzzles and provides a general theme for the aesthetics of the puzzles and the room itself. According to Diffie Bosman and Dave Ka, lecturers in the Department of Information Science’s Multimedia programme, these games have become very popular in recent years as a general means of recreation, as well as for other purposes, such as corporate team building.

Bosman explains that a variation of this is the educational escape room (EER). This provides new ways to involve students in learning opportunities. In an increasingly digital world, an educational escape room provides the opportunity for learners to engage with each other, and not only with the teaching content, while having fun at the same time.

DIFFIE BOSMAN, DAVE KA

2025 TEACHING MATTERS

University of Pretoria

41

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

2025 TEACHING MATTERS

University of Pretoria

It is a game that has been specifically

This honours project was repurposed

but exposed them to the use of

essential skills such as teamwork and

designed to teach skills. “Generally

in 2023 as an educational escape

alternative game modalities for

communication.”

focused on a specific topic, it uses

room, where the goal was not only to

goals other than entertainment.

the same physical puzzle design

provide an entertaining experience,

The honours students designing the

Preliminary feedback from the

as an escape room.” Educational

but also to educate players about a

game, on the other hand, had to

undergraduate students indicates

escape rooms have recently gained

topic. It not only entailed a design

apply various skills learnt throughout

that they appreciated the practical

popularity as an innovative approach

activity for the honours students,

their degree, including developing

hands-on approach that a physical

to teaching in a variety of disciplines,

but included a learning activity for

technological solutions such as

escape room provides and found the

such as medicine, computer science

the second-year BIS Multimedia

websites and graphics, instructional

teaching format to be engaging and

and mathematics, as well as teaching

students. “The second-year students

design for teaching specific content,

fun. Similarly, the honours students

more general skills such as searching

were selected as the target audience

and game design more generally.

indicated that the physical format

for information and teamwork. Such

to determine the outcomes of the

Furthermore, the honours students

of the iterative, human-centred

“soft skills” are becoming increasingly

educational escape room that was

had to translate their mostly digital

design process felt more tangible.

recognised as essential skills in the

designed by the honours class.”

experience of designing various

Playtesting offered more immediate

modern workplace.

After participating in the honours

types of content into a physical

feedback, and the in-person

students’ educational escape room,

space, which involves an iterative

collaboration that was required to

“One of the elective modules in the

the second-year students had to

and human-centred design process.

assemble the physical puzzles added

BIS Multimedia Honours degree,”

provide feedback as part of their

according to Ka, “requires students

own assessment. The chosen topic

“As part of teaching the content

more asynchronous nature of online

to design and implement an escape

focused on the learning outcomes

while designing the educational

collaboration.

room.” Students work in groups of

of the undergraduate programme,

escape room,” says Ka, “students

about six students each to create a

which centres on the principles of

also need to become well versed in it

Some limitations of this approach

complete and immersive experience

fairness, accountability, transparency

themselves, as this will enable them

include the fact that, in addition

that includes a cohesive narrative

and explainability/ethics (FATE) in

to teach the second-year students

to the time it takes to create an

and delivers a desired gameplay

artificial intelligence (AI) use. This was

about ethical AI use.” Content was

educational escape room, it is

experience. “Each group has creative

a form of game-based learning, and

generally taught by linking each of

especially time-consuming to

freedom in how they implement

illustrated an innovative approach

these concepts to a specific puzzle,

iteratively test and adapt the

the details of the escape room.

to assessment that made use of

which provided a hands-on example

different puzzles, which is a crucial

There are, however, some general

student collaboration.

of how these concepts worked in

step in ensuring that it meets its

practice, albeit in a fictional scenario.

goals. Since teamwork is required

requirements that need to be met,

a dimension not present in the

such as including a series of puzzles

Participating in the game as part of

“Lastly, for both the designers

to complete the educational

for players to solve. Some of these

their assessments not only educated

(the honours students) and the

escape room, the extent to which

depend on solving other puzzles,

the undergraduate students about

players (the second-year students),

the informational content can be

and designing the room around an

the specific topic taught through

the experience required a group

delivered is also dependent on the

implied larger narrative.”

the educational escape room,

effort to complete, which involves

group dynamic.

