Degrees Held
- B.Ed. Lagos State University (2003),
- M.Ed., Lagos State University (2015),
- PhD, University of Zululand (2020)
Research Interests
- Curriculum Implementation and Pedagogical Innovation
- Teacher Education and Professional Development
- Technology Integration/Equity and Rural Digital Inclusion
- Decolonisation of Curriculum
Teaching Interests
- Sociology of education
- Curriculum studies and curriculum theory
- Teaching methodology and classroom practice
- Assessment and evaluation in education
Selected Publications
Books
Journal Articles
Chapters In Books
Books
- Ajani, O. A. (Ed.). (2025). Empowering Pre-Service Teachers to Enhance Inclusive Education Through Technology. IGI Global. https://doi.org/10.4018/979-8-3693-8759-7
- Ajani, O. A. (Ed.). (2026). Transforming Teacher Education Through Narrative Dynamism. IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-3872-9
- Ajani, OA. (Ed.) (2026). AI-Powered Assessments for Quality and Integrity in Global Higher Education. (New project in progress)
Journal Articles
- Ajani, O.A. and Govender, S. (2026) ‘Revising pre-service teacher education for diversity, equity, and inclusion: Multicultural curriculum challenges and prospects in South Africa’, European Journal of Education, 61(1), e70493. Available at: https://doi.org/10.1111/ejed.70493.
- Mahaye, N.E. and Ajani, O.A. (2026) ‘Managing teaching and learning in South African secondary schools after the abolition of corporal punishment’, International Journal of Management, Knowledge and Learning, 15(1), pp. 92–104. Available at: https://doi.org/10.53615/2232-5697.15.92-104.
- Siyaya, M.C. and Ajani, O.A. (2026) ‘Challenges of accounting education in South African schools: A qualitative study of teachers’ competency in ICT integration and new teaching methodologies’, International Journal of Educational Research Open, 10, 100552. Available at: https://doi.org/10.1016/j.ijedro.2025.100552.
- Ajani, O.A. (2025) ‘Bridging the digital divide: Exploring undergraduate students’ experiences with learning management systems in a rural South African university’, Frontiers in Education, 10, 1674885. Available at: https://doi.org/10.3389/feduc.2025.1674885.
- Ajani, O.A. (2025) ‘Rethinking teacher development: Blending socially responsible teaching approaches with Indigenous knowledge to enhance equity and inclusivity’, SN Social Sciences, 5, 50. Available at: https://doi.org/10.1007/s43545-025-01088-8.
- Ajani, O.A. (2025) ‘Enhancing technology integration in economics education: A systematic review of teachers’ digital competencies, challenges, and institutional support in South African high schools’, Multidisciplinary Reviews, 9(1), 2026009. Available at: https://doi.org/10.31893/multirev.2026009.
- Ajani, O.A. and Dlomo, S. (2025) ‘Enhancing school administration in rural South African schools: Challenges and opportunities using the scoping review method’, Research in Social Sciences and Technology, 10(1), pp. 332–354. Available at: https://doi.org/10.46303/ressat.2025.18.
- Ajani, O.A. and Govender, S. (2025) ‘Exploring post-COVID-19 teacher experiences: Advancing technology-driven professional development for contemporary education’, International Journal of Management, Knowledge and Learning, 14, pp. 99–114. Available at: https://doi.org/10.53615/2232-5697.14.99-114.
- Ajani, O.A. and Matiyenga, T.C. (2025) ‘Enhancing critical analysis and argumentation skills in university students through multimodal approaches: A comprehensive study’, International Journal of Educational Reform. Available at: https://doi.org/10.1177/10567879251326556.
- Ajani, O.A. and Mpuangnan, K.N. (2025) ‘Enhancing pre-service teachers’ pedagogical beliefs for curriculum delivery in South African rural high schools’, International Education Journal, 16, pp. 198–205. Available at: https://doi.org/10.5281/zenodo.15927926.
- Ajani, O.A. and Ntombela, S. (2025) ‘Advancing inclusive education in higher education: Challenges and opportunities in preparing pre-service teachers to support students with disabilities’, International Journal of Management, Knowledge and Learning, 14(4), pp. 393–412. Available at: https://doi.org/10.53615/2232-5697.14.25-41.
