Degrees Held
- B.Ed, UDW (2000)
- M.Ed, UDW (2001)
- PhD, UKZN (2010)
Profile
Experience
Accomplishments
Awards
Experience
- 1 year Military experience;
- 3 years Industrial experience;
- 9 years College experiences;
- 2002 to date: University experiences.
Accomplishments
- National Research Foundation (NRF) Rated researcher
- One of the World Top 100 Scientists: https://www.adscientificindex.com/top-100-scientist/?tit=Education&con=&country_code=za&subje
- Citations with H-Index: https://scholar.google.com/citations?user=02cYlmkAAAAJ&hl=en
- Link 1: http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol6-Issue46-spring-grad-2018-COH/Education%20Academic%20Produces%20Nine%20PhD%20and%20Masters%20Graduands
- Link 2: https://www.youtube.com/watch?v=cly5C9ehpoQ
- Link 3: https://www.youtube.com/watch?v=EZLYaZLrfqo
- Link 4: https://www.youtube.com/watch?v=5EZOvho5E3E&list=PLyxkBFYMs1vxGu3qVygtSfyETwt076-RX
- Link 5: http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol8-Issue4/Distinguished%20Teachers%20Award%20for%20Education%20Academic
- Link 6: http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol4-Issue11-COH/Ten%20Education%20Students%20Graduate%20Together/
Awards
- 2019/2020 University Distinguished Teacher Award;
- Excellence Award 2019 (Top 30 Most Published Researcher – CoH);
- Excellence Award 2019 (Top 3 Supervision – CoH);
- Academic Staff Excellence Award 2018 (Supervisor with the highest number of graduates in 2018 – SoE);
- Excellence Award 2018 (Highest Research Productivity at Associate Professor Level – SoE)
- Awards of being in the top ten at UKZN in terms of supervision (from 2014 to date).
Research Interests
- Educational Technology.
- Education and Curriculum Studies.
- Mathematics Curriculum.
- Technical Education.
Teaching Interests
- Educational Technology
- Education and Curriculum Studies
- Mathematics Curriculum
- Technical Education
Teaching Expertise
Curriculum Studies, Educational Technology, Mathematics, Science, Research, and Technical Education.
2019/2020 University Distinguished Teacher: http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol8-Issue4/Distinguished%20Teachers%20Award%20for%20Education%20Academic
- My life history: https://youtu.be/VW2BrTWn_GY Article: https://doi.org/10.1080/14725843.2024.2397510
- SciProfiles: https://sciprofiles.com/profile/1454445
- Citations (>26 H-Index): https://scholar.google.com/citations?user=02cYlmkAAAAJ&hl=en
- National Research Foundation (NRF) Rated researcher: http://research.ukzn.ac.za/NRF-RatedResearchers.aspx
- Number 27 of the World Education Top 100 Scientists in South Africa: https://www.adscientificindex.com/top-100-scientist/?tit=Education&con=&country_code=za&subje
- Number 42 of the Africa Education Top 100 Scientists: https://www.adscientificindex.com/top-100-scientist/?tit=Education&con=Africa
- Number 47 (3647) of the World Education Top 100 Scientists: https://www.adscientificindex.com/top-100-scientist/?s=3600&tit=Education
- Department of Home Affairs (SASS) Marriage Officer
Students Supervision
Resent PhD/MED graduated students
PhD
MED
Masters
PhD
- https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol10-Issue41-coh-grad/Education%20Students%20Earn%20PhD%20Degrees%20for%20Interesting%20Research/
- http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol6-Issue46-spring-grad-2018-COH/Education%20Academic%20Produces%20Nine%20PhD%20and%20Masters%20Graduands
- http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol4-Issue11-COH/Ten%20Education%20Students%20Graduate%20Together/
Hlatshwayo, V.L. (2026). School Principals’ Approaches to Curriculum Management: A Context of Six Selected Primary Schools in the King Cetshwayo District (UKZN: 207527608) (PhD). Co-supervisor: Dr ME Shoba.