42

Using AI to develop an app to mentor law students to achieve research success

FACULTY OF LAW

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

Law students in the final year of their LLB studies are required to complete the Essay and Seminar module. This module requires them to identify a suitable area of law, a supervisor and an accompanying topic to research. This is followed by the development of a research proposal and an essay, with the research findings presented in a 10-minute seminar.

Leoni van der Merwe, a lecturer in the Department of Procedural Law, reports that, according to Forbes, mastering academic research, learning to ask the right questions, analysing information and generating actionable insights are becoming increasingly crucial. These are empowering skills that can yield significant benefits during one’s academic journey and in future career endeavours.

She says that several students approached her with research ideas on the topic of vulnerable persons in society. “I observed that students frequently experience information overload regarding not only their topic, but also the way in which they consult research sources, often using various interfaces such as scraps of paper, notebooks, devices and laptops.” This is compounded by matters like time management and personal issues faced by students. “Parallels emerged between my own experience as a research student and the students under my supervision, who were very enthusiastic and motivated, but often unsure and hesitant about the research process.”

LEONI VAN DER MERWE

2025 TEACHING MATTERS

University of Pretoria

43

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

2025 TEACHING MATTERS

University of Pretoria

In search of a solution to this

adjacently. “It has been noted

Importantly, the literature review

the sources identified and classified

problem, she turned her sights to

that a literature review plays an

interface contains a navigation tab

in the literature review to make the

artificial intelligence (AI).

indispensable role in bridging gaps

for students to indicate the gaps

research more robust.

between prior knowledge and new

identified because of the literature

“During December 2024, I developed

knowledge, and allows students an

review conducted.

the framework for a research

opportunity to identify apertures

application (app) called ‘Research

to be filled.” Under the ‘Research

From an administrative perspective,

aware that students have differing

Mentor’ or ‘Re:Mentor’, using the

Structure’ tab, students learn to map

Re:Mentor includes functionalities

needs and learn to do research at a

AI-centred platform Lovable.” She

a basic literature review, which is tied

to take notes and to log sources.

different pace. “Students can utilise

explains that this platform enables

to their identified themes.

In fields where research relating

this part of the app to log dates for

users who are not technically inclined

Lastly, she included a ‘Next Steps’ interface in the app as she is acutely

to vulnerable groups is conducted,

future meetings, steps they need to

to create apps by describing ideas in

Each source can then be classified

this functionality allows students

take and other additional deadlines

plain language.

as core, key, relevant or recent.

to log real-world, real-time articles

relating to their research essay.”

For legal scholars, a core literature

and commentary that they may

Students can also click on the ‘Email

She created the app as a digital

source denotes a source that is

stumble upon unexpectedly. These

Mentor’ navigation tab to contact the

tool to guide LLB students through

foundational, as it relates to a

sources can then be merged with

lecturer directly.

the legal research process with

particular theme. It can also refer

structured support for topic

to case law or the report of an

selection, literature reviews, research

international body such as the

planning, research methodology

United Nations. A key literature

and concept formulation. Re:Mentor

source refers to a source that is

enables students to articulate and

regarded as authoritative in the

capture a working research title with

context of a key theme. While this

key research themes and dedicated

source is regarded as important, it

navigation tabs for feedback from

is not predominant or foundational.

their research mentor. “I added

A relevant source may provide

additional tabbed interfaces to

insight into a particular aspect of the

allow students to insert a research

research conducted and may include

outline that captures aspects such

aspects such as minority rulings in

as the conceptual frameworks to be

a matter heard by a court. A recent

utilised and the methodology to be

literature source denotes literature

employed.”

that is available and persuasive, but has not yet been scrutinised. This

She observes that law and literature

could refer to aspects such as blogs

are often viewed as existing

or social media commentary.

