http://hdl.handle.net/10386/3287 Aportal Journal Sun, 05 Apr 2026 14:43:17 GMT 2026-04-05T14:43:17Z http://hdl.handle.net/10386/5434 Universal design for learning and the integration of African Languages : pathways to inclusivity in Higher Education in South Africa Moganedi, Keamogetse 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 promote inclusive education through the use of African languages within first-year English support classes at the University of South Africa (UNISA). Drawing on reflective practice and student observations, it highlights the persistent marginalisation of African languages in formal education and the transformative potential of UDL to address these challenges. Findings indicate that UDL strategies enhance student engagement, cultural inclusivity, and linguistic accessibility. The paper emphasises the importance of institutional support, policy alignment, and professional training to ensure sustainability. Offering practical insights, it is aimed at educators and policymakers committed to advancing multilingual, inclusive education in South Africa. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 7, Volume 9, 2025 Special Issue Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5434 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5433 Blended learning in Cost accounting 2 to support previously technologically challenged students Gqokonqana, Onke 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 chalk-and-talk approach less effective. The institution is integrating technology via blended learning, which merges online and in-person teaching. This involves modernizing classrooms with new teaching tools to facilitate a seamless transition. This study aimed to determine the necessary modifications in the Cost Accounting 2 course design to assist students who were previously disadvantaged in technology use, given that blended learning was the teaching approach. A quantitative approach was selected because it enables the distribution of surveys to the entire target group and minimizes sampling errors. Online Likert-scale surveys were used to collect data from participants, as they were an effective way to reach a large number of students. The survey link was shared with 400 registered students in the course, but only 110 responses were received. Most respondents believed that adding online exercises in Cost Accounting 2 helps them understand the material, similar to uploading notes and slides. Additionally, most respondents said that online content allows them to study at their own pace. Respondents also agreed that including videos in Cost Accounting 2 encourages deeper learning. The study concludes that the changes made have positively supported learning in Cost Accounting 2. However, more teaching methods are needed to successfully shift Cost Accounting 2 from traditional in person classes to a blended learning format. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 7, Volume 9, 2025 Special Issue Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5433 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5432 Decolonising health sciences : reflections on innovation, epistemic justice, and advancing medical laboratory education in Africa Thembane, Nokukhanya 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 adopts a reflective, critical-interpretive methodology to explore the persistence of such frameworks and the ways in which they marginalise Indigenous knowledge systems while constraining innovation in health sciences training. Grounded in decolonial theory and the concept of epistemic justice, the analysis draws on interdisciplinary scholarship to investigate the epistemological assumptions rooted in MLS education. The paper argues that meaningful transformation requires dismantling inherited structures that privilege Western epistemologies over African ways of knowing and reimagining the curriculum as a site of both critique and possibility. In line with this objective, the paper proposes context-responsive pathways for reform, including curriculum redesign, inclusive teaching practices, and shifts in policy orientation aimed at promoting more equitable and locally relevant knowledge production. By foregrounding and centering African epistemologies and promoting critical reflexivity, the study positions health sciences institutions as key actors in advancing intellectual diversity and local expertise. This study contributes to ongoing conversations about curriculum transformation, offering a decolonial lens through which to rethink the future of MLS education in Africa. Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5432 2025-01-01T00:00:00Z http://hdl.handle.net/10386/5431 Empowering adult learners through interdisciplinary and inclusive digital recognition of prior learning in higher education Rambharose, Rekha 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 landscape, Recognition of Prior Learning (RPL) serves as a pivotal mechanism to validate the experiential knowledge of adult learners—knowledge that is often marginalised within conventional academic frameworks. This study investigates how interdisciplinary curricula, digital platforms, and inclusive pedagogical practices can empower adult learners and enhance equitable access to academic participation. Anchored in experiential learning theory and decolonial pedagogy, the research employs a qualitative-dominant mixed-methods design, integrating qualitative learner narratives and practitioner reflections with quantitative data on engagement and completion. Findings reveal that digital RPL, when supported by tailored mentorship, equitable access strategies, and interdisciplinary integration, significantly fosters learner agency, professional identity transformation, and academic success. The study culminates in the development of the IDEAL-RPL Framework, an evidence-based, institutional model that operationalises epistemic justice, digital inclusion, and relational pedagogy. This contribution advances the Scholarship of Teaching and Learning (SoTL) by offering a holistic and transformative approach responsive to the demands of a decolonised, digital, and interdisciplinary higher education landscape. Journal article published in African Perspectives of Research in Teaching and Learning Journal Issue 6, Volume 9, 2025 Wed, 01 Jan 2025 00:00:00 GMT http://hdl.handle.net/10386/5431 2025-01-01T00:00:00Z