Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Adewale, Sulaimon. “ Promoting Sustainable Development Goal 5 Through Ubuntu-Based South African Basic Education Curriculum.” Studies in Learning and Teaching 4, no.3(2023): 432–43.

Ajitoni, Bukunmi Deborah. “Ubuntu and the Philosophy of Community in African Thought: An Exploration of Collective Identity and Social Harmony.” Journal of African Studies and Sustainable Development 7, no. 3 (2024).

Akabor, Shakira, and Nareadi Phasha. “Where Is Ubuntu in Competitive South African Schools? An Inclusive Education Perspective.” International Journal of Inclusive Education, October 8, 2022, 1–17. https://doi.org/10.1080/13603116.2022.2127491.

Attipoe-Dorcoo, Sharon, and Norma Martínez-Rubin. “The Inclusive, Manumit, Practice-Based, Accessible, Community-Focused and Timely Framework.” African Evaluation Journal 12, no. 2 (June 20, 2024). https://doi.org/10.4102/aej.v12i2.727.

Bhuda, Monicca Thulisile. “Decolonising and Indigenising African Indigenous Research: Why Indigenous Ways of Knowing, Being and Living Matter in Research.” In Higher Education Transformation in Africa, 50–69. Routledge, 2024.

Boboyi, Asanda. “Exploring Ubuntu Philosophy as a Foundation for Holistic School Social Work in South Africa.” Research in Social Sciences and Technology 9, no. 1 (March 6, 2024): 253–64. https://doi.org/10.46303/ressat.2024.14.

Boliver, Vikki, and Mandy Powell. “Fair Admission to Universities in England: Improving Policy and Practice.” Nuffield Foundation, 2021.

Byrne, Jack. “From Policy to Practice.” In Innovations in Science Education and Technology, 7:35–72. Boston, MA: Springer, 2000. https://doi.org/10.1007/978-1-4615-4277-3_4.

Callahan, Carolyn M., and Amy Price Azano. “Place-Based Gifted Education in Rural Schools.” In Handbook of Giftedness and Talent Development in the Asia-Pacific, 535–54. Singapore: Springer, 2021. https://doi.org/10.1007/978-981-13-3041-4_25.

Florian, Lani, Kristine Black-Hawkins, and Martyn Rouse. Achievement and Inclusion in Schools. New York: Routledge, 2016. https://doi.org/10.4324/9781315750279.

Grange, Lesley Le. “The Philosophy of Ubuntu and Education in South Africa.” In Education and Humanism, 67–78. Rotterdam: SensePublishers, 2011. https://doi.org/10.1007/978-94-6091-577-2_5.

Hogan, Kelly A, and Viji Sathy. “8 Ways to Be More Inclusive in Your Zoom Teaching.” The Chronicle of Higher Education, April 17, 2020. https://www.chronicle.com/article/8-ways-to-be-more-inclusive-in-your-zoom-teaching/.

Hull, Elizabeth. “Supermarket Expansion, Informal Retail and Food Acquisition Strategies: An Example from Rural South Africa,” 2016.

Koen, Mariëtte. “Sustainable Future for Early Childhood: Applying the African Ubuntu Philosophy to Contribute to the Holistic Development of Young Children.”Sustainable Development in Africa:Fostering Sustainability in One of the World’s Most Promising Continents,2021,131–46.

Kong, Yangtao. “The Role of Experiential Learning on Students’ Motivation and Classroom Engagement.” Frontiers in Psychology 12 (October 22, 2021). https://doi.org/10.3389/fpsyg.2021.771272.

Lakhotia, S. C. “Research and Innovation in Universities Why and How These Should Be Promoted.” Quality Mandate for Higher Education Institutions in India, 2021, 89–114.

Mahlomaholo, Sechaba. “Creating Sustainable Teacher Education Ecologies: A People’s Education for People’s Power Reimagined.” Southern African Review of Education with Education with Production 22, no. 1 (2016): 9–26.

Maluleke, Alois. “Exploring Ubuntu-Based Research Methodologies in Southern African Bantu People’s Embodied Movements: Ethical Considerations, Community-Based Strategies, and Philosophy.” Conversations Across the Field of Dance Studies 43, no. 0 (September 12, 2024). https://doi.org/10.3998/conversations.5950.

Maphalala, Mncedisi Christian. “Embracing Ubuntu in Managing Effective Classrooms.” Gender and Behaviour 15, no. 4 (2017): 10237–49.

Marczewska, Magdalena, Marzenna Anna Weresa, and Marek Lachowicz. “Towards Creativity and Innovation in Universities: Study on Central and Eastern Europe.” Journal of the Knowledge Economy 15, no. 1 (2024): 1363–85.

