Curriculum Transformation in South African Tertiary Institutions: Current Research on Narratives of Change

Authors

  • Gezina Dorothea Huston-Pretorius North West University, South Africa
  • Corné Engelbrecht (Invictus Education Group, Soputh Africa
  • Ockert Rudolf Pretorius University of Johannesburg, South Africa https://orcid.org/0000-0002-9353-820X

DOI:

https://doi.org/10.34190/icer.1.1.3147

Keywords:

curriculum transformation, narratives of change, bibliometric review, decolonisation, e-learning

Abstract

Curriculum transformation initiatives, with specific reference to the South African context, is increasingly applied in the reflection of societal changes on teaching and learning, content, and pedagogy. However, currently limited research on the presiding narratives of change and their potential impact on practices, policy, and curricula hampers tertiary education stakeholders' ability to fully evaluate and drive effective curriculum transformation. Accordingly, this study aims to provide a comprehensive overview of existing research on narratives of change in South African tertiary education, with objectives that include identifying said narratives, analysing research trends, and highlighting interventions for stakeholders to consider in curricula transformation efforts. The research methodology comprises of a bibliometric and qualitative review. The former utilises “curriculum transformation”, “South Africa”, and “higher”/”tertiary” as source concepts to identify applicable publications on the SCOPUS database, which are subsequently analysed using the VOSviewer (version 1.6.20) software. The qualitative review includes an analysis of the content of the papers in line with the narratives of change identified in the network and overlay visualisations. Through these analyses, four narratives of change are identified in the bibliometric analysis, including decolonisation, e-learning, inclusive curricula, and diversity. Key interventions for curriculum transformation include integrating African perspectives, promoting inclusive teaching practices, and leveraging Information Communication Technology (ICT) for effective e-learning. Additionally, flexible teaching methods, multilingualism, industry partnerships, and the inclusion of African knowledge systems and gender-sensitive content are essential for fostering a diverse and supportive educational environment. The contribution of this paper is centred on enabling more effective and comprehensive evaluation and analysis of existing curricula by education stakeholders and institutions, and to guide successful curriculum transformation initiatives.

Author Biographies

Gezina Dorothea Huston-Pretorius, North West University, South Africa

Gezina Dorothea Huston-Pretorius is a PhD candidate at North-West University, focusing on spatial planning education. She has presented and published her work at various conferences, and has industry experience in property feasibility studies, market insights, and strategic research with focus on GIS applications.

Corné Engelbrecht, (Invictus Education Group, Soputh Africa

Corné Engelbrecht has over a decade of experience in academia and educational management, including roles as Senior Lecturer and Head of Tourism at NWU, and Head of Academics at International Hotel School. Currently, as Learning and Teaching and Quality Assurance Manager at Invictus Education Group, she focuses on tourism and hospitality education, holding a PhD and multiple honors in Tourism Management.

Ockert Rudolf Pretorius, University of Johannesburg, South Africa

Ockert Pretorius, a University of Johannesburg lecturer in Urban and Regional Planning, is a registered planner with SACPLAN and ISOCARP member. Pursuing a PhD, his interests include transit-oriented development, regional resilience, and land use management, alongside active roles in curriculum alignment, accreditation, and community partnerships.

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Published

2024-11-21