- Ajani, O.A., Govender, S. and Gamede, B.T. (2025) ‘Investigating emerging technologies for curriculum delivery in a rural South African university through the lens of diffusion of innovation’, Journal of Curriculum Studies Research, 7(2), pp. 394–411. Available at: https://doi.org/10.46303/jcsr.2025.27.
- Ajani, O.A., Govender, S. and Gamede, B.T. (2025) ‘Enhancing equitable and accessible learning for undergraduate students at rural universities through learning management systems: Effectiveness, challenges and optimisation’, Multidisciplinary Reviews, 9(2), 2026098. Available at: https://doi.org/10.31893/multirev.2026098
- Dlomo, S.S. and Ajani, O.A. (2025) ‘Technology-enhanced learning in higher education: A systematic review of practices, challenges, and strategies for equitable digital transformation’, International Education Journal, 16, pp. 232–238. Available at: https://doi.org/10.5281/zenodo.17227870.
- Itasanmi, S.A., Ajani, O.A. and Tawo, C.N. (2025) ‘Exploring the relationship between demographic characteristics, academic procrastination, social support, and academic performance among open distance learning students: A random forest analysis’, Humanities and Social Sciences Letters, 13(1), pp. 324–343. Available at: https://doi.org/10.18488/73.v13i1.4108.
- Itasanmi, S.A., Ajani, O.A., Andong, H.A. and Tawo, C.N. (2025) ‘Assessment of artificial intelligence proficiency and its demographic dynamics among open distance learning students in Nigeria’, International Journal of Learning, Teaching and Educational Research, 24(6), pp. 251–272. Available at: https://doi.org/10.26803/ijlter.24.6.12.
- Msimango, W., Mthshali, Z. and Ajani, O.A. (2025) ‘E-portfolios in South African higher education: Fostering autonomy and lifelong learning in remote contexts’, International Journal of Management, Knowledge and Learning, 14(2), pp. 399–413. Available at: https://doi.org/10.53615/2232-5697.14.399-413.
- Ncube, G. and Ajani, O.A. (2025) ‘Investigating the influence of teacher professional identity on pedagogical approaches to number concept instruction in the Foundation Phase’, Cogent Education, 12(1). Available at: https://doi.org/10.1080/2331186X.2025.2574330.
- Rathilal, S. and Ajani, O.A. (2025) ‘Exploring legitimation practices in numeracy education curriculum: A specialisation code analysis of knowledge and dispositions in a South African university of technology’, International Journal of Management, Knowledge and Learning, 14(2), pp. 338–352. Available at: https://doi.org/10.53615/2232-5697.14.338-352.
- Ajani, O.A. and Ngema, T. (2024) ‘Addressing digital competence gaps in pre-service teacher education: Challenges and strategies for rural schools’, International Journal of Development and Sustainability, 13(10), pp. 895–908. Available at: https://isdsnet.com/ijds-v13n10-04.pdf.
Chapters In Books
- Ajani, O. A. (2025). Enablers, Barriers, and Pedagogical Strategies in Diverse Learning Environments. In E. Charamba & S. Ndhlovana (Eds.), Enablers, Barriers, and Challenges for Inclusive Curriculum (pp. 1-24). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-1000-8.ch001
- Ajani, B. O. & Ajani, O. A. (2025). Leveraging Technology for Inclusive Assessment: Enablers, Barriers, and Pedagogical Strategies in Diverse Learning Environments. In E. Charamba & S. Ndhlovana (Eds.), Improving Academic Performance and Achievement With Inclusive Learning Practices (pp. 109-136). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-4501-7.ch005
- Ndjama, D. J., & Ajani, O. A. (2025). Shattering the glass ceiling: Strategies and policy recommendations for achieving gender parity in educational leadership. In M. C. Maphalala & N. Nkosi (Eds.), Women’s leadership in African education(pp. 415). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-90038-9_4
- Ajani, O. A. (2025). Work-life balance and women’s leadership in education. In M. C. Maphalala & N. Nkosi (Eds.), Women’s leadership in African education(pp. 415). Palgrave MacMillan. https://doi.org/10.1007/978-3-031-90038-9_14
- Ajani, B. O. & Ajani, O. A. (2025). Empowering Pre-Service Teachers for Effective Classroom Practices and Foundational Learning in Early Childhood Education. In O. Ajani (Ed.), Empowering Pre-Service Teachers to Enhance Inclusive Education Through Technology (pp. 281-300). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8759-7.ch011
- Ndjama, J. D. & Ajani, O. A. (2025). Challenges and Opportunities Preparing Accounting Pre-Service Teachers for Educational Technology in Rural Universities. In O. Ajani (Ed.), Empowering Pre-Service Teachers to Enhance Inclusive Education Through Technology (pp. 233-258). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8759-7.ch009
