• Universal design for learning and the integration of African Languages : pathways to inclusivity in Higher Education in South Africa 

  Moganedi, Keamogetse (African Perspectives of Research in Teaching & Learning (APORTAL), 2025)

  Universal Design for Learning (UDL) is a flexible pedagogical framework providing equal opportunities for diverse students to succeed. This paper presents a reflective case study on the integration of UDL principles to ...
• Blended learning in Cost accounting 2 to support previously technologically challenged students 

  Gqokonqana, Onke (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Students at the chosen institution mostly come from rural areas and have limited experience with technology as a learning tool. Educational institutions are integrating technology into teaching, making the traditional ...
• Decolonising health sciences : reflections on innovation, epistemic justice, and advancing medical laboratory education in Africa 

  Thembane, Nokukhanya (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Medical Laboratory Science (MLS) education in Africa continues to reflect colonial legacies, with curricula and pedagogies largely shaped by Eurocentric frameworks that often overlook local health realities. This paper ...
• Empowering adult learners through interdisciplinary and inclusive digital recognition of prior learning in higher education 

  Rambharose, Rekha (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Higher education in South Africa is undergoing a profound transformation driven by persistent socio-economic disparities, historical marginalisation, and the rapid expansion of digital technologies. Within this evolving ...
• A bold proposition: a participatory parity approach to radical flexibility in designing a postgraduate diploma 

  Gachago, Daniela; Govender, Shanali; Mayisela, Tabisa; Huang, Cheng-Wen; Hamman, Nadine; Cox, Glenda (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  This article explores the implementation of radical flexibility and social justice principles in the Blended and Online Learning Design (BOLD) programme at the University of Cape Town. Drawing on Fraser's concept of ...

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