Education

Celebrating purpose, passion and progress with Khululwa Shibani

BELINDA BANTHAM — Thu, 26 Jun 2025 12:14:52 +0000

Celebrating purpose, passion and progress with Khululwa Shibani

BELINDA BANTHAM Thu, 06/26/2025 - 14:14

As South Africa commemorates Youth Month – a time to reflect on the courage, resilience and vision of young people – we turn the spotlight on Khululwa Nosipho Shibani. At just 29, she is not only shaping young minds as an educator at Christiana School for the Blind and Partially Sighted, but also contributing to groundbreaking community research. Her journey reflects the spirit of Youth Month: bold leadership, unwavering dedication, and a passion for building a better, more inclusive future.

Here, she shares her remarkable journey:

What did you study at the NWU?

In 2016, I enrolled for a Bachelor of Education in Senior and FET Phase at the NWU, majoring in Geography and Mathematics. I completed my studies in 2019.

What is your current profession/occupation?

I am currently an educator at Christiana School for the Blind and Partially Sighted, and a community researcher in the North West Province, assisting the University of Pretoria’s Faculty of Health Sciences with research focused on motherhood and albinism.

What gives you the most joy in your current position?

What I love most about my job is my learners – how extraordinary and talented they are. Discovering their abilities and unique gifts each day gives me the motivation to look forward to tomorrow.

What is your fondest memory from your time at the NWU?

My fondest memories are those I created while serving in leadership roles: hosting meaningful events, participating in them, and learning from other leaders who shared best practices. I also treasure the memories made with student political leaders, some of whom went on to serve in the Students’ Campus Council.

Apart from your studies, what are some of the most important things you learned at the NWU?

Strong leadership practices.

What inspires you?

I am most inspired by women in leadership, those who lead by example. These women have cultivated inclusive, diverse working environments in their institutions and continue to make waves, proving how great leadership can help build a strong and safe nation. The institutions they have led continue to grow and flourish. I would like to mention Ms Agnes Rasesemola, Circuit Manager of the Boitshoko Local Education Office in the Bojanala District, North West, and former Principal of Sunrise View Secondary School; and Professor Mamokgethi Phakeng, the former Vice-Chancellor of the University of Cape Town.

What makes you positive about our country’s future, what doesn’t, and what would you like to change?

Our country may face many complex challenges that make it difficult to see its unique growth. Despite the rise in youth unemployment and crime, we must also recognise the positive developments in sport, academia and beyond. South Africa is home to prestigious institutions like the NWU, which are introducing programmes aimed at addressing our pressing social challenges through research. Our sportspeople are making their mark globally, showcasing their God-given talents in both sports and the arts. In recent months, our country has also stood as a symbol of peace, harmony and stability. With strong leadership, South Africa has the potential to become a powerful force on the global stage.

If you could give one message to our country’s youth on how to succeed in life, what would it be?

The youth must begin to prioritise their future – as individuals, community members and patriots. They should take the time to learn about our country’s history to better understand present-day affairs. Young people must become vocal advocates against the social ills affecting our communities and stand up to anything that hinders their progress. Those who have succeeded in their careers must take responsibility to lead – and as they rise, they must uplift others. It is time to take mental health seriously and stop relying on substances to cope. Success has no shortcuts; it demands hard work, determination and resilience. The youth should view life through the lens of reality rather than through social media filters. They must understand their purpose, knowing that we are all here for a reason and that life, ultimately, has no manual.

Khululwa Nosipho Shibani.

Teacher education project launches in Italy

MARELIZE SANTANA — Fri, 20 Jun 2025 11:23:32 +0000

Teacher education project launches in Italy

by Mafumane Tlhapi

MARELIZE SANTANA Fri, 06/20/2025 - 13:23

Florence, the Italian city made famous by Renaissance artists such as Michaelangelo and Leonardo da Vinci, is also a modern-day hub for leaders in science, technology, engineering and mathematics (STEM) education.

In May this year, the city ushered in a new phase in STEM teacher education as global partners gathered to launch the Erasmus+ Capacity Building project, aimed at transforming how future teachers learn and teach.

