Contents & Abstracts

The Influence of Transformative Teaching and Learning on Student Engagement and Academic Achievement in Higher Education 

DOI: https://doi.org/10.5281/zenodo.17018145

I. Kariyana, Walter Sisulu University

O.I. Odularu, Walter Sisulu University

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Abstract

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Focusing on the impact of transformative pedagogy in higher education, this chapter examines how student-centred teaching approaches influence academic achievement and student engagement. Through a systematic review of existing research, it highlights both the benefits and challenges of fostering critical thinking, reflection, and deeper connection between educators and learners. The chapter also identifies key gaps in current literature and calls for further studies on long-term outcomes and the role of institutional support in sustaining transformational teaching practices.

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Entrepreneurship Education and Transformational Development Process in South African Universities 

DOI: https://doi.org/10.5281/zenodo.17020184

T. Ncanywa, Walter Sisulu University 

N. Dlova-Nongalo, Walter Sisulu University 

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Abstract

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Centred on the role of entrepreneurship as a core competency for lifelong learning, this chapter explores how entrepreneurship education can enhance transformation in South African universities. It examines programme design, student startup intentions, and how entrepreneurial skills contribute to socio-economic development. A conceptual model is proposed to align entrepreneurship education with broader institutional transformation goals.

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​An Analysis of the Role of Technology-Based Pedagogies for Sustainable Education 

DOI: https://doi.org/10.5281/zenodo.17020674

X.N. Mashwama, Walter Sisulu University 

D.W. Thwala, Walter Sisulu University 

Z. Baleni, Walter Sisulu University 

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Abstract

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Focusing on the integration of educational technologies, this chapter reviews how tech-based pedagogies support the achievement of the Sustainable Development Goals in higher education. By promoting personalised, inclusive, and environmentally conscious learning, these practices prepare students to think critically and act responsibly. The study offers valuable insights for policymakers, practitioners, and institutions committed to sustainable education futures.

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Promoting Academic Freedom for Accelerating Transformation: A Systematic Review of South African Higher Education Institutions in the Context of Sustainable Development 

DOI: https://doi.org/10.5281/zenodo.17021634

N. Nongalo, Walter Sisulu University 

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Abstract

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Exploring the intersection of academic freedom and institutional transformation, this chapter reviews how freedom in teaching and research can both support and challenge sustainable development in South African universities. It advocates for policies that balance academic autonomy with inclusivity, decolonisation, and environmental responsibility. The chapter calls for a reimagined academic culture that aligns with global sustainability goals.

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Empowerment and Inclusion in Teaching and Learning to Transform Higher Education Institutions for Sustainable Development in South Africa 

DOI: https://doi.org/10.5281/zenodo.17026615

J. Tebekana, Walter Sisulu University 

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Abstract

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Investigating inclusive education within South Africa’s transformation journey, this chapter examines how empowerment strategies in teaching and learning can enhance student success and contribute to sustainable development. Drawing on a wide range of literature, it highlights the need for supportive environments, faculty development, and student-led sustainability initiatives. The findings promote inclusion as a pathway to long-term educational and societal change.

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Empowering Women and Transforming the Education System in the African Context 

DOI: https://doi.org/10.5281/zenodo.17027046

K. Strydom, Walter Sisulu University 

C. Okoro, University of Johannesburg 

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Abstract

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This chapter examines how empowering women through education can drive transformation and promote gender equity in African higher education systems. Through a semi-systematic review, it identifies strategies such as gender-sensitive curricula, policy reforms, and stakeholder collaboration to support women's participation. The chapter highlights the importance of multi-level interventions in achieving inclusive, sustainable development.

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Embracing Change: The Evolution of Educational Assessment 

DOI: https://doi.org/10.5281/zenodo.17027384

B.R. Musodza, Walter Sisulu University 

N. Marongwe, Walter Sisulu University 

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Abstract

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Centred on the shift toward digital learning, this chapter synthesises literature on the benefits, challenges, and integrity of online assessment practices in higher education. It explores how online assessments can enhance access and flexibility while calling for clear policies to ensure academic fairness. The findings contribute to shaping future assessment strategies in an increasingly digital education landscape.

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Transformation Practices: Rethinking Community Engagement in Higher Education Institutions 

DOI: https://doi.org/10.5281/zenodo.17028308

Z. Mpongwana, Walter Sisulu University 

M.D. Omojemite, Walter Sisulu University 

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Abstract

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Focusing on the role of higher education institutions in community development, this chapter explores how transformation practices can strengthen socially relevant engagement. Drawing on asset-based community development theory, it shows how universities can co-create knowledge with communities to drive social impact. The chapter advocates for institutional capabilities that support inclusive, place-based development.

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Transformative Learning Communities: The Interconnectedness of Education, Social Justice, and Student Success 

DOI: https://doi.org/10.5281/zenodo.17028733

S.R. Peter, Walter Sisulu University 

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Abstract

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​Exploring the concept of transformative agency, this chapter highlights how student empowerment, faculty leadership, and institutional management can collectively foster inclusive learning environments. It emphasises participatory decision-making, equity-driven policies, and digital integration as key components of sustainable education. The findings offer a roadmap for building adaptable, socially just higher education systems.

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Transformative Teaching and Learning Pedagogies for Sustainable Development in South African Higher Education Institutions 

DOI: https://doi.org/10.5281/zenodo.17028971

P. Nqabeni, Walter Sisulu University 

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Abstract

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Investigating the shift towards transformative teaching practices, this chapter reviews how project-based, inquiry-based, and experiential learning approaches can address sustainability challenges in South African HEIs. It argues for real-world curriculum integration to promote critical thinking and lifelong learning. The study supports transformative pedagogies as vital tools for preparing students to lead in a sustainable future.

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Unpacking the Decolonial Paradigm: Curriculum Transformation Strategies for Sustainable Development in a South African University 

DOI: https://doi.org/10.5281/zenodo.17029139

N. Dyantyi, Faculty of Education, Walter Sisulu University 

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Abstract

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Focusing on curriculum transformation in South African universities, this chapter explores how integrating Indigenous knowledge, multilingualism, and digital skills can support sustainable development. It draws on interviews and narrative analysis to highlight the need for inclusive, decolonised learning environments. The study encourages universities to embrace diverse worldviews and promote social justice through their educational offerings.​​​