Authors

Marga Botha is a senior lecturer in the Department of Biblical Studies, Philosophy, and Life Skills at Aros, a private Christian higher education institution committed to faith-integrated teacher training. With more than fifteen years of experience in Senior Phase teaching, particularly in Afrikaans and Life Orientation, she brings practical classroom insight into her academic work. Dr Botha holds a PhD in Humanities Education from the University of Pretoria, where her research focused on teacher well-being, with a particular emphasis on the complexities of stress, burnout, and sustainable professional flourishing. Her current research continues to explore these themes within the broader framework of Christian education, while also advancing scholarship in life skills education for intermediate phase student teachers. Passionate about inclusive education and pedagogical innovation, Dr Botha is dedicated to equipping future educators to teach with both competence and conviction, rooted in a biblical worldview.
Email: Marga.botha@aros.ac.za

Molebogeng Thage is a teacher by profession and a departmental head at a high school in Tshwane West District, Gauteng Province, currently pursuing PHD in the Educational Foundation at The Tshwane University of Technology. Her research explores the classroom dynamics of English First Additional Language in the Tshwane West District. She has published a scholarly work on Academia.edu; the title of her published article is: “Exploring the Effects of Implementing Guided Reading Approach to Enhance the Reading Proficiencies of English Second Language Students in South Africa”; which was presented at the 10th SAERA conference at the University of Free State in 2024. With a strong foundation in both classroom practice, academic inquiry, and commitment to academic leadership and curriculum development, she brings a dynamic perspective to both practical and theoretical insights to the field of education and curriculum innovation.
Email: mole0809@gmail.com

Amokelo Given Maweya is a dedicated mathematics Teacher and researcher, currently pursuing a PhD in Mathematics Education at the University of Pretoria (UP). His scholarship focuses on strengthening Students’ conceptual understanding in geometry and functions at the FET phase. He co-authored “Classroom Design Intervention Strategies to Improve Grade 10 Learners’ Comprehension of Similar Triangles” (2024) and, in July 2025, presented “Analysing 11th Grade Learners’ Level of Understanding of Exponential, Hyperbolic, and Parabolic Functions” at the AMESA National Congress in Polokwane. Recently, he co-authored a peer-reviewed (unpublished) article (2025) examining errors and misconceptions in tangent-chord theorem problems among Grade 11 learners in Tshwane North. Aligned with South Africa’s digital transformation in education, Amokelo embeds digital literacy (credible sourcing, data use, ethical technology) and cultivates digital resilience (e-safety, adaptability, recovery from online setbacks) in his pedagogy—reflecting sector priorities to “future-proof” ODeL students and DBE initiatives (e.g. Siyavula, Data Driven District (DDD), and Continuous Professional Teacher Development (CPTD)) that build safer, more confident Students online. When his not immersed in research, he sharpens his strategic thinking through competitive chess. His dual pursuit of mathematical insight and analytical skill makes his trajectory both inspiring and academically rich.
Email: amokelogiven@yahoo.com

Shari Bowker is Principal Project Officer for the Australian Schools Anti-bullying Collective in the Department of Education in Queensland, Australia. Previously, she was Principal Learning Designer for ePortfolios at the Institute for Teaching and Learning Innovation (ITaLI) at the University of Queensland. Shari’s experience in higher education focused on work-integrated learning and programmatic assessment design. Her educational research centres on ePortfolios and feedback literacy for teaching and learning.
Email: shari.bowker7@gmail.com

Amy Cicchino is Director of the University Writing Center and Associate Professor in the Department of Writing and Rhetoric at the University of Central Florida. Her research takes up digitally enhanced teaching and composition, high-impact practices, and writing program administration and can be found in venues such as the Writing Center Journal, WPA: Writing Program Administration, and the International Journal of ePortfolio, among others. She also co-edited Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces with Troy Hicks.
Email: amy.cicchino@ucf.edu

Kevin Kelly, EdD, works with colleges and universities as a consultant to address distance education, educational technology, equity-minded teaching, and organizational challenges. He teaches online courses in the Department of Equity, Leadership Studies, and Instructional Technologies at San Francisco State University, where he also previously served as the Online Teaching and Learning Manager. Kevin is a member of the AAEEBL Board of Directors and the AAEEBL Task Force on Digital Ethics in ePortfolios. His books include Advancing Online Teaching, Going Alt-Ac, and the forthcoming Making Courses Flexible.

Kristina Hoeppner is the project lead for the open source portfolio platform Mahara, working at Catalyst IT in Te Whanganui-a-Tara Wellington in Aotearoa New Zealand. She supports and works with the worldwide community of educators, learning designers, and education innovators in both formal and informal learning settings to create positive and supportive learning environments featuring portfolios. She has been a member of the AAEEBL Task Force on Digital Ethics in ePortfolios since 2019 and is a frequent speaker and workshop facilitator at education related conferences and other events.
Email: kristina@catalyst.net.nz

Christina Mayes is Assistant Director of Digital Support Services and is part of the Integrative Coaching Team within the Center for the Dominican Experience in the Student Success Center of Dominican University of California. She manages the Fletcher Jones Digital Portfolio and Writing Lab, Digital Portfolio Peer Mentors, and is facilitative of integrating high-impact practices. With a holistic and student-centered approach, she partnered with AAEEBL to host an annual Bay Area ePortfolio Retreat fall 2024 and collaborated with Kristina Hoeppner of the Mahara podcast project, bringing Dominican student voices forward in a podcast mini-series. As a member of the AAEEBL Digital Ethics Task Force, she values the ever-changing scope of digital ethics and impact on authentic storytelling and digital presence.

Megan Mize is Director of ePortfolios and Digital Initiatives in Academic Success Center at Old Dominion University. Her research explores digital ethics, multimodal composition, and the labor of high-impact practices. She has published in AePR, Peitho, and Field Guide, and co-authored the chapter “It’s Dangerous to Go Alone” in Graduate Students at Work.

Christine Slade PhD PFHEA, is Associate Professor in Higher Education, in the Institute for Teaching and Learning Innovation, at the University of Queensland, Australia, where she is the Academic Lead – Assessment and Academic Integrity. Christine has been a member of the Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL) Task Force on Digital Ethics in ePortfolios for the past six years and a member of the Australian ePortfolio Forum Organising Committee since 2017. Christine is an active advisor for ePortfolio implementation, focusing on pedagogical outcomes for students and practical research outcomes – see https://researchers.uq.edu.au/researcher/14189 for more information and publication history.