Funded by the European Union, the project is led by the North-West University (NWU) under the coordination of Prof Dorothy Laubscher, holder of the UNESCO Chair in Multimodal Learning and Educational Resources. The project’s full title is “Transforming STEM teacher education in South Africa through self-directed open educational Practices (Ted-SOEP)”.

The project’s first in-person transnational meeting on 22 and 23 May 2025 brought together STEM education specialists from institutions in South Africa and Europe.

“Our goal is to support lecturers and students by developing sustainable, open learning environments that empower all participants in the education system,” said Prof Laubscher.

Seven universities join forces

South African universities involved in the project include the NWU, UNISA, University of Pretoria, University of the Witwatersrand and Sol Plaatje University. European institutions are Pixel International Education and Training Institution based in Florence and the University of Florence in Italy, along with the Instituto Politécnico de Bragança in Portugal.

The meeting in Florence focused on developing a training package aimed at integrating open educational resources (OERs), open educational practices (OEPs) and self-directed learning into STEM teacher education. The agenda included planning national workshops and reviewing strategies for embedding open practices into existing curricula.

“Building a shared understanding of how to implement open educational approaches and self-directed learning was a central outcome of our discussions,” Prof Laubscher said.

Following the meeting, the University of Florence hosted a workshop from 26 to 30 May 2025. The workshop was held at Il Fuligno, a historical complex in the Florence city centre. This served as the site for practical sessions, academic dialogue and collaborative learning.

According to Prof Laubscher, these sessions help contextualise educational practices for local environments. “The collaboration makes real change possible.”

The workshop included contributions from various renowned academics from the University of Florence, including Prof Maria Ranieri and Prof Luigi Barletti. The workshops covered best practices, capacity-building and context-sensitive approaches to implementing OEPs and OERs in teacher training.

NWU participants in the Florence events included Prof Laubscher, Dr Moleboheng Mokhele-Ramulumo, Dr Annalie Roux, Dr Judicial Sebatana and Dr Sukie van Zyl. Other NWU team members involved in the broader project include Prof Chanelle Bosch, Dr Donnavan Kruger, Prof Neal Petersen and Dr Gordon Sekano.

“The project strengthens our collaborative networks and supports transformation in education,” said Prof Laubscher. “We are building something that can have lasting value.”

For more information visit the Ted-SOEP project website: www.tedsoep.org.

The NWU team that attended the transnational workshop in Florence: from left are Dr Annalie Roux, Dr Moleboheng Mokhele-Ramulumo, Prof Dorothy Laubscher, Dr Judicial Sebatana, and Dr Sukie van Zyl.

Academic offers mental health support to education assistants placed at North West schools

BELINDA BANTHAM — Tue, 17 Jun 2025 13:00:45 +0000

Academic offers mental health support to education assistants placed at North West schools

by Phenyo Mokgothu

BELINDA BANTHAM Tue, 06/17/2025 - 15:00

As Phase 5 of the Basic Education Employment Initiative (BEEI) prepares to place thousands of young education assistants in schools across South Africa, support for their mental and emotional well-being is coming into sharper focus. In the North West province, an academic from the North-West University (NWU) is stepping in to provide such support to the 1 326 assistants allocated to the province.

Dr Khido Ramadie, a mental health counsellor and academic in the NWU’s Faculty of Education, is working closely with the North West Provincial Department of Education to offer mental health and wellness support to the province’s youth education assistants.

“These young assistants are often caught between being learners and authority figures,” says Dr Ramadie. “That can lead to identity challenges, self-doubt and social isolation, especially in unfamiliar school environments.”

BEEI Phase 5, scheduled to begin in June 2025, forms part of the Presidential Youth Employment Initiative. It provides job opportunities to young people while easing the workload on educators. However, the psychological toll on participants has drawn increasing attention.

“Many of them experience anxiety, burnout and financial stress due to delayed or inconsistent stipends,” says Dr Ramadie. “Support must be holistic, covering emotional care, financial literacy, physical wellness and a sense of belonging.”

