Curriculum transformation in Southern African universities in the digital transformation Era
A systematic review
DOI:
https://doi.org/10.20853/40-4-6481Keywords:
Curriculum transformation, digital transformation, Southern Africa, Botswana, South Africa, TPACK, Universitities, ZimbabweAbstract
Southern Africa's higher education system has undergone significant changes, including efforts to transform the curriculum to reflect the countries’ dynamic social, economic, and political realities. However, there are concerns about whether these efforts have successfully created a truly transformative curriculum that aligns with the goals of social justice, equity, and inclusion. This article examines the concept of higher education curriculum transformation in Southern Africa in the context of the digital transformation era. A systematic literature review identifies and maps articles over 5 years (2019–2023) using inclusion and exclusion criteria. The literature was collected using the Google Scholar database. Google Scholar was searched through Publish or Perish Application, and a total of 200 results were specified. A total of 10 articles were included for in-depth analysis to address the issue under investigation. The study's outcomes and conclusions were informed by the TPACK theoretical framework. According to the study's findings, curriculum transformation in Southern African universities faces a number of obstacles, including a lack of funding and resources, opposition to change from certain institutional stakeholders, decreased support for curriculum development and teacher preparation, and the need for more inclusive and diverse pedagogical approaches. The findings of the study also revealed some positive initiatives in curriculum transformation in Southern African universities. These interventions include embracing digital transformation in teaching and learning, infrastructure, positive attitudes by staff and students, and government funding. Overall, the article concludes that while higher education curriculum transformation is not a myth, it is still a work in progress that requires ongoing engagement and collaboration from all stakeholders. The study recommends that Southern African universities should include, innovation in their education curricula, upgrading education policies, and curriculum redesign and planning to adopt digital transformation in their curricula.
Downloads
References
AACTE (American Association of Colleges of Teacher Education). 2008. Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge/Taylor & Francis Group.
Agbaje, O. 2023. “Curriculum Reform in African Higher Education: Solving Society’s Problems and Meeting Its Needs.” Curriculum Perspectives 43 (1): 141–149. https://doi.org/10.1007/s41297-023-00206-x.
Arksey, H., and L. O’Malley. 2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32. https://doi.org/10.1080/1364557032000119616.
Candra, P., Y. Soepriyanto, and H. Praherdhiono. 2020. “Pedagogical Knowledge.” Journal of Educational Technology Studies 3 (2): 166–177. https://doi.org/10.17977/um038v3i22020p166.
Chidaushe, W. K. 2019. “Exploring the Impediments to New Learning Habits in View of Change Management: A Comparative Study of Botswana Accountancy College (BAC) and Botho University (BU).” Journal of Business Strategy Finance and Management 1 (1–2): 41–64.
Dintoe, S. S. 2019. “Technology Innovation Diffusion at the University of Botswana: A Comparative Literature Survey.” International Journal of Education and Development Using Information and Communication Technology 15 (1): 8–28.
Eleyyan, S. 2021. “The Future of Education According to the Fourth Industrial Revolution.” Journal of Educational Technology and Online Learning 4 (1): 23–30.
Eshiwani, G. S. 1999. “Higher Education in Africa: Challenges and Strategies for the 21st Century.” In Higher Education in the 21st Century: Global Challenge and National Response. Boston: Boston Books.
Field, S., and M. Derksen. 2021. “Experimenter as an Automaton; Experimenter as Human: Exploring the Position of the Researcher in Scientific Research.” European Journal for Philosophy of Science 11 (11). https://doi.org/10.1007/s13194-020-00324-7.
Haddaway, N. R., A. M. Collins, and D. Coughlin. 2015. “The Role of Google Scholar in Evidence Reviews and Its Applicability to Grey Literature Searching.” PLoS One 10 (9).
Hambali, H., F. Rozi, and M. Mardiya. 2023. “Technology in Education: TPACK as an Approach to Becoming a Revolutionary Teacher in the Digital Age.” Academy of Education Journal 14 (2): 171–185.
Hye-jin, K. 2021. “Digital Transformation of Education Brought by the COVID-19 Pandemic.” Journal of the Korea Society of Computer and Information 26 (6): 183–193. https://doi.org/10.9708/jksci.2021.26.06.183.
Harris, J. B., and M. J. Hofer. 2011. “Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning.” Journal of Research on Technology in Education 43 (3): 211–229.
Hattangdi, A., and A. Ghosh. 2011. “Enhancing the Quality and Accessibility of Higher Education through the Use of Information and Communication Technologies.” In Proceedings of the 11th Annual Convention of the Strategic Management Forum, 1–14.
Johnson, A. M., M. E. Jacovina, D. E. Russell, and C. M. Soto. 2016. Challenges and Solutions When Using Technologies in the Classroom. New York: Taylor & Francis.
Kanyane, M. 2023. “Digital Work—Transforming the Higher Education Landscape in South Africa.” In New Digital Work. Cham: Springer. https://doi.org/10.1007/978-3-031-26490-0_9.
Kaputa, T. M. 2021. “Embracing Online Assessment in Open Distance Learning in Zimbabwe.” Zambia Journal of Distance Education 1 (1): 9–17.
Kayembe, C., and D. Nel. 2019. “Challenges and Opportunities for Education in the Fourth Industrial Revolution.” African Journal of Public Affairs 11: 79–94.