Suzanne Schibeci is Work-Integrated Partner in Graduate Futures at Macquarie University, Sydney Australia. She is assisting in the implementation of ePortfolios as an assessment task for WIL experiences. She is a member of AEEBL Digital Task Force and the ePortfolios Australia Committee as well as WIL Australia and WACE.

Sarah Zurhellen completed her B.A., B.S., and M.A. degrees at Appalachian State and her Ph.D. at the University of Missouri. She rejoined the AppState community in 2014 as a faculty member and is now the Assistant Director of the Writing Across the Curriculum Program and a Professional Consultant in the University Writing Center. She studies the impact of digital computing on language and the form of the novel and enjoys teaching, talking, and thinking about writing in all of its forms and functions.

Megan Mize, PhD is Director of ePortfolios and Digital Initiatives in the Academic Success Center at Old Dominion University. Her research explores digital ethics, multimodal composition, and the labor of high-impact practices. She has published in AePR, Peitho, and Field Guide, and co-authored the chapter “It’s Dangerous to Go Alone” in Graduate Students at Work. In addition to her work with digital HIPs, she serves on AAEEBL’s Digital Ethics in ePortfolios Task Force.
Email: mmize@odu.edu

Alison M. Lietzenmayer is Director of the Senior Experience and Internship in Communication & Theatre Arts at Old Dominion University, where she also serves as a Master Lecturer and University Distinguished Teacher. Her work focuses on high-impact practices, work-based learning, and publicly engaged humanities. She has published in AEPR, ETC, Journal of Family Communication, and Teaching Professor. Alison leads faculty development for the Mellon-funded Monarch Humanities Internship Academy and consults on curriculum design, reflection pedagogy, and professional readiness in Communication programs.
Email: alietzen@odu.edu

Gary Beck is an Associate Professor of Communication and Theatre Arts at Old Dominion University (USA).  He studies resilience, hope, savoring, and other forms of social positivity at the intersection of interpersonal, family, and health communication.
Email: gbeck@odu.edu

Cathrine Kazunga is a Mathematics Education expert with a strong academic background and professional experience.  She holds a Doctor of Philosophy (PhD) in Mathematics Education from the University of Kwa-Zulu Natal, a Master of Education in Science (Mathematics), and a Bachelor of Education in Mathematics (HBScEd) from Bindura University of Science Education. She has vast experience in teaching and training teachers and experience in primary, secondary, and tertiary mathematics. Her research interests are  the teaching and learning of linear algebra, STEM education, ICT integration into mathematics teaching and curriculum interpretation, and classroom mathematics. She has the following awards from Bindura University of Science Education: best student and Vice Chancellor award (2008) and Organisation of Women in Science for the Developing World (OWSD) Postgraduate Training Fellowships for Women Scientists in Sub-Saharan Africa and Least Developed Countries (2013). She had several publications and presented her work to different conferences nationally, regionally, and internationally.
Email: kathytembo@gmail.com

Lytion Chiromo is a Dean of Students at Reformed Church University.  He holds a Ph.D. in Restorative Justice from the University of KwaZulu-Natal, a Master of Arts, a Bachelor of Arts Special Honours, a Bachelor of Arts General, a Diploma in Adult and Continuing Education, and a Diploma in Education. He possesses a strong administrative and academic background. He has vast experience in the teaching of mathematics at the primary and tertiary levels. He also has vast experience in teaching and training teachers, with experience in primary, secondary, and tertiary education. With a strong research focus, he authored articles and published papers in reputable journals. His expertise spans areas in the teaching and learning of STEM education. As a dedicated educator, he inspires students with their passion for mathematics, fostering a love for learning and academic excellence.
Email: mahunzuhunzul@gmail.com

Nomfundo Radebe is a lecturer in the School of Education at the University of the Witwatersrand, South Africa. She holds a Doctor of Philosophy (PhD) and a Master of Education (MEd) from the same institution, with a specialization in Science and Technology Education. As an early-career researcher and science educator, her work is grounded in advancing STEM education and teacher development, particularly in underserved and rural contexts. Her research contributes to the advancement of equitable and contextually responsive science education in South Africa, with a strong emphasis on addressing systemic barriers and promoting inclusive, sustainable teaching practices. By exploring various dimensions of teaching and learning, she aims to empower teachers and learners, especially in marginalized communities, to improve science education outcomes and engagement.
Email: nomfundo.radebe2@wits.ac.za

Millicent Motheogane is the Deputy Head of the Academic Information and Systems Unit at the University of the Witwatersrand (Wits). Her academic journey includes a PhD in Education from Wits, a thesis titled digital technology enabled education, exploring digital affordances on student performance.  She holds a National Diploma in Information Technology from the University of South Africa, a BTech in Information Technology, and an MTech in Information Systems from Tshwane University of Technology. Her current research interests focus on digital technology enabled education, digital pedagogies, digital transformation and equitable access to digital education. She co-authored journal articles, book chapters and conference proceedings. She is known for her strong work ethic and deep passion for advancing education.
Email: millicent.motheogane@wits.ac.za

Fatima Makda is an Associate Lecturer in the Science and Technology Division at the Wits School of Education, University of the Witwatersrand. She holds a PhD from the University of the Witwatersrand, with a focus on creating a virtual teaching and online learning ecosystem that harnesses the power of digital education for equitable educational experiences. Her current research interests are centred on the intersection of education and technology, with a focus on digital education, digital pedagogies, digital transformation and equitable access. Her work explores the practicalities of creating accessible and sustainable education in diverse contexts. She has co-authored several publications, including journal articles, book chapters and conference proceedings. She is involved in community projects and other relevant educational initiatives aimed at promoting equitable access to quality education for all. Through her research and teaching, Fatima Makda contributes to the discourse on how digital innovations can be leveraged to create more inclusive and equitable education systems. She considers herself to be a professional who lives to make a difference and loves to learn.
Email: Fatima.makda@wits.ac.za

Chantelle August-Mowers is an academic, researcher and lecturer. She is the Head of Foundation Phase and Intermediate Phase Programs at Two Oceans Graduate Institute. She holds a PHD in Language and Literacy. Her research interest includes (but not limited to) multilingualism, with specific reference to mother tongue language, translanguaging and inclusive assessment practices. Her passion for language studies is driven by underpinning social justice imperatives and believe that mother tongue language is a fundamental human right. Grounded in the Ubuntu Philosophy, August-Mowers believes that every student should be treated fairly and respected irrespective of their diverse linguistic and cultural backgrounds. In doing so, every student should have quality education and equal opportunities. She believes, Education is the
fundamental pathway to inclusive, linguistic and cultural responsiveness.
Email: chantyaugust@gmail.com