Her services include wellness workshops, peer support structures and access to counselling. The initiative also promotes physical health through education on nutrition, managing fatigue and encouraging balanced workloads to reduce absenteeism.

“We are not addressing mental health in isolation,” she explains. “We are creating a framework that equips youth to cope in demanding school settings and develop personally while contributing meaningfully to the education sector.”

Using research-informed methods, Dr Ramadie and her team will monitor participant well-being throughout the programme, providing data-driven insights to inform support strategies.

“This is about more than just filling posts,” she says. “It’s about ensuring that those who are placed in schools are emotionally and physically ready to make a lasting impact.”

As BEEI Phase 5 gets underway, the focus is shifting from placement alone to sustainable support, ensuring that those who are hired are also heard.

Dr Khido Ramadie

Expert warns of long-term risks of schools dropping pure mathematics

BELINDA BANTHAM — Fri, 23 May 2025 05:53:37 +0000

Expert warns of long-term risks of schools dropping pure mathematics

by Phenyo Mokgothu

BELINDA BANTHAM Fri, 05/23/2025 - 07:53

When as many as 464 public schools in South Africa have elected to stop offering pure mathematics, the question is no longer about underperformance in mathematics, it is about absence.

While most of these schools still teach mathematics literacy, pure mathematics underpins engineering, science and certain types of problem-solving. When that subject is missing from the school curriculum, the long-term impact on learners and the economy is cause for concern.

Dr Judicial Sebatana, an education expert from the North-West University’s (NWU’s) Faculty of Education, says the reasons behind this shift are complex but interconnected. “There has been a shortage of mathematics teachers. At one stage, we had to rely on foreign nationals to teach maths and science,” he says.

Schools are also responding to performance pressures. According to Dr Sebatana, the pursuit of a 100% pass rate plays a significant role in discouraging learners from taking mathematics. “When learners fail mathematics, schools do not achieve a perfect pass rate. As a result, some schools encourage more learners not to take the subject.”

The consequences are wide-reaching. “Mathematics is the language of most engineering and science disciplines. It is also a prerequisite for entering many careers at higher education institutions,” says Dr Sebatana. He believes removing the subject from the curriculum undermines students' access to technical fields and their ability to navigate a data-driven economy.

Beyond academia and employment, there are deeper implications. “Surviving in everyday life requires one to be a critical thinker and a problem solver, skills which in many cases are acquired from doing mathematics,” he says.

To reverse the trend, Dr Sebatana outlines several strategies: “Teaching and learning strategies must be innovative and relevant for classroom content and context to align. The curriculum must be revisited to ensure it caters to both national and global goals.”

He adds that mathematics could be made compulsory again and that support must be expanded. “Extra financial support is needed for student teachers, current teachers and learners studying mathematics.”

Dr Sebatana also calls for greater collaboration between universities and the Department of Basic Education (DBE). “Institutions of higher learning must partner with the DBE to ensure the preparedness of newly qualified mathematics teachers.”

The decline of mathematics in public schools may be gradual, but its long-term effects are already in motion. For Dr Sebatana, halting the slide requires both urgency and coordination across sectors.

Dr Judicial Sebatana

Holly’s final bow: Lize graduates with her faithful companion by her side

BELINDA BANTHAM — Wed, 23 Apr 2025 08:05:28 +0000

Holly’s final bow: Lize graduates with her faithful companion by her side

by Belinda Bantham

BELINDA BANTHAM Wed, 04/23/2025 - 10:05

It was a bittersweet day for North-West University (NWU) graduate Lize Marais, who celebrated her academic achievement and marked the final public appearance of her beloved service dog, Holly.

Lize received her Bachelor of Education in Senior and FET Phase in English, on 16 April, with Holly—her steadfast companion since 2018—right by her side. The moment was deeply symbolic, as Holly prepares to retire after nearly a decade of loyal service.

Diagnosed with Type 1 diabetes just before her first birthday, Lize has lived with the condition for most of her life. In 2016, she suffered a severe seizure due to low blood sugar levels and was hospitalised. After two more similar incidents, her mother began searching for alternative ways to help her manage the condition—leading them to Holly.