Mkhize, Z.L. (2026). Exploring the utilisation of digital technologies in the teaching of Life Sciences in selected Secondary Schools in Durban (UKZN: 215001179) (PhD). Co-supervisor: Dr LH Sokhulu.
Ndhlovu, B.F. (2026). Exploring the Integration of Indigenous Games as Tools for Teaching Mathematics in Grade R (UKZN: 210 555 280) (PhD).
Pillay, D. (2026). Making sense of our new normal: Theorising the experiences of students with online learning of master’s modules (UKZN: 216074163).
- Cobongela, J.M. (2025). Teachers’ Experiences in the Teaching of Drama in Early Childhood Education: A Case of Life Skills Teachers in Durban, KwaZulu-Natal (UKZN 209529815) (PhD).
- Thompson, R. (2025). Using Computer-aided Design to Enhance Student Teachers’ ICT Capacity: A Critical Participatory Action Research Project in a Private Higher Education Institution in KwaZulu-Natal (UKZN 215078923) (PhD). (Main supervisor Prof R. Moletsane). https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol13-Issue10-coh-grad/Coming%20Home%20A%20PhD%20Journey
- Ntshangase, M.C. (2024). Exploring Teachers’ Understanding of Outcome-Based forms of Pedagogy used in the Foundation Phase (UKZN 201502811) (PhD) (Co-supervisor: Dr Bheki Mthembu).
- Nkohla, M.B. (2024). Reconceptualising Academics’ Experiences of Using Digitalised Learning Environments to Teach Agricultural Sciences at a South African University (UKZN 216074125) (PhD). https://youtu.be/Bsy28C54wsI?t=2105
- Galane, C.M.M. (2024). Grade 3 Teachers’ Understanding of the Implemented Mathematics Curriculum in Mpumalanga Province: An Action Research of Grade 3 Teachers (UKZN 209539404) (PhD). https://youtu.be/rS0OvlxFEYY?t=262
- Msimango, L.N.P. (2023). Educators’ Technological, Pedagogical, and Content Knowledge of implementing a Music Magnet School Programme in the Gauteng Province (UKZN 217081136) (PhD). (Co-supervisor: Prof S. Washington).
- Khumalo, S.M. (2023). DYNAMICS OF IMPLEMENTING MAINSTREAM ENGLISH CURRICULUM AT A SCHOOL FOR THE DEAF IN ESWATINI (UKZN 220108409) (PhD) (Co-supervisor: Dr ME Shoba)
- Dlamini, B.B. (2022). Voices of Eswatini General Certificate of Education Geography Teachers on Teaching Climate Change (UKZN 214583322) (PhD). (Co-supervisor: Dr ME Shoba)
- Ndlovu, V.P. (2022). Exploring Grade 9 Teachers’ Experiences of Enacting Financial Literacy/Accounting in the Zululand District (UKZN 204400659) (PhD). (Co-supervisor: Dr CB Mpungose).
- Nduku, N. (2022). Exploring Teachers’ Perspectives of Teaching Agricultural Sciences in Secondary Schools in Two Districts of KwaZulu-Natal (UKZN 205520529) (PhD).
- Silitshena, P. (2022). Employee motivation models on organisational performance in government primary teacher education colleges in Zimbabwe (UKZN 218086998) (PhD).
- Sokhulu, L.H. (2022). Exploring Master’s Students’ Experiences of using Digital Technologies in Research (UKZN 211518808) (PhD). (Co-supervisor: Dr NM Nzimande) https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol10-Issue25/Emerging%20Academics%20Graduate%20with%20PhDs
- Tshabalala, D.T. (2022). Exploring Lecturers’ Experiences of e-learning Resources in the Teaching of History at Universities in South Africa (UKZN 9151615) (PhD).
- Mabuto, M.P. (2020). Educators Enacting Non-Formal Education Policy − Case of Three Schools in Masvingo District, Zimbabwe − An Exploration. (UKZN 213574440) (PhD) with Prof P. Higgs. https://www.iol.co.za/capetimes/news/morgen-mabuto-rediscovers-energises-himself-with-doctorate-in-his-sixties-eeb1866a-bbe2-48bb-9385-95ae8ed0fb9b
- Nhlongo, A.H. (2020). University Lecturers’ Perspectives of Moodle Usage in Teaching Postgraduate Modules: A Case Study of the School of Education (UKZN 210555140).
