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N. Folabit

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Open access Aug 2026

Inclusion Without Representation: Academics’ Perspectives on the Impact of Ethnic-Tribal Identity on Their Professional Development

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 · 0 citations
Open access Sep 2026

Academics’ (Re) construction of teacher identities in the context of technology integration at a South African university

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 · 0 citations

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