Holly, once a stray, was rescued and trained for over a year and a half to become Lize’s service dog. Though her exact breed is unknown, they suspect she is a Samoyed cross. “I paid R50 000 for her—funds I raised by selling fudge, which is quite ironic for a diabetic,” Lize says with a laugh.

Holly has been trained to detect changes in Lize’s blood sugar levels by scent. “She alerts me 30 minutes before my meter picks it up, and 15 minutes before my continuous glucose monitor does,” Lize explains. “She scratches my leg or gets very antsy. In extreme cases, she barks—but that’s rare.”

Now nearing ten years old, Holly is preparing for a well-earned retirement. Fortunately, Lize has already started training Nova, a spirited pit bull puppy who will take over Holly’s duties in time.

Reflecting on her time at the NWU, Lize describes the university as incredibly supportive. “The NWU was extremely welcoming to my situation. I’m very grateful,” she says. “I’d encourage students living with similar challenges to go for it—don’t be scared.”

She fondly recalls many special moments with Holly on campus – including one that still makes her giggle. “We once swam in the Ratau Lebone fountains. It wasn’t really allowed, but that’s what made it so much fun,” she says. “Holly loved it too!”

Having majored in English and Afrikaans, Lize is eager to begin her teaching career and hopes to pursue a postgraduate degree next year. “I love working with children and can’t wait to start teaching,” she says.

Outside of her studies, Lize enjoys reading, baking, and exploring new places with Holly. “Holly always gets a treat when I bake—maybe that’s why she’s a little chubby,” she jokes affectionately.

As Holly retires and Nova takes over, Lize’s story reminds us to stay strong, value friendship, and face life’s challenges with courage.

Dr Dolly Dlavane inaugurated for second term on PanSALB Board

BELINDA BANTHAM — Wed, 16 Apr 2025 10:06:06 +0000

Dr Dolly Dlavane inaugurated for second term on PanSALB Board

by Belinda Bantham

BELINDA BANTHAM Wed, 04/16/2025 - 12:06

Dr Dolly Dlavane, director of the Centre for African Language Teaching (CALT) at North-West University (NWU), has been inaugurated for a second term as a board member of the Pan South African Language Board (PanSALB). The official engagement recently took place at the Constitutional Court.

Dr Dlavane served on the PanSALB Board for five years, concluding her initial term in March last year. It was these five years that she chaired a committee that dealt with the core mandate of PanSALB (Core Mandate Committee – CMC). Following a nomination for reappointment, she completed the rigorous interview and selection process. Her inauguration marks the beginning of another five-year term dedicated to promoting multilingualism and the advancement of South Africa’s linguistic heritage.

This board membership complements her role as Director of CALT, serving as a valuable catalyst for engaging with key stakeholders interested in the development and promotion of African languages in education.

Reflecting on her reappointment, Dr. Dlavane expressed deep gratitude for the opportunity to continue advocating for and protecting linguistic diversity and promoting the development of African languages in education and society. She feels deeply honoured and humbled to serve on the PanSALB Board, especially in 2025—a landmark year in which South Africa's Basic Education system begins implementing Mother Tongue-Based Bilingual Education in Grade 4.

Grade 4 has long been recognized for low reading proficiency in African languages nationwide, making this initiative particularly significant. She is also especially enthusiastic about the recent signing of the Basic Education Laws Act 2022 (BELA) Bill, which represents an important step forward in recognising African languages and South African Sign Language at schools.

Dr. Dlavane envisions a future where African languages are fully integrated into the school system, enhancing discipline-based epistemic access for African language speakers. This vision is already being realized at North-West University’s Faculty of Education, where efforts are underway to produce teachers equipped to teach in multilingual classrooms. According to Dr. Dlavane, a key driver in achieving this at the school level is the implementation of the Incremental Introduction of African Languages (IIAL) policy. As a flagship programme of the Department of Basic Education, IIAL promotes social cohesion by embracing linguistic diversity, a value deeply rooted in South Africa’s National Development Plan (NDP).