- Mlaba, S.M. (2020). Exploring postgraduate lecturers’ reflections on using Moodle in teaching Business Studies/Management at a South African University (UKZN 213570073).
- Zuma, T.H. (2020). Exploring Lecturers’ Understanding of Turnitin Utilisation in Assessing Mathematics at a South African University (UKZN 982207092) .
- Mabuto, M.P. (2020). Educators Enacting Non-Formal Education Policy − Case of Three Schools in Masvingo District, Zimbabwe − An Exploration. (UKZN 213574440) with Prof P. Higgs.
- Zuma, S. (2019). Reimaging Moodle as an Effective Learning Management System through the Experiences of Geography Lecturers at a Selected South African university. (UKZN 209506824). https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol7-Issue50-spring-grad-2019-COH/Graduate%20Struggled%20Through%20Adversity%20to%20Win%20in%20the%20End
- Dlamini, M. (2018). Exploring formative assessment practices in Context-Based Science Curriculum in Swaziland: A case of Form 2 Junior Secondary School Science. (UKZN 213573760).
- Kisaka, S.T. (2018). An Exploration of the Use of Moodle in Teaching MED Students at a University in Kenya. (UKZN 214548438).
- Mabuza, D.C. (2018). Educators’ Reflections of the Swaziland Junior Secondary Integrated Consumer Science Curriculum: Towards Development of a Unique Content Area. (UKZN 216072198).
- Makumane, M.A. (2018). Educators’ Enactment Strategies of the French Integrated Curriculum: An Action Research of Lesotho Educators. (UKZN 216076795).
- Mpungose, C.B. (2018). Exploring lecturers’ reflections on the use of Moodle to teach Physical Sciences at a South African University. (UKZN 214581960). https://citizen.co.za/news/south-africa/education/2149677/23-sa-students-receive-scholarships-to-study-in-usa/
- Shoba, M.E. (2018). Exploring Teachers’ Experiences of Teaching English-Speaking Skill to Second Language Learners in Three KwaNdengezi Township Primary Schools. (UKZN 991234404).
- Sodje, P.E. (2018). Exploring the Use of Internet Resource/s in Learning Mathematics at a TVET College in South Africa. (UKZN 202526688).
- Budden, R. (2017). Exploration of factors that inform curriculum studies students to use e-resources in conducting Masters of Education dissertations at a South African university. (UKZN 205511283).
- Ndlovu, E. (2017). Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe Secondary Schools. (UKZN 214584167).
- Ndlovu, B.N. (2017). Exploring Teachers’ understanding of pedagogic practices in teaching Mathematical concepts in Grade 1: A Case Study in South African Primary Schools. (UKZN 204520072).
- Pather, R. (2017). Library spaces in higher education: exploring academics’ understanding. (UKZN 201509725).
- Fomunyam, K.G. (2016). Content and Ideology in Literature modules taught in a Cameroonian university (UKZN 212558999).http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol4-Issue11-COH/Ten%20Education%20Students%20Graduate%20Together/
MED
- Sempe, N.M.J. (2021). The School Management Team’s Role in Conducting Extra Classes on Weekends and During Vacations for Matriculants: A Critical Investigation (UKZN 213570436) (MED).
- Shabangu, W.D. (2021). Teachers’ Experiences of Integrating Jika iMfundo into Curriculum and Assessment Policy Statement in Mthonjaneni circuit (UKZN 219096272) (MED) (Dr Shoba – co-supervised).
- Mbele, S.A. (2020). Educators’ Knowledge of Teaching IsiZulu within Ugu Cluster. (UKZN 9904528) (MED)
- Dlamini, B.B. (2019). Teachers’ Approaches to the Teaching of Geography in Eswatini School. (UKZN 214583322) (MED Cum laude).