Samantha Hoffman, is an academic and Field Specialist Leader for Social Sciences and Languages in the BEd Intermediate Phase and PGCE Programme at Two Oceans Graduate Institute. She holds a PhD in Education and her research interest centres around the discourse of Quality Education involving interdisciplinary research to impact teacher education and basic education through the lens of the Capability approach and the Ubuntu Philosophy.
Email: samanthahoffman247@gmail.com

Omphile Madiba is a Learner Support Lecturer at the North-West University, Faculty of Education, School of Psycho-Social Education. He holds a membership in the Golden Key International Honour Society and serves as an executive committee member in the COMBER (Community-Based Educational Research). Dr Omphile is part of the National Longitudinal Teacher Pedagogy Program (NLTPP): A Consortium led by The National Educational Collaboration Trust (NECT) & Teaching, Teacher, and Teacher Education for Equitable and Quality Learning (TTTEQL) as the North-West University Institutional Deputy Leader. In addition, he is a Specialist Wellness Counsellor with a registration from the Association for Supportive Counsellors and Holistic Practitioners (ASCHP).
Email: Omphile.Madiba@nwu.ac.za

Jennifer Sheokarah is a lecturer in the School of Language Education at North-West University, Vanderbijlpark Campus. She obtained her PhD at the University of KwaZulu-Natal, where her research focused on innovative, anxiety-reducing approaches to second language learning. Her work explores gamified and outdoor learning strategies, fostering learner well-being and engagement. Drawing on her experience as a former high school English teacher, she prepares student teachers to create inclusive, low-anxiety classrooms that enhance language learning.
Email: Jennifer.Sheokarah@nwu.ac.za

Nduduzo Brian Gcabashe is a lecturer in the Department of Curriculum and Instructional Studies, School of Teacher Education, College of Education, University of South Africa (UNISA). He has close to 10 years teaching experience in both Basic Education and Higher Education level. Dr. Gcabashe previously taught at the University of the Free State before joining UNISA. His research interest is on Business Education, ICT integration in education and teacher education. Dr. Gcabashe has published several articles on Business Education, ICT integration in education and in teacher education. He has also presented in a number of national conferences. Dr. Gcabashe also serves as the reviewer for several accredited journals in South Africa and internationally.
Email: gcababn@unisa.ac.za

Halalisani Mngomezulu is a Senior Lecturer in the Department of Mathematics, Science, and Technology Education at the University of Johannesburg. He holds a PhD in Science Education from the same institution and is recognized as a leading scholar in formative assessment in science education. His research interests include formative assessment practices and professional teacher development, with a focus on improving science teaching and learning. Dr. Mngomezulu has published extensively in national and international journals and has presented at several prominent academic conferences. He is an active reviewer for multiple high-impact journals, including Social Sciences and Humanities Open, The International Journal of Assessment and Evaluation, Science Journal of Education, and the African Journal of Mathematics, Science and Technology Education. Through his research, teaching, and peer review contributions, Dr. Mngomezulu plays a significant role in advancing science education and supporting the development of effective assessment and instructional practices in South Africa and beyond.
Email: halalisanim@uj.ac.za

André van der Westhuizen is currently the Head of Education at The IIE’s Varsity College Sandton campus. He is also currently registered for a Master of Education (MEd) in Higher Education Studies with a focus on academic supervisors’ experiences in supervising honours students’ research projects. He received his initial teacher training by completing a Bachelor of Education (BEd) in Further Education and Training from the University of Pretoria and holds various postgraduate degrees ranging from psychology and inclusive education to higher education and research supervision. He is actively involved in and engaged with the training of pre-service teachers. He primarily lectures on research methodology and design to final-year Bachelor of Education (BEd) students and supervises research projects. His research interests and pursuits are centred around research education, qualitative research methods, inclusive education, and issues in higher education. He was previously a high school educator, teaching senior Geography.
Email: anvanderwesthuizen@varsitycollege.co.za

Amber Clarke is an emerging thought leader in Educational Technology and Artificial Intelligence in Higher Education. She is currently pursuing a PhD in Education at the University of Cape Town (UCT), building on a Master’s degree in Educational Technology from the same university. Amber is the Head of Digital Learning and Technology at Two Oceans Graduate Institute (TOGI), a private distance higher education institution in South Africa. In this leadership role, she drives strategic innovation in digital learning and technology-enhanced teaching practices. Amber has lectured in undergraduate and postgraduate teacher education programmes, covering modules such as Information Communication Technology, Coding and Robotics, and Research Methodology, as well as served as the Foundation Phase Teaching Practice Coordinator. Her research interests lie in Educational and Emerging Technologies, Artificial Intelligence, Distance Education and Digital Literacy. Amber strives to push boundaries and explore innovative, disruptive approaches to how technology can transform teaching, learning, and assessment.
Email: email4amberclarke@gmail.com

Ndemo Zacharia is a dedicated mathematics educator and chairperson of the department of Mathematics and Science Education. He holds a Ph.D. in Mathematics Education from the University of Zimbabwe. With a strong passion for teaching and research, Dr. Ndemo has spent several years in the academic field, focusing on improving mathematics instruction and promoting student-centred learning strategies.. Throughout his career, Dr. Ndemo has contributed to various academic conferences, teacher training programs, and curriculum reform initiatives aimed at raising the standards of mathematics education in Southern Africa. He is also actively involved in mentoring pre-service and in-service mathematics teachers, supporting them in developing effective teaching practices.
Email: zndemo@gmail.com 

Wendy Phiri is an educator and researcher, with over a decade of experience in academia. Holding a PhD in teaching and learning from the University of the Western Cape, a Master’s Degree in Midwifery education from the University of Stellenbosch. Her work bridges theory and practice, empowering learners to take ownership of their educational journeys through self-reflection and continuous feedback. Dr Phiri is currently working on her upcoming project which aims to explore the incorporation of AI into clinical nursing teaching and learning.
Email: phiriw@cput.ac.za