44

CUTTING-EDGE DIGITAL TEACHING AND LEARNING INFRASTRUCTURE

2025 TEACHING MATTERS

University of Pretoria

Re:Mentor was piloted by

Prior to developing the app,

“In the future, an additional functionality is envisaged

“These improvements will render

the eight students who had

Van der Merwe considered the

within the Re:Mentor app to allow students to

the lecturer more responsive to

elected to perform research

relevance of data protection.

connect with other students exploring similar

the needs of the students as they

on vulnerable persons in

“The Protection of Personal

research themes.” Future developments include

evolve in terms of their research

society under Van der Merwe’s

Information (POPI) Act, No. 4 of

gaining proficiency in backend technologies such as

idea formulation, articulation and

supervision for their essay

2013, sets out the requirements

database management and cybersecurity protocols

overall research confidence.”

during the first semester of

for the lawful processing of

to strengthen the app’s overall functionality.

2025. Although the app is still in

personal information. It should

an early stage of development,

take place in a reasonable

seven students reported that

manner and should not infringe

it helped them conceptualise

on students’ privacy in their

and structure their research

capacity as a data subject.”

more coherently. It improved the clarity of their research,

In consideration of the

gave them greater confidence

requirements set out in the

and improved student-lecturer

POPI Act, the app allows

engagement, thus producing a

students to register by

better research product. “I was

utilising a username and

able to identify certain bugs,

password. “Students choose

while the students identified

their own login credentials

others on a case-by-case basis

and do not have to include

during consultations.”

actual identifying or personal information. This ensures

These issues related to buttons

the safety of students’

being inactive, as well as how

information.” To further

information was stored in the

ensure compliance with the

app’s backend. “I was able to

POPI Act, the app does not

utilise the AI tool to ‘rewrite’ the

store personally identifiable

code to correct these issues

information, and all user data

almost instantly.” Once she is

remains encrypted.

confident that the functionality of the tool works correctly, she

Van der Merwe concludes that

aims to remove it from the

Re:Mentor has proven to be

Lovable platform and host it on

a valuable tool for both the

the University’s server.

lecturer and the students.

45

2025 TEACHING MATTERS

EXCELLENT STUDENT SUPPORT FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

Embedding sustainability and skills development in the firstyear engineering curriculum

University of Pretoria

In 2025, the Faculty of Engineering, Built Environment and Information Technology (EBIT) introduced a foundational module for all first-year engineering students, Introduction to Sustainable Engineering. This eight-credit module is delivered over a single two-hour slot per week during the first semester.

Dr Disaapele Mogashana, the module coordinator and one of the key academics involved in developing the module's curriculum in the School of Engineering, explains that it represents a major step forward in embedding sustainability thinking, interdisciplinary problem solving and essential academic skills into the early stages of engineering education.

She reflects that a central goal of the module is to orient students to the engineering profession from the outset. The module therefore introduces students to what it means to be an engineer, not only in terms of technical knowledge, but also in terms of values, responsibilities and professional identity.

“Students are given the opportunity to investigate the various engineering disciplines, explore the kinds of problems each field addresses and present their findings to their classmates,” she says. “This encourages them to begin seeing themselves as part of a broader professional community and to understand how different disciplines intersect to solve complex problems.”

DISAAPELE MOGASHANA

46

2025 TEACHING MATTERS

EXCELLENT STUDENT SUPPORT

University of Pretoria

As part of this module, students

important source of academic and

are introduced to foundational

emotional support. This enhances

professional frameworks, such as

their confidence, resilience and

the Engineering Council of South

preparedness for university life.

Africa (ECSA)’s Graduate Attributes and the Code of Ethical Conduct.