Mbigi, Lovemore. Ubuntu: The African Dream in Management. Knowledge Resources, 1997.

Metz, Thaddeus. “Just the Beginning for Ubuntu: Reply to Matolino and Kwindingwi.” South African Journal of Philosophy 33, no. 1 (January 2, 2014): 65–72. https://doi.org/10.1080/02580136.2014.892680.

Mokhutso, Jacob. “Ubuntu: A Countermeasure for Challenges of Child-Rearing.” Pharos Journal of Theology 103, no. 1 (2022).

Molefe, Motsamai. “Ubuntu, Umuntu and Human Dignity.” Ubuntu: Interdisciplinary Conversations Across Continents, 2024, 1.

Molose, Thembisile, Geoff Goldman, and Peta Thomas. “Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment.” Entrepreneurial Business & Economics Review 6, no. 3 (2018).

Mtsweni, Lungile Ennie. “The Role of Student-Related Community Engagement Structures in Mitigating Social Injustice in a Rural Based University in South Africa, Limpopo Province,” 2022.

Ndlovu-Gatsheni, Sabelo. Epistemic Freedom in Africa: Deprovincialization and Decolonization. Routledge, 2018.

Ngubane, Nomlaungelo, and Manyane Makua. “Ubuntu Pedagogy–Transforming Educational Practices in South Africa through an African Philosophy: From Theory to Practice.” Inkanyiso: Journal of Humanities and Social Sciences 13, no. 1 (2021): 1–12.

Nkambule, Bongani Innocent. “Ubuntu-Inspired Principals’ Leadership Styles: A Conduit for Effective and Ethical Knowledge Management Practices in under-Resourced South African Public Schools.” International Journal of Social Science Research and Review 5, no. 12 (2022): 258–70.

O’Connor, Una, Felicity Hasson, Christine McKeever, and Jayne Finlay. “It Is Changed beyond All Recognition: Exploring the Evolving Habitus of Assistants in Special Schools.” Journal of Research in Special Educational Needs 21, no. 2 (2021): 146–55.

Olawumi, Kayode Babatunde, Mzuyanda Percival Mavuso, and Ntombozuku Stunku Duku. “Situating Ubuntu Philosophy in Pre-Service Teacher Education.” International Journal of Learning, Teaching and Educational Research 23, no. 8 (2024): 605–23.

Olusegun, Samuel. “Addressing Fragmented Relationships and Dislocation in Environmental Thinking: Ubuntu Insights on Human and Nonhuman Wellbeing.” UNSW Sydney, 2021.

Padayachee, Kanyakumarie, Savathrie Maistry, Geoffrey T Harris, and Darren Lortan. “Integral Education and Ubuntu: A Participatory Action Research Project in South Africa.” South African Journal of Childhood Education 13, no. 1 (2023): 1298.

Page, Matthew J, Joanne E McKenzie, Patrick M Bossuyt, Isabelle Boutron, Tammy C Hoffmann, Cynthia D Mulrow, Larissa Shamseer, Jennifer M Tetzlaff, Elie A Akl, and Sue E Brennan. “The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews.” Bmj 372 (2021).

Patel, L., Y. Sadie, and J. de Klerk. “ Factors Determining Voter Choice in South Africa’s 2024 National General Elections.” Centre for Social Development in Africa, 2024. https://news.uj.ac.za/news/uj-study-reveals-complex-dynamics-influencing-voter-choices-in-sas-national-election/.

Qobo, Mzukisi, and Nceku Nyathi. “Ubuntu, Public Policy Ethics and Tensions in South Africa’s Foreign Policy.” South African Journal of International Affairs 23, no. 4 (2016): 421–36.

Rasmitadila, Rasmitadila, Rusi Rusmiati Aliyyah, Reza Rachmadtullah, Achmad Samsudin, Ernawulan Syaodih, Muhammad Nurtanto, and Anna Riana Suryanti Tambunan. “The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period.” Journal of Ethnic and Cultural Studies 7, no. 2 (2020): 90–109.

Sabelo, Peter Raymond, Siyanda Rondile, Zizipho Tshijila, and N. Mzileni. “Exploring Competency Development Among Peer Assisted Learning (PAL) Leaders and Tutors: A Comprehensive Investigation of Program Involvement.” E-Journal of Humanities, Arts and Social Sciences, January 15, 2024, 1664–77. https://doi.org/10.38159/ehass.202341323.

Shambare, Blessing. “The Ubuntu Parenting: Kairos Consideration for the 21st Century Dynamics and Globalization.” In Parenting – Challenges of Child Rearing in a Changing Society. IntechOpen, 2022. https://doi.org/10.5772/intechopen.100101.

Shi, Jiayi, and Peter Sercombe. “Poverty and Inequality in Rural Education: Evidence from China.” Education as Change 24, no. 1 (2020): 1–28.