- Ajani, O.A., Gamede, B.T., Bansal, R. (2024). Challenges and Opportunities of Integrating Industry 5.0 and Emerging Technologies in Higher Education for Enhancing Employability Skills. In: Chakir, A., Bansal, R., Azzouazi, M. (eds) Industry 5.0 and Emerging Technologies. Studies in Systems, Decision and Control, vol 565. Springer, Cham. https://doi.org/10.1007/978-3-031-70996-8_11
- Ajani, O.A. (2024). Decolonising Teacher Education Curriculum in South Africa: The Realities and Challenges in Higher Education. In Fomunyam, K.G. (Ed.), Curriculum Theory/Theorising in the Era of Decolonisation (pp. 225-256). University of Johannesburg Press. https://ujonlinepress.uj.ac.za/index.php/ujp/catalog/book/103
- Maphalala, M.C. & Ajani, O.A. (2024). Teaching and Learning of Computer Science in Higher Education: A Self-Directed Learning Perspective. In C. Bosch, L. Goosen, & J. Chetty (Eds.), Navigating Computer Science Education in the 21st Century (pp. 89-111). IGI Global. https://doi.org/10.4018/979-8-3693-1066-3.ch005
- Govender, S.A., Ajani, O.A., Ndaba, N.H., & Ngema, T. (2023). Making In-Service Professional Development Effective in a Rural Context. In Mphahlele, R.S. & Maphalala, M.C. (Eds.), Contextualising Rural Education in South African Schools (pp. 78–95). Brill Publisher. ISBN: 978-90-04-54702-5. https://brill.com/display/title/63551
- Ajani, O.A. & Simmonds, S. (2022). Decolonising the Curriculum: A Social Justice Pursuit to More Inclusive Teacher Education. In Serfontein, E., Wolhuter, C.C., & Naidoo, S. (Eds.), Scholarship of Education and Human Rights in Diversity: Engaging Discourses from the South (pp. 85-107). AOSIS Publishers. https://library.oapen.org/viewer/web/viewer.html?file=/bitstream/handle/20.500.12657/62940/9781779952479.pdf?sequence=1&isAllowed=y
- Ajani, O.A. (2022). Students’ Perceptions of Online Learning During COVID-19 Lockdown: The Realities of Social Justice for Rural University Students. In Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives (pp. 126-144). University College of Teacher Education, Styria, Austria. https://www.leykamverlag.at/wp-content/uploads/2022/08/PHSt-StBR_Bd15_Kern_web_2022-08-08.pdf
- Ajani, O.A. (2022). Decolonising Teacher Education in Pursuit of Multilingual Teaching and Learning in South African Higher Education. In E. Charamba (Ed.), Handbook of Research on Teaching in Multicultural and Multilingual Contexts (pp. 122-142). IGI Global. https://www.igi-global.com/chapter/decolonising-teacher-education-in-pursuit-of-multilingual-teaching-and-learning-in-south-african-higher-education/310733
- Ajani, O.A. & Uleanya, C. (2021). Decolonisation and the Aims and Purposes of Teacher Education. In Maringe, F. (Ed.), Higher Education in the Melting Pot: Emerging Discourses of the Fourth Industrial Revolution and Decolonisation (pp. 127–144). AOSIS, Cape Town. https://doi.org/10.4102/aosis.2021.BK305.08
- Ngo-Ndjama, J.D., & Ajani, O.A. (2025). Collaborative Governance and Public Administration Effectiveness in South Africa Through a Multidisciplinary Approach: Public Administration in South Africa. In Challenges of Public Administration Management for Higher Education (pp. 259-292). IGI Global. https://doi.org/10.4018/979-8-3693-4346-3.ch013
Community Engagement
2017–2019, Winter School Teaching Support Initiative – Led a university outreach programme that mobilised third- and fourth‑year undergraduate students to provide academic support and teach Grade 12 learners in rural schools in selected Northern KwaZulu‑Natal rural schools. The project aimed to strengthen learner preparation and improve matric examination outcomes
Teaching Expertise
Dr Oluwatoyin Ayodele Ajani has over 15 years of experience as an educator in curriculum studies, education studies, methods of teaching, sociology of education, tourism education, social science education, and research methodology at both the undergraduate (B.Ed.) and graduate levels. Dr Ajani’s professional experience includes creating curricula, developing lecture content, supervising student teaching, mentoring early-stage scholars, and advising students pursuing postgraduate research. Dr Ajani has developed and delivered content across a wide variety of modules, including academic literacy, computer literacy, curriculum theory, education law, Sociology of Education, and independent research, as well as for modules he has taught in a number of educational settings in South Africa and abroad. Dr Ajani is experienced in integrating technology to enhance the learning environment, including the use of blended learning models, inclusive pedagogical strategies, and decolonial approaches in his teaching.