“This structured integration has also

“These provide a formal grounding

made the ASC team more visible

in the expectations and standards

and has normalised the use of

they will be held to as future

academic coaching as part of student

professionals.” This early exposure

success interventions,” she says. She

helps students connect their studies

also observed that more students

to the real-world ethical and social

reached out to the ASCs for help

responsibilities of engineers,

than had in the past as they had

reinforcing that engineering is as

already met them during the module

much about public good as it is

presentation, and the support they

about technical problem solving.

received could be closely aligned with their real-time needs throughout the

A key strength of the module is the

semester.

way it creates supportive learning

A FOCUS ON SUSTAINABILITY

17 Sustainable Development Goals

One of the key teaching innovations

environmental concerns, but activities

of the module is how sustainability

(SDGs) across these pillars.” She remarks that many students assume that sustainability is mainly about and discussions help them realise that most SDGs relate to social challenges,

environments by integrating

In addition to the ASC sessions,

is introduced and scaffolded. “The

academic and emotional support

a pilot mentoring system was

concept of sustainability is introduced

into its formal structure. “We

introduced, where second-year

in the last two weeks of the first term,

intentionally build in sessions led

students from the Faculty’s

and carried through to the second

by the Faculty’s Academic Success

Community-based Project module

term, allowing students to build a

Coaching (ASC) team, which

(JCP) support the first-year students,

foundation and then apply it more

cover essential skills such as time

providing relatable guidance,

deeply.” This approach introduces

management, study strategies, goal

encouragement and a sense of

them to the concept of sustainable

setting, life vision planning and

continuity. “We believe this peer

post-assessment debriefing.” By

engineering — the idea that solutions

mentorship helped students to more

proposed by engineers must account

embedding these sessions within

effectively navigate the transition

for environmental, social and

the module itself, rather than

from high school to university,

economic impacts.

social and ecological consequences.

offering them as optional extras,

and that it created an informal,

Dr Mogashana and her team can

but powerful layer of support that

“Students are introduced to the

think holistically and critically about

ensure that more students gain

complements formal academic

three pillars of sustainability, and

early and consistent access to this

systems.”

learn to map the United Nations’

and that economic factors are just as critical. “The module helps clarify common misconceptions, particularly the frequent conflation of social and economic issues, by providing students with tools to distinguish between them in real-world contexts.” This framing helps students understand that engineering is never value-neutral: technical solutions have They are therefore encouraged to the impact of their future professional decisions.

47

EXCELLENT STUDENT SUPPORT Another impactful element of the module is its project-based component, which is used to simultaneously develop students’ technical report writing skills, including how to write a clear problem statement, how to reference sources appropriately and how to structure a formal report. “By requiring students to identify a societal problem, connect it to an SDG, and research existing solutions, the project supports both sustainability literacy and academic skill development, reinforcing the message that good engineering is always responsible engineering.”

CONNECTING LEARNING TO INDUSTRY AND CAREER PATHWAYS A standout highlight of the module has been the deliberate integration of industry experience and career orientation in the classroom. The module includes a series of guest lectures, delivered in Week 5 and again in the final week of the term, featuring engineering graduates from the University of Pretoria. “These alumni share their professional journeys and offer practical advice on navigating the first semester, adjusting to university life and preparing for examinations.”

For first-year students, this brings engineering to life, connecting their academic work to real-world outcomes, and giving them a clearer picture of the possibilities that lie ahead. “These sessions have also opened doors to job-shadowing, networking and awareness of graduate development opportunities.” At the same time, they provide returning graduates with a meaningful opportunity to give back to the institution that helped shaped them.

“This reciprocal relationship, where experienced professionals inspire, guide and support the next generation, has been one of the most impactful and memorable aspects of the module, with overwhelmingly positive feedback from the 14 guest speakers we hosted this year.”

In combination, the module’s initiatives succeed in creating a learning environment that is both academically rigorous and emotionally supportive, setting students up not only to survive university, but hopefully to thrive.

