The Significance of Ubuntu Pedagogy: Transforming Teaching and Learning at the University of the Free State in South Africa
Mamokhosi Choane 
Issue: Vol.6 No. 1 January 2025 Special Issue Article 7 pp. 94 – 101
DOI : https://doi.org/10.38159/jelt.2025617 | Published online 4th April, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper aimed to draw attention to the significance of Ubuntu pedagogy in promoting a transformative teaching and learning environment for undergraduate second-year political science at the University of the Free State, South Africa.Thus, the paper employed qualitative inquiry by adopting Participatory Action Research (PAR) to interact and engage students actively in their learning processes. To make this study successful and address the aim/objective, a focus group of 8-12 students, referred to as co-researchers across different educational levels in the political science learning environment, was utilized as a means of conducting tool. This was done to ensure the credibility of the research process. Furthermore, the centrality of students and their direct involvement in the research process is important for their voices and the effectiveness of coordinated learning that can enhance students’ analytical abilities and collective learning. PAR could also help reveal students’ perspectives and perceptions on coordinated learning that aligns with the aim of the study. This paper found that a coordinated team among political science students expressing Ubuntu application and deep-rooted humanization in a learning environment is limited. In this regard, the non-existence of a coordinated team that reflects Ubuntu principles of solidarity and cooperation in learning environments contributes negatively to the effectiveness of education. Moreover, the interpretation of the results where the Ubuntu pedagogy would foster more inclusive, communal learning environments among political science students utilized the lens of Ubuntu to understand the perspectives of students from the viewpoint that truly human beings create a relationship with other persons, revealing true identity through community interaction.
Keywords: Ubuntu Pedagogy, Transformation, Coordination, Participatory Action Research, Emancipation
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Dr. Glen Legodu is a dedicated Lecturer and researcher with expertise in Agricultural Science and education at University of the Free State, Department of Mathematics Natural Sciences and Technology. He holds a PhD in Agriculture-Education and has extensive experience teaching Agriculture and Natural Sciences at the University of the Free State. His research focuses on curriculum alignment in Agriculture science education, sustainable food systems in schools, and the integration of Education for Sustainable Development (ESD).
Dr. Benjamin Seleke has pursued a commendable career in education and holds a Doctor of Philosophy in Education Degree from the North West University. Initially dedicating 15 years to shaping young minds as a teacher, he transitioned to higher education, bringing his rich experience and passion for teaching to the academic arena. In 2015, he was appointed as a lecturer at North West University, a position that allowed him to influence and inspire the next generation of scholars. His academic journey continued to evolve, and in 2021, he moved to the University of the Free State, further expanding his impact on the academic community. Currently, he serves as a lecturer at Walter Sisulu University, where his expertise and dedication to education continue to make a significant difference. He is doing research in the infusion of Indigenous Knowledge in Technology Education, Self Directed Learning and the 4IR.
Choane, Mamokhosi. “The Significance of Ubuntu Pedagogy: Transforming Teaching and Learning at the University of the Free State in South Africa.” Journal of Education and Learning Technology 6, no.1 (2025): 94 -101. https://doi.org/10.38159/jelt.2025617
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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