Degrees Held
- B A, University of Durban-Westville, 1986
- B A (Hons), University of Durban-Westville, 1987
- HED (Postgrad), UNISA, 1989
- B Ed, UNISA, 1996
- M Ed, University of Natal, 2000
- PhD, University of KwaZulu-Natal, 2011
Profile
Experience
Accomplishments
Awards
Experience
- As Senior Lecturer, I lecture to Honours students (Assessment in Education & Independent Research Project); B Ed (Education Studies 3: Curriculum) and supervise M Ed and PhD projects. As Academic Leader for Teaching and Learning (2016 – 2018) I provided academic leadership in Teaching and Learning. I have been lecturing at UKZN since 2003.
Accomplishments
- I served as Discipline Head of Curriculum and Education Studies from 2011 to 2015 and as Academic Leader for Teaching and Learning from 2016 to 2018. I am the lead researcher in a project on Yoga, Religion and Education in India and South Africa. I visited Chandigarh University as a guest lecturer in 2019.
Awards
University of KwaZulu-Natal (Student’s Dedication Committee – 2009)
- Voted Best Lecturer in Education Studies by Students
University of KwaZulu-Natal (Student’s Dedication Committee – 2011)
- Voted Best Lecturer in Education Studies by Students
Research Interests
Curriculum Studies and Ideologies, Digital Technologies and AI in Education, Values, Religion, and Ethics
Teaching Interests
Curriculum and Assessment, Research Methodologies, Foundations of Education
Supervision
Honours
MEd
PhD
Masters
Honours
- Alcina Kisten (2021) The effect of COVID-19 on the teaching of Life Science curriculum in South Africa.
- Malusi Mthiyane (2021) Online teaching experiences of teacher.
- Nonhlanhla Sibiya (2021) Factors contributing to poor performance of Grade 12 learner.
- Malerato Jafta (2022) Teachers’ perceptions of gifted and talented learners.
- Nqobile Mthembu (2022) The factors that influence the performance of Grade 12 Accounting learners.
MEd
- A Govindasamy (2022) Lecturers’ perspectives on the failure rate at a selected TVET College.
- K Panday (2021) Exploring Learners’ experiences of meditative practice: a case study of a primary school.
- T Nsingwane (2021) Formative assessment practices of teachers in selected primary schools in South Africa.
- B Khathi (2019). Exploring Teaching Strategies Used by Grade 8 Mathematics Teachers to Teach Probability
- R Dlamini (2018). An exploration of teaching strategies used by grade 10 mathematics literacy teachers in the Braemar Circuit.
- L Mncwabe(2018). Exploring the content in the Grade 12 Mathematical Literacy textbooks recommended for schools in Imbali area
- P Govender(2018). Exploring the use of technology by teachers in their practices.
- R H Mhlungu (2018). Students’ experiences of Drop-out in the National Certificate Vocational Mathematics at a Technical and Vocational Education and Training College in KwaZulu- Natal
PhD
- (2025) Digital Experiences of Life Orientation Lecturers in a Technical Vocational Education and Training College, South Africa – A Focus on Computer Information System Company (CISCO) Networking System.
- (2023) Integration of Philosophy into Basic Education in Nigeria: A teacher perspective.
- (2022) Mathematics Lecturers’ use of Technology in Teaching Circle Geometry at a selected TVET College in KZN.
- (2021) Exploring reflections of lecturers on ethics in Accounting Curriculum: A case study.
- (2021) Teachers’ experiences of English across Curriculum (EAC) strategy in three rural ILembe District Secondary Schools, KwaZulu-Natal.
Masters
- (2025) Examining the gap between Grade 11 Mathematics teachers’ content knowledge and its application in teaching Euclidean Geometry in selected secondary schools in the Ugu District.
- (2025) Grade 7 teachers’ conceptions of integrating Mathematics concepts into real-life experiences.
- (2025) Balancing of Content and Language: Experiences of IsiZulu Speaking History Teachers.
- (2022) Lecturers’ perspectives on the failure rate at a selected TVET College.
- (2021) Exploring Learners’ experiences of meditative practice: a case study of a primary school.
- (2021) Formative assessment practices of teachers in selected primary schools in South Africa.
- (2021) Assessment strategies used in grade 4 social sciences.
- (2021) Teachers’ experiences of teaching Agricultural Economics to grade 12 learners.
Community Involvement
(Since 2007), Priest’s Council – South African Hindu Maha Sabha, serving as Chairman to provide leadership and guidance on religious and community matters.
(Since 2007), Ethics Committee – South African Hindu Maha Sabha, serving as an Advisor on ethical standards and community conduct.
(2022), Critical Perspectives on Vaccine Hesitancy, facilitated a panel discussion for the College of Humanities on the role of religious institutions and beliefs in the COVID-19 response.