2025 TEACHING MATTERS

University of Pretoria

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2025 TEACHING MATTERS

EXCELLENT STUDENT SUPPORT FACULTY OF THEOLOGY AND RELIGION

Transforming Biblical Studies through inclusive inquiry-based learning

University of Pretoria

In the evolving landscape of higher education, teaching Old Testament and Hebrew Scriptures requires more than traditional lecture-based approaches. The teaching philosophy of Prof Ananda Geyser-Fouché, a Professor in the Faculty of Theology and Religion, centres on creating an inclusive, inquiry-based learning environment that celebrates diversity, while fostering critical thinking and innovation.

This approach transforms how students engage with ancient texts by making them active participants in their learning journey, particularly resonating with Generation Z students’ collaborative entrepreneurial characteristics.

Her commitment to inclusive education stems from recognising that effective learning happens when all students (regardless of background, abilities or learning styles) have equal opportunities to participate, achieve and excel. “In South Africa’s diverse educational context, this approach is not just pedagogically sound, but essential for developing well-rounded professionals who can contribute meaningfully to our country and continent,” she says. She considers her role to be that of a facilitator, guiding students’ learning process so that they can articulate what they have learnt.

PROF ANANDA GEYSER-FOUCHÉ, URSULA HAASBROEK

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2025 TEACHING MATTERS

EXCELLENT STUDENT SUPPORT

University of Pretoria

She focuses on three critical aspects of students’

“From the first day, students learn to conduct

“They do group assignments to identify research

diversity: their diverse backgrounds, their diverse

research and present their findings. These are

lacunae in wisdom literature and prepare

abilities and their identity as Generation Z learners.

skills that are essential for their academic and

proposals and assignments.” She explains that

Students from different cultural perspectives

professional development. “Inquiry-based learning

all research is presented in class and is peer-

work together in collaborative sessions. This

creates meaningful challenges by teaching through

reviewed. Individualised oral examinations ensure a

exposes them to various viewpoints that foster

questioning, moving students along Bloom’s

comprehensive coverage of topics not addressed in

understanding and acceptance across cultural

taxonomy from basic knowledge to creating new ideas

formative assessments.

boundaries, while encouraging the development of

and perspectives.” The innovative structure of her

fresh, original ideas and perspectives. “This approach

inquiry-based learning approach varies by year level

“Keeping in mind that most undergraduate students

is particularly powerful, especially in Old Testament

to accommodate different research experience levels.

are Generation Z learners (born after 1997),” she

studies, where I encourage students to examine

says, “fundamentally shapes my pedagogical

texts through religious, historical and personal

The first-year students do research on different

approach”. These students expect transparency,

lenses, recognising that different hermeneutic

scholarly disputes and argue their viewpoints

embrace change, value flexibility, are technologically

approaches lead to varied interpretations. These

through structured debates in class. “The students’

innate, communicate through images and are

interpretations resonate with the diverse theologies

feedback indicates that they found the debates the

naturally creative and collaborative. “They are

that we find in these ancient texts.”

most stimulating. I also noticed that it was the section

future-focused, self-reliant realists who want to be

in the exam in which most of the students obtained

successful.”

To accommodate students with diverse needs,

a high mark.” This introduces them to academic

she maintains continuous monitoring through

discourse, while developing critical thinking skills.

cooperation with the Faculty’s Academic Success

Her collaborative learning strategies, therefore, capitalise on these characteristics through

Coach, Dana Mahan. The Department's tutor, Ursula

Second-year students engage in more complex

the dynamic exchange of ideas that enhance

Haasbroek, also assists the students to prepare for

research, where groups explain topics to the class,

problem-solving and critical thinking skills. “Group

the different kinds of assessments.