- Khoza, M.E. (2019). Curriculum Managers’ Perspectives on Managing the Curriculum in Schools at King Cetshwayo District. (UKZN 218083975).
- Mthabela, S.P.S. (2019). Exploring Educators’ Views about Parental Involvement in their Children’s Academic Work at a School in the Pinetown District. (UKZN 215082634).
- Nzimande, C.H. (2019). Lecturers’ Reflections on the Teaching of Electrical Systems and Constrction NQF L4 NCV Curriculum at TVET College Campuses in KwaZulu-Natal. (UKZN 216075837).
- Cobongela, J.M. (2018). Grade 12 Dramatic Arts Educators’ experiences of Implementing Curriculum and Assessment Policy Statement in Durban. (UKZN 209529815) (MED).
- Matola, N. (2018). Experiences of International Postgraduate Students Lecturing in a University in KwaZulu-Natal (UKZN 207505799).
- Morojele, M.M. (2018). Grade Four Educators’ Enactments of a Mathematics Curriculum in Two Township Schools at Mafukuzela-Gandhi Circuit. (UKZN 202511453) (MED).
- Shozi, V.B.T. (2018). Exploring Educators’ Views on the Teaching of the Grade 9 Natural Sciences Curriculum and Assessment Policy Statement in the Zululand district, KwaZulu-Natal. (UKZN 204400299) (MED).
- Khuzwayo, E.M. (2018). Assessment strategies used by Grade 9 Technology Educators in Umbumbulu Schools. (UKZN 9805884).
- Ndhlovu, B.F. (2018). Reflections of Foundations Phase Teachers in Implementing Curriculum and Assessment Policy Statement (CAPS). (UKZN 210555280).
- Ndlovu, V.P. (2018). Experiences of Grade 9 teachers teaching Financial Literacy (Accounting) in Zululand district schools. (UKZN 204400659).
- Nduku, N.F. (2018). Teaching strategies used by Grade 12 teachers to teach Agricultural Sciences in Pinetown district. (UKZN 205520529).
- Ntuli, Y.B. (2018). Exploring Teaching Strategies Used by Grade 4 Teachers When Teaching English First Additional language in Primary Schools Under Gingindlovu Circuit. (UKZN 202000982).
- Nkohla, M.B. (2017). Educators’ reflections on their practices of Agricultural Sciences Curriculum and Assessment Policy Statement. (UKZN 216074125) (MED Summa cum laude).
- Buthelezi, M.P. (2017). Music Education in South African Schools: Exploring teachers’ experiences in the teaching of traditional African music. (UKZN 211556503).
- Mbotho, T.S. (2017). Exploring the challenges teenage mothers encounter when re-enrolling at a high school in the rural areas of Port Shepstone (UKZN 208526300).
- David, W.A. (2016). Exploring school managers’ reflections on their experiences of managing CAPS In the city of Bloemfontein (UKZN 215078938).
- Galane, C.M.M. (2016). Subject Advisors’ reflections of the supervision of Grade 3 Mathematics CAPS implementation in Mpumalanga Province (UKZN 209539404).
- Mc Knight, M. (2016). TEACHERS’ EXPERIENCES OF INDIGENOUS KNOWLEDGE SYSTEMS (IKS) FOUND IN THE LIFE SCIENCES CURRICULUM: A CASE STUDY OF LIFE SCIENCES TEACHERS AT A HIGH SCHOOL IN THE PINETOWN DISTRICT (UKZN 971162797).
- Mqadi, L.S. (2016). An exploration of the experiences of grade ten Life Orientation teachers towards the teaching of Physical Education in schools under UGu District, KwaZulu-Natal (UKZN 213570035).
- Mutesi, M. (2016). EXPIRIENCES OF GRADE NINE LEARNERS IN LEARNING MATHEMATICS AT A SECONDARY SCHOOL IN UMZIMKHULU (UKZN 211559282).
- Mpungose, C.B. (2016). Teachers’ reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit (UKZN 214581960).
- Nhlongo, A.H. (2016). Exploring Teachers’ Experiences of Teaching CAPS Life Skills (Physical Education) in the Foundation Phase (UKZN 210555140).