A passionate advocate for the advancement and intellectualisation of African languages, she consistently calls for their increased use in both universities and schools, and for true parity of esteem among all twelve official South African languages. She is particularly impressed by improved numbers in African languages postgraduate registrations with students writing their thesis in their African languages. Also, the way private institutions, such as Curro Schools, offer African languages aligned with the linguistic demographics of each province.

She encourages communities to make use of PanSALB’s language services through its structures available at provincial offices. Alternatively, individuals can visit the PanSALB website or follow its social media platforms to stay informed about its achievements and ongoing initiatives.

Dr Dolly Dlavane

Ditsobotla Public School learners inspired by NWU exposure

BELINDA BANTHAM — Tue, 01 Apr 2025 08:29:48 +0000

Ditsobotla Public School learners inspired by NWU exposure

by Belinda Bantham

BELINDA BANTHAM Tue, 04/01/2025 - 10:29

"Education is the most powerful weapon you can use to change the world." These words by Nelson Mandela encapsulate the spirit of a recent initiative by the North-West University (NWU) Mahikeng Campus Student Campus Council (SCC).

This initiative provided primary school learners from Ditsobotla Public School in Lichtenburg, Boikhutso, with a transformative experience through an induction and university exposure programme.

The Representative Council of Learners (RCL) from Ditsobotla Public School had the unique opportunity to immerse themselves in the university environment, gain valuable leadership skills, and expand their academic aspirations. The SCC facilitated the initiative to equip these young student leaders with essential communication, teamwork, problem-solving, conflict resolution, and time management skills.

Edward Doyi, an educator and NWU alumnus, emphasised the significance of the programme. “The skills and knowledge acquired by the RCL learners during the induction programme will undoubtedly enhance their leadership roles. They will be better equipped to collaborate with their peers, resolve conflicts, and drive positive change in their school community,” said Edward, who holds a BEd degree in senior and further education and training, an honours degree in special needs education, and a master’s degree in special needs education, all obtained at the NWU.

For many learners, stepping onto a university campus for the first time was an eye-opening experience. “Their excitement was evident as they walked through the university’s vibrant environment and state-of-the-art facilities. The exposure left a lasting impact, motivating them to work harder and aspire towards academic excellence,” said Edward.

The idea for this initiative stemmed from his experience as an NWU postgraduate student. Having benefited from the university’s leadership development programmes, he saw an opportunity for RCL learners to gain similar exposure. “Given the NWU’s reputation for excellence in leadership training, I approached the SCC at the Mahikeng Campus to request an induction programme for our learners. Their exemplary leadership in resolving student issues on campus reinforced my confidence in their ability to mentor young leaders,” he explained.

The NWU’s commitment to nurturing future leaders was evident throughout the initiative. As the learners departed, many expressed their reluctance to leave - proof of the impact of their university experience. Looking ahead, Ditsobotla Public School aims to build on this partnership, ensuring that more young learners benefit from similar initiatives.

The school’s newly appointed principal, Mr Senokwane, is determined to take the school to new heights. Under his leadership, Ditsobotla Public School prioritises academic excellence and leadership development, ensuring its learners are well-prepared for future success.

Ditsobotla Public School prioritises academic excellence and leadership development

The NWU’s commitment to nurturing future leaders was evident throughout the initiative.

Edward Doyi, an educator and NWU alumnus, emphasised the significance of the programme.

Transforming our world, one seed at a time

BELINDA BANTHAM — Mon, 31 Mar 2025 07:35:18 +0000

Transforming our world, one seed at a time

by Angeline Marokoane

BELINDA BANTHAM Mon, 03/31/2025 - 09:35

On Friday, 7 March, students and staff gathered at the Vanderbijlpark campus garden, near Kumba Residence to take part in an inspiring initiative led by Prof Magda Kloppers and the staff of the School of Mathematics, Science and Technology Education (SMSTE) at the Faculty of Education.

The gathering marked the launch of the "Adopt a 4-Door-Sized Spot" Garden Project, a movement aimed at fostering food security, sustainability, and community engagement on campus.