Chantal Settley is a nurse educator, researcher, and curriculum developer currently pursuing a PhD in Informatics and Design. With a background in nursing education, she has extensive experience in academic coordination, teaching, and research supervision. Her qualifications include a BCur, a Master’s in Nursing Education, and additional training in Risk Management and Public Health. Passionate about quality nursing education, she has contributed to aligning curricula with SANC and HEQSF standards. Her research interests include digital health, person- and family-centred care, and student-centred learning. Her PhD focuses on digital health in rural settings and the psychological well-being of affected persons supporting individuals with substance addiction. She has conducted a scoping review on Sense of Coherence (SOC) and mental health, and a literature review on digital exclusion. Chantal is active in academic leadership, quality assurance, and mentoring, and has presented her work at local and international conferences, including CONF-IRM.
Email: c.settley@gmail.com

Alfred F. Tsikati is a Senior Lecturer in Agricultural Education and Extension at the University of Eswatini. His expertise spans curriculum development, teacher preparation, and the integration of sustainable agriculture into education. He has authored over 50 journal articles, 10 book chapters, and presented at more than 40 conferences . A committed research leader, Dr. Tsikati supervised over 20 postgraduate students and spearheaded the development of Eswatini’s National Research Agenda for Agricultural Education. He is President of the Eswatini Educational Research Association (ESWERA) and Acting President of the Southern Africa Education Research Network (SAERN), roles through which he has organized major international conferences and advanced collaborative scholarship across the region. He also serves as editor of the Eswatini Teaching Practice Handbook and reviewer for international journals. Through his academic and leadership contributions, Dr. Tsikati continues to shape agricultural education policy, practice, and research in Eswatini and Southern Africa.
Email: fanaalfred@gmail.com

Mankopane Justina Lebona is a lecturer at the National University of Lesotho in the Department of Language and Social education, specialising in Business Management and curriculum studies. She holds both Bachelor’s and Master’s degrees in commercial subjects from NUL and has extensive teaching experience at high school and AS/A Level. Her research focuses on curriculum development in Business Studies, Accounting, and Entrepreneurship Education, with a keen interest in creative and innovative pedagogies.
Email: mankopanelebona@gmail.com

Mahlompho Retselisitsoe Tsiane is a lecturer in the Department of Language and Social Education at the National University of Lesotho. She specializes in teaching Business Accounting and Curriculum Studies in Accounting, with a strong focus on bridging theoretical knowledge and practical pedagogy. Her research interests center on curriculum development in Accounting education, the nature of Accounting knowledge, and innovative pedagogical approaches that enhance teaching and learning in the discipline.
Email: mahlomphotsiane@gmail.com

Matsokolo Maria Ramokoena is a Sesotho Education lecturer in the Department of Language and Social Education in the Faculty of Education at the National University of Lesotho. She graduated with a first degree in African languages and the English language at theNational University of Lesotho. She taught in various high schools in Lesotho where she gained her experience in language teaching. As a high school teacher M. M. Ramokoena dealt with both Sesotho as the first and English as the second language. She further obtained a Master’s degree in Sesotho Education. She teaches courses in Sesotho education and curriculum studies at the National University of Lesotho. She has worked with different teacher associations of both languages. Currently, she remains a member of the Sesotho Teachers’ Association. Her research interest includes language contact. M. M. Ramokoena is passionate about the usage of proper Sesotho and conserving the culture of Basotho. She is particularly interested in language attitudes, in particular, negative attitudes of today’s youth towards their native African languages and ways that can be used to curb such attitudes where they occur so that such languages are not faced with the danger of extinction and code-switching.
Email: mankoramokoena@gmail.com

Mamello Matumelo Leboko holds MSc in Financial Mathematics and is currently doing Postgraduate Diploma in Higher Education. She is a Mathematics Lecturer in the Department of Mathematics and Computer Science at the National University of Lesotho, teaching applied Mathematics courses. Guided by a learner-centred teaching philosophy that values innovation, reflection, and digital engagement, she is committed to enhancing Mathematics education in higher education. Her research interests include pedagogical strategies for the digital age and advanced applications of differential equations in Financial Mathematics.
Email: mmatumyl@gmail.com

Irene (JC) Lubbe is an experienced higher education leader and academic developer with more than two decades of international teaching, curriculum, and assessment expertise. She is currently a Curriculum and Learning Developer at the University of Canterbury, New Zealand, and previously served as Director of Assessment in the Faculty of Medical and Health Sciences at the University of Auckland. Irene has also held senior academic roles in South Africa and at the Central European University in Vienna, where she contributed to faculty development and doctoral teaching. Her scholarship and practice focus on curriculum transformation, innovative assessment, and playful pedagogies, with particular interest in game-based learning, digital education, and the Scholarship of Teaching and Learning (SoTL). She has published widely on creative approaches to teaching and assessment, including the use of design thinking, co-teaching models, and gamification to foster learner engagement. Drawing on her cross-cultural experiences in Africa, Europe, and New Zealand, Irene is deeply committed to developing inclusive, future-focused educational practices that enhance student success and institutional impact. She is also a sought-after workshop facilitator, supporting colleagues in reimagining their teaching through evidence-based, learner-centred design.
Email: irene.lubbe@auckland.ac.nz

Yurgos Politis is currently an Assistant Professor at Abu Dhabi University and a Fellow of the Higher Education Academy. He has a PhD in Physics Education, an MA in Education, and a BSc in Physics, which included Initial Teacher Education in year 4. His research interests since then have been diversified and cover areas such as inclusive education, adult education, lifelong learning, and higher education. Yurgos has been involved in international, interdisciplinary, and collaborative research projects, including EUROAC, UNIBILITY, COMMIT, ERSALE, and Inclusive Learning. More recently, he held a Marie Curie Fellowship, which entailed a two-year visiting scholar period at Michigan State University. That project explored the use of virtual reality for conversation skills training, initially with young autistic adults. He is currently the convenor of the World Education Research Association’s International Research network entitled “Bridging the Teaching Gap: Mapping and Enhancing Professional Development for Faculty and Early Career Researchers (TEACH-MAP).” The IRN will review the literature, conduct a survey of faculty and early-career researchers on teaching CPD, co-create CPDs with the same cohorts, & offer the training at selected events.
Email: yurgos.politis@gmail.com

Sarah Ralfe is a senior lecturer at Stadio in the School of Education. She lectures the creative arts, with a particular focus on music and movement, to undergraduate students in the Bachelor of Education qualification. Sarah completed a PhD in Higher Education Studies, with a focus on music education, in 2024. Her research considered the music life histories of student teachers. Her research interests include music and identity, music education, creative arts education and life history research.
Email: sarahr@stadio.ac.za