- Shange, D.S. (2016). An exploration of teachers’ experiences in teaching Grade 10 Geometry within Curriculum and Assessment Policy Statement (CAPS) in UMbumbulu circuit (UKZN 208526300).
- Zuma, S. (2016). Teachers’ reflections on teaching Geographical Information System (GIS) at grade 11 within CAPS at a township school in the uMhlathuze Circuit (UKZN 209506824).
- Zuma, T.H. (2016). THE EXPLORATIONOFTEACHINGSTRATEGIES FOR GRADE 5 MATHEMATICS CAPS IN THREE PRIMARY SCHOOLS AT KWANDENGEZI CIRCUIT IN PINETOWN DISTRICT. (UKZN 982207092).
- Majola, M.X. (2015). Exploring formative assessment practices, strategies and tools used by university academics in facilitating a first year accounting module. (UKZN 205511587).
- Mlaba, S.M. (2015). The implementation of the CAPS by Grade Ten Business Studies at two particular high schools in Ugu District. (UKZN 213570073).
- Mogami, D.T. (2015). Exploring Music Educators’ experiences on the implemented Junior Secondary music curriculum in Botswana. (UKZN 981208380).
- Budden, R. (2014). An evaluation of the use of online resources by facilitators and students in the teaching and learning of Curriculum Context & Change: A case study at a higher education institution in South Africa. (UKZN 205511283).
- Duma, A. (2014). Teaching methods used by Grade seven teachers in teaching Social Science. (UKZN 212558765).
- Gounden, A. (2014). Construction of learning outcomes by Life Orientation lecturers using teaching/learning resources for their lessons at an identified Further Education and Training College. (UKZN 212560184).
- Kehdinga, G.F. (2014). Student Teachers’ Experiences of Teachers Professional Identity with in context of Curriculum Change in a university in KwaZulu-Natal. (UKZN 212558999).
- Tshabalala, D.T. (2014). Exploring the use of the internet resources in teaching Grade 12 History class in a public high school: A case study of a high school in Ethekwini South. (UKZN 9151615).
- Naidoo, S. (2014). Teaching resources used by university tutors in teaching Post Graduate Certificate in Education (PGCE) Curriculum modules at a university in Durban. (UKZN).
- Draai, J.A.L. (2014). The experiences of campus managers in learning International Computer Drivers Licence software programs in an FET College in KwaZulu-Natal. (UKZN).
- Khanare, Tshepiso.B. (2013). Experiences and practices of Form Three Integrated Science teachers with regards to learning outcomes and assessment strategies: A case study of two schools in Lesotho. (UKZN).
- Mhlongo, P.P. (2013). Teaching methods used by Grade one educators whilst developing reading skills. (UKZN).
- Fambaza, T. (2013). The experiences of teachers in teaching Computer Applications Technology at the Further Education and Training (FET) band. (UKZN).
- Phahamane, P.M. (2012). Experiences of students in using blended learning to learn educational technology modules: A case study. (UKZN) with Prof TM Buthelezi.
- Chili, Nobuhle.B (2012). The teaching of Computer Technology in rural areas of Durban. (UKZN).
- Sodje, Peter (2011). Experiences of lecturers in teaching Engineering Science: A case study of one university of technology in Durban, KZN. (UKZN).
- Xhakaza, Nozipho.R (2011). The teaching of Computer Literacy: A case study of 3 schools in Greytown, KZN. (UKZN).
- Ncheke, M. (2010). Experiences of 11 Mathematics teachers in using Video Technology to facilitate their lesson at a school in Umlazi, KZN (UKZN).
- Matebang, P. (2009). The use of Smart-Board in teaching Physical Science at a school in Durban. (UKZN).
- Maoba, P. (2008). The integration of ICTs in teaching different subjects at National University of Lesotho. (UKZN).
- Mafata, Paul. (2008). The use of LMS in teaching Educational Technology modules at one university in KZN. (UKZN).
- Kader, Cherly. (2007). A study on how university students in Durban, KZN, use the Internet during their spare time (UKZN).