Participants eagerly embraced the opportunity to claim their own garden spots, planting vegetables, herbs, indigenous plants, and edible flowers in prepared soil beds and recyclable containers. With compost, fertilizer, and expert guidance provided, the initiative encouraged students to nurture their own green spaces while learning valuable sustainable gardening techniques.

Several campus societies actively supported the project, including Ch@s Peer Helpers from Student Counselling and Development, UNICEF, and the Royal House Society. Their presence highlighted the collaborative spirit of the event and reinforced the project's mission of contributing to the UN Sustainable Development Goals, particularly Zero Hunger, Good Health, and No Poverty.

Beyond the physical benefits of fresh produce, the initiative also emphasized mental well-being, reflection, and community-building. Students committed to sharing their gardening journeys through bi-weekly reflections while also inviting friends and family to join the movement. Meetings with students from the Faculty of Health Science and the Faculty of Agriculture will provide further opportunities for knowledge exchange and growth.

The "Adopt a Spot" Garden Project proved to be more than just a gardening initiative—it became a platform for empowerment, education, and sustainability. “With every seed planted, participants took a step toward a healthier and more self-sufficient future, demonstrating that small actions can indeed transform our world,” said Prof Kloppers

A group of enthusiastic B.Ed. students actively participate in a gardening activity as part of their community outreach programme, harvesting fresh vegetables, including spinach, from a well-maintained garden. Two students proudly display their freshly picked spinach while Prof Magda Kloppers observes in the background, overlooking the garden with keen interest.

Education Association of South Africa awards Prof Elsa Mentz their medal of honour

BELINDA BANTHAM — Wed, 19 Feb 2025 12:39:16 +0000

Education Association of South Africa awards Prof Elsa Mentz their medal of honour

by Willie du Plessis

BELINDA BANTHAM Wed, 02/19/2025 - 14:39

A mindset change in favour of self-directed learning could solve many of the problems in education and possibly in the workplace too, according to award-winning North-West University (NWU) expert Prof Elsa Mentz.

The Education Association of South Africa (EASA) awarded Prof Mentz the EASA Medal of Honour during its annual conference at Sun City in January.

Prof Mentz is the director of the NWU Research Unit for Self-Directed Learning– believed to be the only such unit in the international education research community.

According to EASA, the medal was awarded to Prof Mentz in recognition of “outstanding service to education by an individual over a sustained period of time”.

A career dedicated to education

Prof Mentz has devoted her research to self-directed learning (SDL) and to enhancing it in formal and informal education. “To me it is very special that I receive this award 50 years after pioneering American educator Macolm Knowles first conceptualised self-directed learning in 1975.

“There is a vast body of literature on self-directed learning, and it is continually growing. I am convinced that many of our problems in education, and even in the workplace, can be solved if we all change our mindset from teaching and being taught, to learning and taking responsibility for our own learning.”

Prof Elsa, with the assistance of her colleagues, established self-directed learning as a strategic priority for teaching and learning, initially specifically in the Faculty of Education, but later at the NWU as a whole as well.

She says she would not have been able to do it alone and makes special mention of Prof Lloyd Conley, the executive dean of the Faculty of Education, her colleagues at the Research Unit for Self-Directed Learning and her international colleagues.

“It is heartwarming and inspiring to be told by international collaborators that the Unit for Self-Directed Learning at the NWU is the only one of its kind in the world.”

Prof Elsa knows the impact of her work will continue. “My research on self-directed learning is much bigger than myself and it will carry on long after I have stepped back. I believe it is the future of education, and I see myself as a small contributor to the scholarship thereof.”

This is not the first recognition Prof Elsa has received for her work in the field. Her dedication and expertise also earned her the Lifelong Contribution in Promoting Self-Directed Learning in Praxis, Theory and Research Award during the 7th International Self-Directed Learning Conference in November last year.

In January 2020 she also received international recognition for her research when she received the Malcolm Knowles Award from the International Society for Self-Directed Learning in Florida in the USA. This was the first time that the recipient was from outside the USA or Europe. It is awarded to those who have made significant lifelong contributions to the field of SDL.

