Within postcolonial African higher education institutions (HEIs), structural inequalities often persist beneath official discourses of diversity and inclusion. This study examines how academics’ ethnic-tribal identities shape the professional development, institutional inclusion, and career advancement at a Cameroonian...
N. Folabit, L. Jita· Trends in Higher Education· 0 citations
This study examined teachers’ reported experiences of lesson study (LS) professional development (PD). A qualitative phenomenological design was employed, using face-to-face interviews conducted in 2018 with 15 mathematics and science teachers from several secondary schools in the Mangaung District, South Africa. Inter...
Mzamo Wilson Jacobs, T. Jita, L. Jita et al.· International Journal of Eva...· 0 citations
Findings indicate that academics are compelled to transition from traditional to interactive, student-centred teaching, requiring ongoing adaptation to emerging digital tools, multimedia integration, and data analytics for student monitoring.
N. Folabit, L. Jita· Educational technology resea...· 0 citations
Decolonising assessment remains an underdeveloped yet essential component of higher education transformation. In research, much attention has been assigned to decolonising content knowledge and pedagogy, with limited attention to assessment. Hence, this systematic literature review examines empirical studies published...
Nonjabulo Madonda, L. Jita· Education sciences· 1 citation
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