field questions, and apply their knowledge to classify

presentations and debates combine teaching,

and analyse different texts. “The class gets the

learning, assessment and feedback in single

“I try to create a safe environment where students

opportunity to ask questions and review the group’s

sessions.” This is a holistic pedagogical approach

who normally experience difficulties speaking in front

research.” In the following contact sessions, each

that reduces the anxiety typically associated with

of people can challenge themselves to develop and

group receives different texts to study. “They have

traditional assessments, while maintaining academic

enhance their abilities.” This is especially important

to apply their previous research and knowledge to

integrity.

for building capabilities among students who are

discuss how they will classify these texts.” This builds

differently abled and from various backgrounds, who

on their foundational skills, while introducing peer

Students learn from each other in a relaxed, enjoyable

require innovative thinking and creative assessment.

review processes.

environment, where the opportunity for innovative

Her teaching practice is fundamentally transformed

In the taught master’s degree, fifth-year students

challenge them to explore creatively and collaborate

by inquiry-based learning, which aligns perfectly with

conduct exegesis on wisdom literature, identify

with their peers to find innovative solutions to

UP’s emphasis on research excellence.

research lacunae and prepare proposals.

complex textual and theological questions.”

and entrepreneurial thought is ever-present. “I

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2025 TEACHING MATTERS

EXCELLENT STUDENT SUPPORT

University of Pretoria

Her commitment to innovation

The integrated assessment approach

“In this reflection, I address matters

diversity, by embracing inquiry-based

extends to embracing educational

through debates and collaborative

obtained from student feedback

learning, collaborative approaches

technology and hybrid learning

presentations reduces stress, while

and peer observations. I apply this

and technology-enhanced methods,

approaches. “It incorporates various

maintaining academic standards.

reflection to refine and improve my

she creates learning environments

strategies, including active learning,

“Students demonstrate knowledge

teaching.” Her teaching philosophy of

where every student can thrive, while

online components and self-

in contexts that feel natural and

applying inquiry-based learning and

developing the critical thinking skills

directed study.” Methods include

engaging, rather than anxiety-

collaborative learning in the UP way of

essential for lifelong learning.

in-person lectures, discussions, group

provoking.” This approach helps with

preparing, engaging and consolidating,

presentations, debates, essay writing

learning and recalling, but also lessens

remains fundamental in her teaching

This produces graduates who are not

and structured presentations using

the stress and anxiety normally related

profession.

only knowledgeable in their field, but

PowerPoint, video clips and interactive

to assessments. “Students benefit

note-taking sessions.

from one another's knowledge in a

From the intersection of inclusive

critical thinking and innovative problem-

relaxed and enjoyable space.”

practices, innovative pedagogies

solving skills needed to address complex

and deep respect for student

challenges in our diverse society.

A new addition to her teaching practice and research is the booming sphere

To incorporate community

of artificial intelligence (AI). “I am

engagement into the curriculum, she

currently engaged in a research project

challenges students to think critically

in the Department of Informatics to

about how they can apply their subject

explore the use of AI in reading and

knowledge creatively to real-world

comparing texts.” These outcomes

contexts. “This is an aspect that the

might also expose students to

students enjoy, and it makes the

emerging research methodologies.

subject relevant to them.” This process addresses community-identified needs

Recognising that students have

through academic involvement that

different abilities and strengths,

simultaneously provides students

she employs multiple assessment

with learning opportunities. “Students

opportunities using diverse forms of

match theory to practice by making

evaluation. “This approach ensures

subject knowledge applicable to their

fair opportunities for all students,

contexts.”

while monitoring progress effectively.”

Assessment methods include debates,

As a facilitator of learning, she

presentations, essays and traditional

continuously reflects on the

examinations, each serving different

effectiveness and results of all her

learning styles and capabilities.

teaching practices and approaches.

also equipped with the collaborative,

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© 2025 University of Pretoria Publisher: Department for Education Innovation Enquiries: teachingmatters@up.ac.za Production: JSES Studio janine@jses.co.za