Shumba, Overson. “Commons Thinking, Ecological Intelligence and the Ethical and Moral Framework of Ubuntu: An Imperative for Sustainable Development.” Journal of Media and Communication Studies 3, no. 3 (2011): 84–96.

Smith, Daryl G. Diversity’s Promise for Higher Education: Making It Work. Jhu Press, 2024.

Sparks, Linda, and Louri Louw. “Ubuntu in the Academic Literacy Class: Establishing a Sense of Community for Inclusivity and Effective Learning.” Perspectives in Education 41, no. 3 (2023): 107–23.

Vefago, Yuri Borba, Andréa Cristina Trierweiller, and Luciano Barcellos de Paula. “The Third Mission of Universities: The Entrepreneurial University.” Brazilian Journal of Operations & Production Management 17, no. 4 (October 28, 2020): 1–9. https://doi.org/10.14488/BJOPM.2020.042.

Waghid, Yusef, Judith Terblanche, Lester Brian Shawa, Joseph Pardon Hungwe, Faiq Waghid, and Zayd Waghid. Towards an Ubuntu University. Cham: Springer International Publishing, 2023. https://doi.org/10.1007/978-3-031-06454-8.

Webber, Geoff. “The Terrain of Place-Based Education: An Introduction for Teacher Education in Canada.” Brock Education Journal 30, no. 1 (2021): 10.

Zaldivar, Jorge R, and Elizabeth L DeVos. “Rationale for Advocacy Training in Undergraduate Medical Education,” 2020.

Zysberg, Leehu, and Nitza Schwabsky. “School Climate, Academic Self-Efficacy and Student Achievement.” Educational Psychology 41, no. 4 (April 21, 2021): 467–82. https://doi.org/10.1080/01443410.2020.1813690.

Prof Mncedisi Maphalala is a Full-Professor in the Department of Curriculum and Instructional Studies at Unisa (College of Education). He is a former Director: of the Centre for Excellence in Learning and Teaching (CELT) at the Durban University of Technology and a former Dean in the Faculty of Education at the University of Zululand. He holds a D.Ed in curriculum studies from the University of Zululand.  His career in Higher Education spans over 19 years as a Research Professor (North-West University), Professor at the University of Zululand and UNISA and Institutional researcher at the University of the Witwatersrand. He has also previously worked for the KZN Department of Education (as a teacher, HOD and Deputy Principal); between May and August 2015, he was a Visiting Scholar at the University of North Dakota (USA).   Prof Maphalala is an established researcher who holds an NRF C2 rating. He has edited books and special journal issues and published a number of book chapters and research articles in peer-reviewed journals. Prof Maphalala has presented research papers at various local and international conferences. As a postgraduate supervisor and mentor, Prof Maphalala has supervised to completion several Masters and doctoral candidates. He has conducted a number of large-scale commissioned research projects by external organisations such as the South African Institute of Distance Education (SAIDE), Human Sciences Research Council (HSRC), and Council on Higher Education (CHE). He has served on the Umalusi Research Forum, a sub-committee of the Umalusi Council, for a four-year term. His research interests are teacher education, self-directed learning, blended learning, Scholarship of Teaching & Learning and Curriculum studies.

Dr. Ntombikayise Nkosi is a Senior Lecturer in Sociology at the University of South Africa (College of Education) within the Department of Educational Foundations. She holds a D.Ed in Social Justice in Education from the University of KwaZulu-Natal. Previously, she served as Deputy Chief Education Specialist in the Information Systems & Strategic Sub-Directorate at the Gauteng Department of Education. Her career also includes roles at Rosebank College as Head of Academics (Durban campus) and various leadership positions in the KZN Department of Education, including teacher, head of department, deputy principal, and principal of Waterloo Primary School. Dr. Nkosi is a grant recipient under the Women in Research (WiR) programme and leads the Women in Leadership and Management (WiLM) project in KwaZulu-Natal. She has presented her research at numerous national and international conferences and has authored several book chapters and articles in peer-reviewed journals. Currently, she supervises multiple master’s and doctoral students. Her research focuses on gender issues in education and community-based participatory research (CBPR). A strong advocate for gender equality, Dr. Nkosi actively challenges stereotypes and misconceptions surrounding women in leadership. She collaborates with communities to provide insights on gender issues and to develop innovative solutions. Her inspiring journey reflects resilience, determination, and the courage to overcome the often-unseen challenges faced by women.

Maphalala, Mncedisi Christian and Ntombikayise Nkosi. “Fostering Ubuntu in Teacher Education for South African Higher Education.” Journal of Education and Learning Technology 6, no.1 (2025): 10-25.  https://doi.org/10.38159/jelt.2025612