A Case Study on Blending Technology and Practical Pedagogy to Meet Generational Learning Needs

A Case Study on Blending Technology and Practical Pedagogy to Meet Generational Learning Needs

Melisa Mutsa Chawaremera & Tshegofatso Precious Matsemela

Issue: Vol. 6 No. 12 2025 Article 19 pp.1486 – 1501
DOI : https://doi.org/10.38159/jelt.2025612 19| Published online 30th December, 2025.

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ABSTRACT

This study investigates the integration of audio-visual media into legal education, with a focus on addressing generational learning needs in South Africa. Utilising a multi-cohort case study of final year LL.B students, it examines the pedagogical impact of supplementing some of the Law of Evidence and Litigation Techniques concepts with the Netflix Docuseries Senzo: Murder of a Soccer Star. Student feedback and researcher reflections revealed that multimedia learning enhanced comprehension, critical thinking, student interest, as well as engagement, particularly among the Generation Z students who identify as visual learners. However, the study also highlights challenges such as time constraints, recollection difficulties and limitations in access to the docuseries. Through engaging the literature on blended learning and generational pedagogy, the discussion of this study demonstrates that while technology cannot replace foundational legal reasoning, it can meaningfully supplement traditional methods of teaching when it is implemented with caution. The findings of this study suggest that a carefully balanced adoption of streaming content can enrich legal pedagogy and better align legal education with the realities of contemporary learners.

Keywords: Practical pedagogy, legal education, visual and audio media, generations, blended learning

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AUTHOR(S)

Melisa Chawaremera is the Head of Law at Emeris, Ruimsig Campus, South Africa. Her role in academic leadership has prompted her to conduct research and start dialogue on how to best cultivate industry-ready legal professionals in South Africa. Melisa has engaged in national and international conferencing as well as authoring of journal articles and book chapters in legal education pedagogy. She brings a wealth of expertise in legal practice with a special focus on Tax Law, Constitutional Law and Administrative Law. As a Forensic Practitioner, she has made significant contributions to the field, including pivotal research for a landmark case in a Southern African country in 2014. In 2017, Melisa transitioned from her role as Forensic Division Manager with a consulting law firm in Sandton, Johannesburg, to fully immerse herself in her passion for legal education. Melisa collaborates with multiple charitable organisations to support children and women in need, aiming to promote social justice. With just over a decade of experience in academia, she is dedicated to educating future legal professionals. Melisa has academic publications in areas including decolonisation, African customary law, education and legal education, aspects of teaching and learning, corporate law and social justice. Melisa supervises and externally marks LL.M papers for the University of Johannesburg and the Johannesburg Business School, further demonstrating her commitment to legal education and research. She possesses an excellent grasp of aspects of social justice and endeavours to further critical discussions to uphold it through creating a deeper understanding of indigenous knowledge systems and corporate law. She holds an LL.M and an LL.B Degree, both from the University of Johannesburg. She is currently pursuing a PhD in Law Degree with the University of Witwatersrand.

Tshegofatso Matsemela is a Law Lecturer at Emeris, Ruimsig Campus, South Africa. She holds her highest qualification, an LL.M, from the University of the Free State with specialisation in Labour Law and has completed several professional development courses through the Law Society of South Africa’s Legal Education and Development division including Introduction to Medical Law (2021), Marketing (2022), Client Care (2023) and Basic Conveyancing (2025). Since joining higher education in 2019, she has lectured on the Human Resources qualification at the Central University of Technology, Free State (Welkom campus) and on the Bachelor of Laws and Bachelor of Commerce in Law qualifications at Emeris. Her teaching philosophy centers on active student participation, fostering an inclusive and collaborative learning environment that encourages discussion, debate and critical thinking by integrating current events, case law and technology into her lessons ensuring learning remains dynamic and relevant. She believes that effective teaching extends beyond content delivery; it is about mentorship, support and feedback. She emphasises diligence, accountability and ethical conduct when in class as these are important values for aspiring legal practitioners to possess. She incorporates creative methods of teaching and learning, such as, making use of interactive quizzes, games, visual learning activities and role-plays to make legal concepts more comprehensible. She often engages in reflective practice from peer reviews and student feedback as a demonstration to her commitment to growth. She is currently pursuing an LL.D Degree with the University of the Free State.

TO CITE ARTICLE

Chawaremera, Melisa Mutsa, and Tshegofatso Precious Matsemela. “Think-Pair-Share Strategy and Achievement in Difficult Concepts in Chemistry Education: A Scoping Review.” Journal of Education and Learning Technology 6, no. 12 (2025): 1466 – 1485. https://doi.org/10.38159/jelt.202561219.