Commenting on her recent EASA award, Prof Mentz says, “I am humbled to be the recipient of this award and truly appreciate it. It is a wonderful honour to receive awards and I give all the glory to God for it.”

Prof Elsa Mentz dedicated her EASA Medal of Honour to her husband, Prof Kobus Mentz, for his support, encouragement and understanding over the years. “I am fortunate to have a husband who is also in academia and understands the long hours, the challenges, and the time away from home.”

Academic to represent South Africa at RightsCon 2025 in Taiwan

BELINDA BANTHAM — Wed, 12 Feb 2025 06:39:42 +0000

Academic to represent South Africa at RightsCon 2025 in Taiwan

by Mafumane Tlhapi

BELINDA BANTHAM Wed, 02/12/2025 - 08:39

Dr Moleboheng Ramulumo, a senior lecturer in the Faculty of Education, Research Unit Self-Directed Learning has been invited by the Disability Cluster of the South African Youth Forum (SAYOF) to represent South Africa at RightsCon 2025, taking place in Taipei, Taiwan, from 23 to 29 February 2025.

Dr Ramulumo will participate in a round-table discussion under the theme: “Leveraging Technology to Advance Access to Education for Deaf and Visually Impaired Youth”. This discussion will bring together policymakers, researchers, AI experts and academic leaders to explore how digital innovations can break down barriers to education.

Dr Ramulumo will also do a presentation on ReneWable Rangers,it is a collaborative project with Prof Byron Bunt, deputy director of the School of Commerce and Social Studies in Education, Research Unit Self-Directed Learning and Dr Lance Bunt, senior lecturer in Computer Science and Information Systems.

ReneWable Rangers is an inclusive digital game designed to introduce young learners to renewable energy concepts while ensuring accessibility for children with disabilities.

“This educational game aims to bridge the gap between environmental education and self-directed learning, leveraging storytelling and interactive game play to engage young minds,” explains Dr Ramulumo.

The game follows Dr Ramulumo’s two sons – Wavhudi and Rivhavhudi Ramulumo – on a mission to restore electricity in a power-deprived South Africa, introducing players to renewable energy solutions.

“What sets ReneWable Rangers apart is its deep commitment to inclusivity, with accessibility features designed for visually and hearing-impaired children. This ensures that all learners, regardless of their abilities, can actively engage in STEM education,” she says.

Dr Ramulumo says this invitation from the SAYOF Disability Cluster holds deep personal significance. “As a mother of two boys who experienced speech impediments, I have witnessed first-hand the transformative power of technology in

education. In addition to improving language skills, digital tools can ignite a passion for STEM subjects, fostering confidence and independence in young learners.”

She adds that one of the most compelling aspects of ReneWable Rangers is its dedication to integrating indigenous knowledge systems (IKS) into environmental education. Rather than presenting renewable energy concepts in isolation, the game contextualises scientific learning within South African cultural and environmental realities. Therefore, by doing so, it fosters a deeper connection between young learners and the sustainability practices rooted in their heritage.

“Representing South Africa at RightsCon 2025 provides an invaluable opportunity to advocate for inclusive and culturally responsive education. My goal is to highlight the potential of digital educational games as tools for preserving indigenous knowledge and for promoting self-directed learning among children with disabilities. Through collaboration with policymakers, researchers and tech innovators, we can work towards a future where all children, regardless of their abilities, have equal access to quality education.”

She extends her sincere gratitude to Prof Lloyd Conley, executive dean of the Faculty of Education, and Dr Elize Küng, deputy dean for community engagement and stakeholder relations and a heartfelt gratitude to her Research Unit Self-Directed Learning, for their unwavering support and belief in her work.

“RightsCon 2025 is a milestone in my professional journey and a crucial step towards shaping a more inclusive and equitable educational landscape for future generations. Together, let us harness the power of technology to empower all learners.”

Dr Moleboheng Ramulumo will highlight the role of inclusive digital education at RightsCon 2025.