- Mhlongo, Thulani.P (2007). Integration of computer programs in teaching English lessons: A case study of 3 schools in Durban (UKZN).
- Cele, Sibuko.S (2006). The intergration of Computer Technology in teaching technical subjects at a Technical College in Umlazi (KZN) (UKZN).
- Marumo, F. (2006). The implementation of ICTs in 3 high schools in Lesotho for teaching and learning. (UKZN).
- Matabane, Pinky. (2005). Perception of Grade 8 Educators towards the integration of ICTs in Biology lessons at a school in Matimatolo, KZN. (UKZN).
- Matolo, Patrick. (2005). The use of ICTs in teaching Physical Science: A case study of two school Indwedwe, KZN. (UKZN).
- Thusi, Sithombe. (2004). Perception of Grade 12 learners towards the use of computers in learning Mathematics at a school in Pinetown (UDW).
- Ndlovu, Nonhlanhla. (2004). The use of Video programs in teaching Grade 9 Physical Science: A case study of two school in Newcastle (UDW).
- Ndlovu, Touch. (2004). Implementation of ICTs in teaching Grade 9 Geography at a school in Newcastle. (UDW).
Masters
- Joseph, W.E.N. (2026). TEACHERS’ LIVED EXPERIENCES ON USING MOBILE PHONES IN TEACHING TECHNICAL SUBJECTS IN THE WESTERN CAPE PROVINCE (KZN: 221106904) (MED)
- Mngomezulu, T.F. (2023). Foundation Phase Teachers’ Enactment of Curriculum Differentiation in a Full-Service School in the Zululand District. (UKZN 219095946) (MED). (with Dr SD Khumalo)
- Sempe, N.M.J. (2021). The School Management Team’s Role in Conducting Extra Classes on Weekends and During Vacations for Matriculants: A Critical Investigation (UKZN 213570436) (MED).
- Shabangu, W.D. (2021). Teachers’ Experiences of Integrating Jika iMfundo into Curriculum and Assessment Policy Statement in Mthonjaneni circuit (UKZN 219096272) (MED) (Dr Shoba – co-supervised).
- Mbele, S.A. (2020). Educators’ Knowledge of Teaching IsiZulu within Ugu Cluster. (UKZN 9904528) (MED)
- Dlamini, B.B. (2019). Teachers’ Approaches to the Teaching of Geography in Eswatini School. (UKZN 214583322) (MED Cum laude) with Dr ME Shoba.
- Khoza, M.E. (2019). Curriculum Managers’ Perspectives on Managing the Curriculum in Schools at King Cetshwayo District. (UKZN 218083975) (MED).
- Mthabela, S.P.S. (2019). Exploring Educators’ Views about Parental Involvement in their Children’s Academic Work at a School in the Pinetown District. (UKZN 215082634) (MED).
- Nzimande, C.H. (2019). Lecturers’ Reflections on the Teaching of Electrical Systems and Construction NQF L4 NCV Curriculum at TVET College Campuses in KwaZulu-Natal. (UKZN 216075837) (MED).
- Cobongela, J.M. (2018). Grade 12 Dramatic Arts Educators’ experiences of Implementing Curriculum and Assessment Policy Statement in Durban. (UKZN 209529815) (MED).
- Matola, N. (2018). Experiences of International Postgraduate Students Lecturing in a University in KwaZulu-Natal (UKZN 207505799) (MED) with Dr GK Fomunyam.
- Morojele, M.M. (2018). Grade Four Educators’ Enactments of a Mathematics Curriculum in Two Township Schools at Mafukuzela-Gandhi Circuit. (UKZN 202511453) (MED).
- Shozi, V.B.T. (2018). Exploring Educators’ Views on the Teaching of the Grade 9 Natural Sciences Curriculum and Assessment Policy Statement in the Zululand district, KwaZulu-Natal. (UKZN 204400299) (MED).
- Khuzwayo, E.M. (2018). Assessment strategies used by Grade 9 Technology Educators in Umbumbulu Schools. (UKZN 9805884) (MED) with Dr CB Mpungose.