Jenilyn Deyzel specialises in developing arts-based curricula that blend theoretical insights with practical skills development. This pedagogical approach cultivates adaptive expertise while encouraging critical thinking and collaboration in practical, real-world contexts. With 15 years of classroom experience in three different countries and an additional 5 years as a teacher-educator, Jenilyn has a wealth of knowledge to contribute to the field of education. Her research interests include interdisciplinary learning, culturally responsive teaching, community empowerment, and environmental education. She holds a master’s degree that focused on integrating arts-based methodologies into science education, emphasising teacher capacity building and the practical application of skills in diverse educational settings.
Email: jen@imajen.co.za

Jane Ross is a Creative Arts Practitioner and therapist Jane Ross holds a BA Honours Degree and a PGCE in Drama and English, in addition to qualifications in various healing modalities. She is an experienced actor and director who has worked extensively in education and community as well as in professional theatre. She currently facilitates corporate workshops and runs a post graduate programme in Dramatic Arts for Stadio School of Education.
Email: janer@stadio.ac.za

Rekai Zenda is senior researcher at University of the Witwatersrand. Dr. Zenda was educated in Zimbabwe, as well as in South Africa. He has a degree in education from University of Zimbabwe, Postgraduate Diploma in Higher Education Studies from Free State University, Masters in Education from the Zimbabwe Open University and a PhD in Curriculum Studies from UNISA. Prior to joining Wits University, he worked as a teacher in Zimbabwe as well as in South Africa. He is an avid researcher, and his work has been published in reputable journals. His expertise and research interest are on rural education, science education, e-Portfolios, policy in education, technical and vocational education (TVET) and Information and Communication Technology (ICT) integration in schools.
Email zendarekai@yahoo.com

Norman Vaughan, Ph.D. is a Professor in the Department of Education at Mount Royal University in Calgary, Alberta, Canada.  He has co-authored the books Principles of Blended Learning: Shared Metacognition and Communities of Inquiry (2023), Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (2013), and Blended Learning in Higher Education (2008). In addition, he has published a series of articles on blended learning and teacher development. Dr. Vaughan is the Co-founder of the Blended Online Design Network (BOLD), a founding member of the Community of Inquiry Research Group, the Associate Editor of the International Journal of Mobile and Blended Learning and he is on the Editorial Boards of numerous national and international journals. Additional information can be found on his personal website – https://sites.google.com/mtroyal.ca/normdvaughan/
Email: nvaughan@mtroyal.ca

Rebecca Birch is an Associate Professor of Education at Dominican University of California. She serves as the Single-Subject Program Director and teaches graduate courses in the Education department. Rebecca began her career as a secondary school teacher in mathematics and technology and later worked as a district technology facilitator and administrator. Dr. Birch received her Ed.D in Educational Leadership with an emphasis in Technology. Rebecca’s research centers on Educational Technology, Digital Literacy, Community Engagement, Social Justice, Anti-Bias Practices, Teacher Preparation Programs and Instructional Rounds. She most recently published a chapter in the book Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms.
Email: rebecca.birch@dominican.edu

Katherine Lewis is Associate Professor and Co-Chair of the Education Department at Dominican University of California. She has a background teaching elementary school in Texas, Colorado, and California, and now mentors graduate students in TK-12 teaching credential and MSED programs. Her research is grounded in inclusive education leadership, pedagogies of relationality and care, and the professional development of educators. Katherine’s current work explores relational approaches to teaching (pedagogies of with-ness) and human-AI feedback partnerships in graduate education.
Email: katherine.lewis@dominican.edu

Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University, Canada. He is also the subject team leader for digital technology courses in the teacher education program. Dr. Estaiteyeh currently holds a Brock Chancellor’s Chair for Teaching Excellence. His research focuses on educational technologies, teacher education, STEM education, and differentiated instruction.
Email: mestaiteyeh@brocku.ca

Nyarai Tunjera is an educational technologist, researcher, and innovator dedicated to transforming teaching and learning through technology. Holding a PhD in Educational Technology, she bridges the worlds of Computer Science and Education, with expertise in digital pedagogy, AI integration, and ePortfolio design. Her work focuses on empowering pre-service and in-service teachers to leverage technology for impactful, inclusive education, with a strong commitment to advancing girls’ and women’s participation in STEM. Dr Tunjera has contributed to international research collaborations, authored scholarly publications, and led curriculum design projects in cybersecurity, 21st-century ICT integration, and digital citizenship. She is passionate about equipping educators with the knowledge and tools to navigate the digital era confidently, fostering innovation, resilience, and lifelong learning. Guided by a vision of equitable access to quality education, she continues to drive initiatives that merge pedagogy, technology, and social impact for global change.
Email: nztunjera@gmail.com

Benkosi Madlela is currently engaged by the University of Johannesburg (UJ) in South Africa as a Postdoctoral Research Fellow. Dr Madlela conducts research and presents papers in international conferences, publishes journal articles and book chapters and contributes solutions to the body of knowledge. He is also a peer reviewer for some journals that are accredited by the Department of Higher Education and Training (DHET). Dr Madlela believes that if Africa is to prosper economically, its organisations in the public and private sectors should invest in research, decolonised education and training. His ideology centres round the African Philosophy, education with production for self reliance and the Spirit of Ubuntu.
Email: benkosimadlela@gmail.com

Clive Jimmy William Brown is a lecturer in the Faculty of Education at the Cape Peninsula University of Technology, South Africa, where he serves as the Intermediate Phase Teaching Practice Co-ordinator. He holds a PhD in Higher Education from the University of KwaZulu-Natal, with research focusing on the power dynamics experienced by student-teachers during practicum placements in South African primary schools. His scholarly interests include teacher education, digital transformation, pedagogical rituals, academic precarity, and epistemic justice. Dr Brown is a TAU Fellow, a certified doctoral supervisor across Africa, and an editorial board member of Transformation in Higher Education. His work integrates critical, autoethnographic, and case study methodologies to interrogate the intersections of ideology, pedagogy, and institutional change in higher education.
Email: browncl@cput.ac.za