Student Supervision
Masters
PhD
Masters
Completed Supervisions
- Lawrence Morenikeji (2017) – Challenges of Social Studies Teachers in Teaching Rural Students
- Adeolu Akinkunmi L. (2018) – Challenges of Female Principals in Managing Curriculum Delivery in Lagos State Rural Schools (1999–2005)
- Dada O. Mautin (2017) – Influence of Broken Homes on Academic Achievement
- Adeleye J. Adekunmi (2016) – Impact of Single Parenting on Students’ Performance in Economics
- Mbonambi S.B.T. (2024) – Role of Business Studies Teachers in Selected High Schools
Supervisions in Progress (M.Ed.)
- Shabane Nomali (in progress) – The successes and challenges in teaching agricultural sciences: A case study of three Grade 10–12 teachers in three secondary township schools in Klaarwater
- Ngubane Goodnes Fikile (in progress) – Experiences of Public Management TVET interns during their work‑integrated learning at a TVET College (Working title)
- Shushu Nosiphiwo (in progress) – Academic support strategies for progressed learners in the Foundation Phase: A case of Amathole West District
- Kapah Matshilieso Victress (in progress) – Assessing physical education tasks during COVID‑19: The experiences of Grade 8 teachers in Bizana
- Dlamini Sizowakha Sydney Perfect (in progress) – Role of curriculum differentiation in promoting inclusive education in South African schools
- Madikizela Thandeka (in progress) – Barriers and enablers for effective curriculum implementation in rural high schools in Alfred Nzo East, Eastern Cape
- Khoza Thabo Lulama (in progress) – Designing a technology‑enhanced IELTS preparation curriculum: A case study of ESL learners in Cambodia
- Mngomezulu Z.R. (in progress) – A systematic review of the experiences of learners with learning barriers in mainstream schools in South Africa
- Masondo T.F. (in progress) – The role of teacher training in ensuring quality assurance in education
PhD
Completed Supervision
- Amanda Dlamini (2024) – Effects of Positive Discipline in Eswatini Primary Schools
Supervisions in Progress (PhD)
- Mngoma Sboniso Pius (in progress) – Effectiveness of Formative Science Assessment on Grade 9 learners’ achievement, attitudes, beliefs, and self‑regulation: A case study of selected secondary schools in Mafukuzela Gandhi CMC (Working title)
- Mofokeng Mokoena Sentle Patricia (in progress) – Co‑developing autism‑inclusive teaching with pre‑service teachers in rural South African schools
- Myeni Sphelele Ncebo (in progress) – Beyond the school gate: Resilience pathways of learners from child‑headed households in rural ecologies
- Mlambo Zandile Linah (in progress) – Topic to be confirmed (TBC)
- Ndlovu Sibonokuhle (in progress) – Inclusive adaptation for sustainable learning of learners with dyslexia from compound settlements in Zimbabwe
- Ujeh Kelvin Chidi (in progress) – Reimagining support for the well‑being of learners with autism in schools
- Mosothoane Motena Bernice (in progress) – Exploring the capability approach in the implementation of integrated curriculum in rural primary schools in Lesotho
- Ledwaba Karabo Sharon (in progress) – Early identification of developmental delays
- Mokoena Nelly Cynthia (in progress) – Childhood trauma among late adolescents in township schools: A narrative inquiry
- Ndlovu Sibonokuhle (in progress) – A collaborative approach towards inclusive adaptations for promoting sustainable learning of learners with dyslexia in Zimbabwean marginalised settlement schools