- Ndhlovu, B.F. (2018). Reflections of Foundations Phase Teachers in Implementing Curriculum and Assessment Policy Statement (CAPS). (UKZN 210555280) (MED).
- Ndlovu, V.P. (2018). Experiences of Grade 9 teachers teaching Financial Literacy (Accounting) in Zululand district schools. (UKZN 204400659) (MED).
- Nduku, N.F. (2018). Teaching strategies used by Grade 12 teachers to teach Agricultural Sciences in Pinetown district. (UKZN 205520529) (MED).
- Ntuli, Y.B. (2018). Exploring Teaching Strategies Used by Grade 4 Teachers When Teaching English First Additional language in Primary Schools Under Gingindlovu Circuit. (UKZN 202000982) (MED).
- Nkohla, M.B. (2017). Educators’ reflections on their practices of Agricultural Sciences Curriculum and Assessment Policy Statement. (UKZN 216074125) (MED Summa cum laude).
- Buthelezi, M.P. (2017). Music Education in South African Schools: Exploring teachers’ experiences in the teaching of traditional African music. (UKZN 211556503) (MED) with Dr CB Mpungose.
- Mbotho, T.S. (2017). Exploring the challenges teenage mothers encounter when re-enrolling at a high school in the rural areas of Port Shepstone (UKZN 208526300) (MED).
- David, W.A. (2016). Exploring school managers’ reflections on their experiences of managing CAPS In the city of Bloemfontein (UKZN 215078938) (MED).
- Galane, C.M.M. (2016). Subject Advisors’ reflections of the supervision of Grade 3 Mathematics CAPS implementation in Mpumalanga Province (UKZN 209539404) (MED).
- Mc Knight, M. (2016). Teachers’ Experiences of Indigenous Knowledge Systems (IKS) Found in the Life Sciences Curriculum: A Case Study of Life Sciences Teachers at a High School in the Pinetown District (UKZN 971162797) (MED).
- Mqadi, L.S. (2016). An exploration of the experiences of grade ten Life Orientation teachers towards the teaching of Physical Education in schools under UGu District, KwaZulu-Natal (UKZN 213570035) (MED).
- Mutesi, M. (2016). EXPIRIENCES OF GRADE NINE LEARNERS IN LEARNING MATHEMATICS AT A SECONDARY SCHOOL IN UMZIMKHULU (UKZN 211559282) (MED).
- Mpungose, C.B. (2016). Teachers’ reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit (UKZN 214581960) (MED).
- Nhlongo, A.H. (2016). Exploring Teachers’ Experiences of Teaching CAPS Life Skills (Physical Education) in the Foundation Phase (UKZN 210555140) (MED).
- Shange, D.S. (2016). An exploration of teachers’ experiences in teaching Grade 10 Geometry within Curriculum and Assessment Policy Statement (CAPS) in UMbumbulu circuit (UKZN 208526300) (MED).
- Zuma, S. (2016). Teachers’ reflections on teaching Geographical Information System (GIS) at grade 11 within CAPS at a township school in the uMhlathuze Circuit (UKZN 209506824) (MED).
- Zuma, T.H. (2016). THE EXPLORATIONOFTEACHINGSTRATEGIES FOR GRADE 5 MATHEMATICS CAPS IN THREE PRIMARY SCHOOLS AT KWANDENGEZI CIRCUIT IN PINETOWN DISTRICT. (UKZN 982207092) (MED).
- Majola, M.X. (2015). Exploring formative assessment practices, strategies and tools used by university academics in facilitating a first year accounting module. (UKZN 205511587) (MED).
- Mlaba, S.M. (2015). The implementation of the CAPS by Grade Ten Business Studies at two particular high schools in Ugu District. (UKZN 213570073) (MED).
- Mogami, D.T. (2015). Exploring Music Educators’ experiences on the implemented Junior Secondary music curriculum in Botswana. (UKZN 981208380) (MED).
- Budden, R. (2014). An evaluation of the use of online resources by facilitators and students in the teaching and learning of Curriculum Context & Change: A case study at a higher education institution in South Africa. (UKZN 205511283) (MED).