Wiets Botes has a PhD in Higher Education Studies from the University of Free State, with a focus on science pre-service teacher development. He is currently a senior lecturer and Head of Department at Sol Plaatje University, Kimberley. His professional experience extends over years of teaching in secondary schools and specialized in natural science teaching. As a lecturer he is teaching Natural Sciences in the undergrad programmes, as well as the post grad programmes at the university. He authored and co-authored various articles on topics related to natural science and innovative technologies. His research interest is in Natural Science education, innovative science pedagogies and digital technologies. One of his current research projects are related to the use of virtual reality in Natural Science teaching and learning.
Email:wiets.botes@spu.ac.za

Alan Felix is a lecturer at the Cape Peninsula University of Technology (CPUT), Wellington campus with a background in Geography, Social Science teaching, and the use of ICT in education. He has held various academic and leadership roles. Prior to this, he served as a Head of Department and lecturer at Sol Plaatje University from 2017 to early 2024, where he managed the Human Science Teaching department. His professional experience includes working as a teacher and principal for the Western Cape Education Department. His academic journey includes a PhD in Curriculum Studies from the University of Free State, which focused on the integrating Geography teaching and learning using ICT. He has authored and co-authored articles and book chapters on topics related to technology in education and challenges faced in higher education. His most recent project is based on the integrating of technology using design thinking.
Email:elixal@cput.ac.za

Zaheera Jina-Asvat is a Lecturer in Mathematics Education at the Wits School of Education, University of the Witwatersrand, Johannesburg. She obtained her PhD in Education, specialising in Mathematics Education, from Wits University. Her research focuses on the intersections between teacher identity, pedagogical content knowledge, and classroom practice, with particular interest in how pre-service and in-service teachers’ fluid identities influence their conceptual engagement and reflective practice. She also examines how course design can support identity development and professional growth in mathematics education. Zaheera serves as the Head of the B.Ed Programme and the Chair of the Library Committee.
Email: zaheera.jina@wits.ac.za

Lawan Abdulhamid is an NRF Rated Researcher and Senior Lecturer at the Wits School of Education, University of the Witwatersrand, Johannesburg. He obtained his PhD in Mathematics Education from Wits in 2016. His research primarily focuses on supporting the development of mathematics teaching at the primary school level, with a particular interest in the use of video-stimulated recall as a reflective tool for professional learning. He also explores the use of technology in teaching and assessment as a secondary research interest. Lawan serves as Chair of the WSoE Ethics Committee and was Head of the B.Ed Honours programme from 2020 to 2024.
Email: Lawan.Abdulhamid@wits.ac.za

Nageshwari Pam Moodley is a lecturer in the Curriculum division and the Academic Head for teaching practice at the Wits School of Education. She holds a PHD degree in Education Leadership and Management that focussed on curriculum decolonization and her Master’s degree focused on Professional development of teachers in ICT in rural schools. Her current research trajectory changed to suit teacher education with the incorporation of virtual reality. In her current research, she is focusing on the use of immersive virtual reality headset to train student teachers for 21st century teaching within the STEM subjects.
Email: pam.moodley1@wits.ac.za

Reuben Dlamini is an Associate Professor in Educational Information and Engineering Technology at the University of the Witwatersrand. His research focus cuts across multiple disciplines Computer Science, IT and Education, and involves implementation and evaluation of complex digitalisation and pedagogical integration of ICT interventions in education to improve access to quality education and reduce educational inequalities in resource-constrained contexts.
Email: Reuben.Dlamini@wits.ac.za

Elaine Grace has a Doctorate in Adult Education from the University of South Africa (UNISA) and is the co-author of the chapter: Enhancing Professional Development and Teaching Excellence through the use of ePortfolios in Teaching: A Phenomenological Study. Elaine’s Doctoral research has been valuable in exploring the role of a teaching portfolio in transforming teaching in a way that realises excellence and crafts an academic legacy. Elaine has spent the greater part of her career training teachers and assisting them to reach their best potential. One of her passions is the promotion of ePortfolios as a heutagogical tool for professional development of an outstanding standard. This highlights life-long learning as well as a carefully strategised legacy. Conference presentations related to promoting teaching portfolios have been well-received. Elaine lives and works in Pretoria, South Africa.
Email: elainelydia@gmail.com

Florah Moleko Teane is an Associate Professor at the University of South Africa in the Department of Adult Community and Continuing Education. Her job description entails providing supervision and tuition to honors and Masters’ and Doctoral students. She also coordinates an outreach program for the teacher community that empowers teachers on the implementation of Curriculum and Policy Statement (CAPS). The community project started in the Northwest Province and spread to Mpumalanga province. She has presented research papers in conferences local and international. She has published book chapters, conference proceedings and articles in accredited journals relating to teacher education and curriculum issues.
Email: teanef@unisa.ac.za

Mashango Phillemon Sithole (PhD) is an Academic Development Practitioner at the University of Limpopo, South Africa. His previous roles include Senior Specialist in Curriculum Development and Assessments, Lecturer, and Short Courses Coordinator. His research focuses on academic professional development, pedagogy, tutorship and technology-enhanced learning and inclusive teaching practices. His academic work engages with themes such as e-portfolios, professional identity, and curriculum co-design in the age of AI. Sithole also served an Editor for the Focus Conference proceedings and has published in accredited national and international journals.
Email: mashango.sithole@ul.ac.za

Cebo Nyondo is an eLearning and Educational Technology specialist who serves as Deputy Director of eLearning at Mangosuthu University of Technology (MUT). With a strong background in ICT and higher education, he leads institutional initiatives in blended learning, instructional design, and academic staff development. His work focuses on promoting inclusive technology-enhanced learning environments in higher education.

Phiwayinkosi Richmond Gumede (PhD), also known as Siphiwe, is the Deputy Director in the Teaching and Learning Development Centre at MUT. He boasts a wealth of experience from diverse sectors, including government, non-governmental organisations, and higher education, with over 19 years dedicated to the higher education sector. Dr. Gumede holds a PhD in Environmental Science from the University of KwaZulu-Natal and has consistently contributed to academic development, institutional quality enhancement, and transformative education initiatives.

Meghan Velez is Assistant Professor of Writing and Rhetoric at the University of Central Florida, where she teaches graduate and undergraduate courses in online, hybrid, and face-to-face modalities. Her teaching and research focus on digital writing technologies and literacies, writing center and writing across the curriculum/writing in the disciplines administration, and online writing pedagogy. Her most recent work can be found in the Journal of Business and Technical Communication, Thresholds in Education, and Communication Teacher.
Email: meghan.velez@ucf.edu

Janine Morris is an Associate Professor in the Department of Communication, Media, and the Arts at Nova Southeastern University, and a faculty coordinator of the NSU Writing and Communication Center. Her research interests span areas of writing studies including composition pedagogy and online writing instruction; media literacy and fake news; emotions, affect, and materiality; and writing center studies (with an emphasis on graduate student writing support). Her work has appeared in various writing studies and writing center journals. She is co-editor of Emotions and Affect in Writing Centers with Kelly Concannon.