Keche, K. 2020. “Relevance of New Higher Education Approaches in Zimbabwe's Second Republic.” Accessed January 28, 2024. http://dx.doi.org/10.5772/intechopen.99934.
Koehler, M. J., and P. Mishra. 2008. “Introducing TPCK.” In Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Mahwah, NJ: Lawrence Erlbaum Associates.
Koehler, M. J., and P. Mishra. 2009. “What Is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9 (1): 60–70.
Koehler, M. J., P. Mishra, K. Kereluik, T. S. Shin, and C. R. Graham. 2014. “The Technological Pedagogical Content Knowledge Framework.” In Handbook of Research on Educational Communications and Technology. New York: Springer. https://doi.org/10.1007/978-1-4614-3185-5_9.
Kugara, S., W. Tshamano, and J. Mawere. 2022. “Curriculum Transformation in South Africa: An Indigenous Knowledge Systems Perspective.” Journal of African Education 3 (10).
Lase, U. 2022. “Technology in Education: TPACK as an Approach to Becoming a Revolutionary Teacher in the Digital Age.” Journal of Educational Technology Studies 3 (1): 28–39.
Maphosa, V. 2021. “Teachers’ Perspectives on Remote-Based Teaching and Learning in the COVID-19 Era.” European Journal of Interactive Multimedia and Education 2 (1). https://doi.org/10.30935/ejimed/9684.
Marinoni, G., H. van’t Land, and T. Jensen. 2020. The Impact of COVID-19 on Higher Education around the World. Paris: International Association of Universities.
Masenya, T. M. 2021. “Digital Literacy Skills Are a Prerequisite for Teaching and Learning in Higher Education Institutions.” South African Journal of Information Studies 39 (2): 1–20.
Mashilo, P. P., and L. Govender. 2023. “African Identity and Curriculum Transformation at Universities in South Africa.” South African Journal of Teacher Education 12 (2): 119–143.
Meyer, I. A., and P. R. Gent. 2016. The Status of ICT in Education in South Africa and the Way Forward. Centurion: National Education Collaboration Trust. Accessed November 20, 2023. http://nect.org.za/publications/technical-reports/the-state-of-ict-in-education-in-south-africa/view.
Mishra, P., and M. J. Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Teachers’ Knowledge.” Teachers College Record 108 (6): 1017–1054.
Mhlanga, D., and T. Moloi. 2020. “COVID-19 and the Digital Transformation of Education.” Education Sciences 10 (7): 180. https://doi.org/10.3390/educsci1007018.
Montrieux, H., R. Vanderlinde, T. Schellens, and L. De Marez. 2015. “Teaching and Learning with Mobile Technology.” PLoS One 10 (12): 1–17. https://doi.org/10.1371/journal.pone.0144008.
Mpofu, F., and A. Mpofu. 2023. “The COVID-19 Pandemic and Digital Transformation in Zimbabwean State Universities.” International Journal of Social Science Research and Review 6 (3). https://doi.org/10.47814/ijssrr.v6i3.957.
Murtafiah, S., M. Syarif, and N. Dhieni. 2022. “Technology in Education: TPACK as an Approach.” Journal of Educational Technology Studies 6 (2): 10113–10123.
Nyoni, J. 2019. “Decolonising the Higher Education Curriculum.” Transformation in Higher Education 4. https://doi.org/10.4102/the.v4i0.69.
Ohei, K. N., and R. Brink. 2019. “A Framework for ICT Adoption in Higher Education.” South African Journal of Information Management 21 (1): 1–12. https://doi.org/10.4102/sajim.v21i1.1030.
Östlund, B. 2008. “Prerequisites for Interactive Learning in Distance Education.” Australasian Journal of Educational Technology 24 (1).
Simbarashe, K. 2021. “COVID-19 as a Catalyst for Digital Transformation in Higher Education.” African Renaissance 18 (4): 285–304. https://doi.org/10.31920/2516-5305/2021/18n4a14.
Shonhe, L., P. Jain, and A. Akakandelwa. 2023. “Students’ Experiences with 4IR Technologies in Online Learning.” Regional Journal of Information and Knowledge Management 8 (2): 81–100.
Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–22.
South African Human Rights Commission (SAHRC). 2016. “Transformation at Public Universities in South Africa.” Accessed November 10, 2024.
Sych, T. V., Y. M. Khrykov, and O. M. Ptakhina. 2021. “Digital Transformation as the Main Condition for the Development of Modern Higher Education.” Educational Technology Quarterly (2): 293–309. https://doi.org/10.55056/etq.27.
UNESCO. 2023. “Curriculum in Transformation Mode.” Accessed February 10, 2024. https://unesdoc.unesco.org/ark:/48223/pf0000387188.
Wargo, E., C. Chellman, K. Budge, and C. Davis. 2020. “On the Digital Frontier.” Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1760753.
World Bank. 2021. “COVID-19 Leaves a Legacy of Rising Poverty.” Accessed March 5, 2024.
World Bank. 2023. “Poverty Is Back to Pre-COVID Levels Globally.” Accessed March 5, 2024.
Zhu, X., and J. Li. 2020. “Education in and After COVID-19.” Postdigital Science and Education 2: 695–699. https://doi.org/10.1007/s42438-020-00126-3.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Sifundo Nkomo, Fortune Nkomo, Walter Matli
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0