(2025), Mahatma Gandhi’s Legacy and Freedom Day Commemoration, facilitated an academic event exploring Gandhi’s principles of nonviolence and social transformation in the context of South Africa’s democracy.
Teaching Expertise
Core Educational Disciplines
- Curriculum Studies: Extensive experience teaching and coordinating curriculum theory and development at various levels.
- Foundations of Education: Deep expertise in the four pillars of education: Philosophy, Sociology, History, and Psychology of Education.
- Professionalism and Ethics: Specialisation in teaching professional studies, human rights education, and the ethics of education.
Research Leadership and Methodology
- Research Training: Expertise in teaching undergraduate and postgraduate modules on “Researching Education” and “Discourses and Methodologies”.
- Postgraduate Supervision: Proven track record of supervising and mentoring students through to completion at both Master’s (MEd) and Doctoral (PhD) levels.
- Independent Research Coordination: Leadership in managing and teaching the “Independent Research Project” (IRP) for Honours students.
Curriculum Development and Quality Assurance
- Programme Design: Expertise in interpreting national frameworks (such as MRTEQ) to develop new degree rules and restructure B.Ed. programmes.
- Module Innovation: Experience in developing new academic templates and creating social theory modules for higher education.
- Assessment Expertise: Specialised knowledge in educational assessment strategies and moderation, particularly for Grade 12 and higher education levels.
International and Collaborative Teaching
- Cross-Cultural Pedagogy: Experience as an international guest lecturer delivering seminars on language policy and educational transformation.
Publications
Journal Articles
Chapters in Books
Conference Proceedings
Books
Journal Articles
- Maharajh, L. R. & Khoza, S. B. (2026), ‘Curriculum ideologies in South African scholarship (2021-2025): A classical theory and NDCR analysis’. Africa Education Review, Advance online publication. https://doi.org/10.1080/18146627.2025.2602635.
- Maharajh, L. R. (2022), ‘From Religion to Spirituality: Lessons for Values Education’. Journal of Religion in Africa, Vol. 51, Issue No. 1-2. 65-85. https://doi.org/10.1163/15700666-12340201.
- Maharajh, L. R. & Chilli, B. (2021), ‘English as an Alien Language: Teachers’ Experiences of the English Across the Curriculum Strategy in South Africa’. Literacy Information and Computer Education Journal (LICEJ), Vol. 12, Issue No. 2. [Page range not provided].
- Tewari, A. & Maharajh, L. R. (2021), ‘Exploring Reflections of Lecturers on Ethics in the Accounting Curriculum: A Case Study of UKZN and UNIZULU, South Africa’. International Journal of Financial Research, Vol. 12, Issue No. 4. 65.
- Maharajh, L. R. (2021), ‘Exploring University Students’ Perceptions of Plagiarism: A Focus Group Study’. International Journal for Innovation Education and Research, Vol. 9, Issue No. 1.
- Maharajh, L. R. & Musekiwa, L. T. (2021), ‘”Skill, drill, and kill”: Zimbabwean Teachers’ views on once-off summative assessment’. International Journal for Innovation Education and Research, Vol. 9, Issue No. 2. www.ijier.net.
- Maharajh, L. R., Nkosi, T. & Mkhize, M. C. (2016), ‘Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu-Natal’. Africa’s Public Service Delivery and Performance Review, Vol. 4 Issue No. 3. 371-388.
- Maharajh, L. R. & Amin, N. (2015), ‘A gendered critique of the eight forms of Hindu marriages’. Journal of Gender and Religion in Africa, Vol. 21, Issue No. 2. 77-98.
Chapters in Books
Naidoo, T., Maharajh, L. R., & Balakrishna, Y. (2021), Educating South African Children about Obesity, Undernutrition, and Overweight: Evaluating the Life Orientation CAPS Curriculum. Modern Perspectives in Language, Literature and Education Vol. 6, 82-94
Conference Proceedings
- L R Maharajh (202). Exploring University Students’ Perceptions of Plagiarism: A Focus Group Study 2020 International Conference on Multidisciplinary Research (MyRes) 14-15 December 2020, Voila Hotel, Bagatelle, Moka, Mauritius
- T Shawe & L R Maharajh. Whom to blame? The unavailability of the isiZulu First Additional Language books or materials in Ex-Model C Schools in South Africa presented at the National Association of African American Studies in Dallas (USA) in February 2018.
- T Shawe & L R Maharajh. The lack of inclusive education training among teachers and its effect on learners’ performance in multicultural classrooms in South Africa presented at the National Association of African American Studies at NMMU in August 2018.
Books
Kaur, I. & Maharajh, L. R. (Eds.) (2025), Artificial Intelligence: Redefining Educational Landscape, Books Arcade