Kevin E. DePew is an Associate Professor of Writing Studies in the Department of English at Old Dominion University. His research and teaching interests–which are completely inseparable–occupy the axes of literacy, online writing instruction, linguistic justice, social justice pedagogies, and digital writing. Kevin and Beth Hewett co-edited Foundational Practices of Online Writing Instruction. His scholarship has appeared in venues such as Computers & Composition, Composition Studies, and Technical Communication Quarterly as well as edited collections like Better Practices, Emerging Pedagogies in the Networked Knowledge Society, Reinventing Identities in Second Language Writing and Digital Writing Research.

Rich Rice is Professor of Technical Communication and Rhetoric in the Department of English at Texas Tech University where he teaches and researches issues in composition and rhetoric, new media, ePortfolio pedagogy, online writing, intercultural communication, and service-learning. He directs the Center for Global Communication in TTU International Affairs Office and edits the Perspectives on Writing Series of The WAC Clearinghouse. Recent publications address topics like ePortfolio praxis, intercultural communication competence, ethical integration of AI in writing, and online writing instruction best practices. See https://richrice.com.

Aloysius Claudian Seherrie (ORCID: is a Senior Lecturer in the Department of Curriculum and Instructional Studies, College of Education, at the University of South Africa (UNISA). He has published extensively in high-impact journals, contributed to conference proceedings, and engaged in research exploring face-to-face educational practices. Before entering higher education, Dr Seherrie served as a Senior Education Specialist in the Northern Cape Department of Education, South Africa. His research in Curriculum Studies focuses on cooperative learning, self-directed learning (SDL), e-portfolios, teacher education, and the promotion of social justice in teaching and learning environments.
Email: seherac@unisa.ac.za

Ntombikayise Nkosi is a Senior Lecturer in Sociology at the University of South Africa (UNISA), based in the Department of Educational Foundations, College of Education. She holds a Doctorate in Education (Social Justice in Education) from the University of KwaZulu-Natal. Her career spans leadership roles in higher education and the public sector, including Deputy Chief Education Specialist at the Gauteng Department of Education and Head of Academics at Rosebank College. She also served as principal and in various management roles within the KwaZulu-Natal Department of Education. Dr. Nkosi is a Women in Research (WiR) grant recipient and leads the Women in Leadership and Management (WiLM) project. Her research focuses on gender in education and community-based participatory research. She supervises postgraduate students and has presented and published widely. A committed advocate for gender equity, she works with communities to address leadership challenges and promote inclusive educational practices.
Email: nkosin1@unisa.ac.za

Mncedisi Christian Maphalala is a Full Professor in the Department of Curriculum and Instructional Studies at UNISA’s College of Education. He holds a Doctorate in Curriculum Studies from the University of Zululand. His academic career spans over 19 years, including roles as Dean of Education at the University of Zululand, Director of CELT at Durban University of Technology, and Research Professor at North-West University. He has also served as an institutional researcher at Wits and held various leadership roles in the KZN Department of Education. Prof. Maphalala is an NRF C2-rated researcher with extensive publications in peer-reviewed journals, edited volumes, and conference proceedings. He has led large-scale commissioned research projects for SAIDE, HSRC, and CHE, and served on the Umalusi Research Forum. His research interests include teacher education, self-directed learning, blended learning, curriculum studies, and the Scholarship of Teaching and Learning. He supervises master’s and doctoral students.
Email: emaphamc@unisa.ac.za

Kate Mitchell is an experienced learning designer and past teacher across multiple educational sectors (including secondary, vocational, and higher education). She currently works at the University of Melbourne supporting teaching staff to improve their teaching and assessment design, while advocating for curriculum alignment, ePortfolio practices, accessibility and inclusion, and student experience. Her research work and interests span ePortfolios, learning design, staff development and community mentorship, equity in online learning and professional identity within third space.
Email: mitchellkm@unimelb.edu.au

Kashmira Dave is an experienced academic and educational specialist with over 20 years of experience in teaching, learning design, and research within Higher Education. Her work spans learning and teaching, curriculum and learning design, professional development, third space, active learning, technology integration, inclusion and ePortfolios in higher education. As a Senior Lecturer in Academic Development at the University of New England, Kashmira leads professional development initiatives, supports curriculum innovation, and oversees projects that enhance SoTL for academic staff. Kashmira is a published researcher and reviewer, her passion is advancing educational practices through evidence-based strategies and fostering community within higher education.
Email: kdave3@une.edu.au

Aslihan McCarthy is an educator and researcher with extensive experience in the higher education sector. She teaches in the social sciences and conducts research in health professions education, with a focus on student identity formation and programmatic assessment. Her academic work combines innovative pedagogy with evidence-based assessment strategies, aiming to enhance student learning and professional development in diverse educational contexts.

Rita Zuba Prokopetz is an educational consultant and independent scholar who conducts research on the application of electronic portfolios (ePortfolios) for teaching and learning. Since she completed her first ePortfolio in the early 2010s, she has implemented it as a capstone project in courses she facilitated for language learners, college educators, and graduate students. As a doctoral student, she conducted an online ethnography of graduate students as they created their capstone projects and presented them as a final defence in the last course of their Master of Education program of studies. Her chapter on ePortfolio pedagogical strategies shares her insights and perspectives based on her personal experiences with capstone projects both as a learner and educator.
Email: gprokope@mymts.net

Buhle Stella Nhlumayo holds a PhD in Education Leadership, Management, and Policy from the University of KwaZulu-Natal (UKZN), and is a Senior Lecturer at the University of South Africa, in the Department of Educational Foundations. As a scholar of Education Leadership, Dr Nhlumayo has published (sole authored and co-authored) several articles in peer-reviewed journals, book chapters, and conference proceedings, and has presented papers at international, national, and local conferences. Dr. Nhlumayo’s research interests include Educational Leadership and Policy, Comparative Education, and ICT in Education.
Email: nhlumbs@unisa.ac.za

Yifei Wang is Manager of Special Projects in Work-Integrated Learning (WIL) and curriculum design at Career Services, Mount Royal University (MRU). With more than 15 years of experience bridging academic learning and industry practice, she has been a leading voice in embedding WIL into higher education. Dr. Wang earned her PhD and completed postdoctoral work at the University of British Columbia (UBC), specializing in curriculum design, with research focused on innovative models for WIL program development. Her work ensures that academic programs align with real-world industry needs, equipping students with the skills and confidence to thrive professionally. In addition to her leadership role, Dr. Wang has taught courses in instructional design and pedagogy, applying her expertise to close the gap between theory and practice. She is deeply committed to fostering sustainable industry–academic partnerships, leaving a lasting impact on both institutions and employers, and establishing herself as a leader in WIL and curriculum innovation. Prior to joining MRU, Dr. Wang directed instructional design initiatives at the Southern Alberta Institute of Technology (SAIT), where she forged strong collaborations between programs and industry partners. Her leadership at SAIT helped align educational outcomes with workforce demands, enhancing student employability and strengthening industry engagement.
Email: yfwang@mtroyal.ca

Sarah Imran serves as the Director of Career Services at Mount Royal University in Calgary, Canada. Since 2019, she has driven a comprehensive strategy overseeing experiential and work-integrated learning across university faculties, ensuring a cohesive alignment between academia and the workforce. With a career spanning over two decades in public post-secondary education, Sarah’s expertise is deeply rooted in forging meaningful partnerships that bridge industry with academic rigor. Prior to her current role, she excelled as Associate Dean at the Southern Alberta Institute of Technology (SAIT), where her leadership paved the way for innovative programs designed to meet the evolving demands of the energy sector. Her tenure at SAIT was marked by her ability to strategically enhance workforce-ready initiatives. Earlier, as Workforce Development Coordinator at Keyano College, Sarah was instrumental in delivering programs that equipped students with skills to thrive in competitive labor markets. Sarah’s experience spans internships, workforce readiness, and partnership development, making her a sought-after expert in the sector. Her research interests focus on the cultivation of career competencies, competency development, and their intrinsic connection to career satisfaction—areas where her insights have made a notable impact. Sarah holds an Honours Bachelor of Commerce from Western Caspian University and a Master of Business Administration from Durham University.
Email: simran@mtroyal.ca

Hugo Lotriet is a Professor of Information Systems at the University of South Africa. His research interests include the sociotechnical and ethical aspects of Artificial Intelligence, and the implications of these for education, organisations and society.
Email: lotrihh@unisa.ac.za

Tolulope Ayodeji Olatoye is a Post-Doctoral Research Fellow in Geography at Sol Plaatje University, Kimberley, South Africa. He has a PhD degree in Geography & Environmental Science from the University of Fort Hare, South Africa, and two Masters degrees in Geographic Information Systems (GIS) and Geography respectively from Nigeria’s Premier University of Ibadan. Dr. Olatoye brings extensive research expertise in urban ecosystem conservation, coastal vegetation management, and sustainable forest practices. With over two decades of professional experience, Dr. Olatoye has over 20 research publications in internationally accredited journals, and book chapter publications. Recognized with scholarships and travel awards, he has contributed to high-impact projects and secured significant research grants such as the Andrew Mellon funded Project on Spatial Humanities and the NRF/NRF/DSI Global Change Programme Award of South Africa.
Email: tolulope.olatoye@spu.ac.za

Raymond Nkwenti Fru is a Senior Lecturer and the Head of the Department of Human Science Teaching in the Faculty of Education at Sol Plaatje University, South Africa. He holds a Ph.D., M.Ed., and B.Ed. Honors in History Education from the University of KwaZulu-Natal, and a PGDip in Higher Education Studies from the University of the Witwatersrand. With over 15 years of academic experience across Cameroon, Lesotho, and South Africa, he is an expert in History and Social Science Education. His research focuses on textbook analysis, historical consciousness, Indigenous Knowledge Systems, and the politics of curriculum content. Dr. Fru is a prolific scholar, having published extensively in peer-reviewed journals and books. He is also a Teaching Advancement at Universities (TAU) Fellow and APCEIU alumnus who has received competitive research grants from UNESCO, NRF, and the George Eckert Institute. As a mentor, supervisor, and external examiner, he contributes meaningfully to postgraduate research. Dr. Fru is affiliated with scholarly bodies such as SAERA, SASHT, AHE-Afrika, and HELTASA, and is committed to decolonial and transformative pedagogical practices in education.

Mashite Tshidi is a New Generation of Academics Programme (nGAP) Lecturer in the Department of Science, Mathematics and Technology Education at the University of Pretoria, South Africa. He is also completing his PhD in Education, where his doctoral research investigates how learning analytics and personalised teaching approaches can enhance student engagement and outcomes in South African higher education. His research interests span programming education, learning analytics, and artificial intelligence, with a focus on improving student engagement and equity in digital education. Tshidi has authored and co-authored publications on generative artificial intelligence for teacher preparation, programming education in township schools, and the use of learning analytics to support student learning. His work reflects a commitment to inclusive and contextually relevant digital pedagogies in South Africa.
Email: mashite.tshidi@up.ac.za

Wendy Smidt holds a Doctor of Education from the Cape Peninsula University of Technology (CPUT), South Africa. She is a postdoctoral research associate at the Global Institute for Teacher Education and Society, CPUT, and at the University of Johannesburg Methods Lab. Her research, rooted in post-qualitative, arts-based inquiry, focuses on developing critical self-awareness and transpersonal growth among post-school youth through film literacy. Wendy’s scholarly publications extend this work, exploring the advancement of transformative educational research and leadership, and addressing educational leadership in the Fourth Industrial Revolution and the critical role of ePortfolios in future doctoral scholarship.
Email: smidtwendy@proton.me

Mpho-Entle Puleng Modise, PhD. is an Associate Professor in the Department of Curriculum and Instructional Studies, College of Education at the University of South Africa. Her research areas include faculty and student support in higher education and distance education, open distance e-learning, academic and professional development, technology adoption, and the use of ePortfolios in teaching and learning. Prof. Modise is a member of the SAERA executive committee, advocating for Early Career Researchers in South Africa and Africa. Her commitment to research excellence has earned her several prestigious awards, including recognition for her PhD thesis from EASA and SAERA in 2022, the Women in Research Emerging Researcher Award in 2023, and the External Recognition for Research Excellence award at UNISA in 2024.
Email: modismp@unisa.ac.za