- Duma, A. (2014). Teaching methods used by Grade seven teachers in teaching Social Science. (UKZN 212558765) (MED).
- Gounden, A. (2014). Construction of learning outcomes by Life Orientation lecturers using teaching/learning resources for their lessons at an identified Further Education and Training College. (UKZN 212560184) (MED).
- Kehdinga, G.F. (2014). Student Teachers’ Experiences of Teachers Professional Identity with in context of Curriculum Change in a university in KwaZulu-Natal. (UKZN 212558999) (MED).
- Tshabalala, D.T. (2014). Exploring the use of the internet resources in teaching Grade 12 History class in a public high school: A case study of a high school in Ethekwini South. (UKZN 9151615) (MED).
- Naidoo, S. (2014). Teaching resources used by university tutors in teaching Post Graduate Certificate in Education (PGCE) Curriculum modules at a university in Durban. (UKZN)(MED).
- Draai, J.A.L. (2014). The experiences of campus managers in learning International Computer Drivers Licence software programs in an FET College in KwaZulu-Natal. (UKZN)(MED).
- Khanare, Tshepiso.B. (2013). Experiences and practices of Form Three Integrated Science teachers with regards to learning outcomes and assessment strategies: A case study of two schools in Lesotho. (UKZN).
- Mhlongo, P.P. (2013). Teaching methods used by Grade one educators whilst developing reading skills. (UKZN).
- Fambaza, T. (2013). The experiences of teachers in teaching Computer Applications Technology at the Further Education and Training (FET) band. (UKZN).
- Phahamane, P.M. (2012). Experiences of students in using blended learning to learn educational technology modules: A case study. (UKZN) with Prof TM Buthelezi.
- Chili, Nobuhle.B (2012). The teaching of Computer Technology in rural areas of Durban. (UKZN)
- Sodje, Peter (2011). Experiences of lecturers in teaching Engineering Science: A case study of one university of technology in Durban, KZN. (UKZN)
- Xhakaza, Nozipho.R (2011). The teaching of Computer Literacy: A case study of 3 schools in Greytown, KZN. (UKZN)
- Ncheke, M. (2010). Experiences of 11 Mathematics teachers in using Video Technology to facilitate their lesson at a school in Umlazi, KZN (UKZN).
- Matebang, P. (2009). The use of Smart-Board in teaching Physical Science at a school in Durban. (UKZN)
- Maoba, P. (2008). The integration of ICTs in teaching different subjects at National University of Lesotho. (UKZN)
- Mafata, Paul. (2008). The use of LMS in teaching Educational Technology modules at one university in KZN. (UKZN)
- Kader, Cherly. (2007). A study on how university students in Durban, KZN, use the Internet during their spare time (UKZN)
- Mhlongo, Thulani.P (2007). Integration of computer programs in teaching English lessons: A case study of 3 schools in Durban (UKZN)
- Cele, Sibuko.S (2006). The intergration of Computer Technology in teaching technical subjects at a Technical College in Umlazi (KZN) (UKZN)
- Marumo, F. (2006). The implementation of ICTs in 3 high schools in Lesotho for teaching and learning. (UKZN)
- Matabane, Pinky. (2005). Perception of Grade 8 Educators towards the integration of ICTs in Biology lessons at a school in Matimatolo, KZN. (UKZN)
- Matolo, Patrick. (2005). The use of ICTs in teaching Physical Science: A case study of two school Indwedwe, KZN. (UKZN)
- Thusi, Sithombe. (2004). Perception of Grade 12 learners towards the use of computers in learning Mathematics at a school in Pinetown (UDW)
- Ndlovu, Nonhlanhla. (2004). The use of Video programs in teaching Grade 9 Physical Science: A case study of two school in Newcastle (UDW)
- Ndlovu, Touch. (2004). Implementation of ICTs in teaching Grade 9 Geography at a school in Newcastle. (UDW).
Community Involvement
- 2022, African Interaction, Project on Supervision Models, Writing Publications, and Curriculum Development and Evaluation (UKZN, National University of Lesotho, University of Eswatini, and Kenyatta University
- Link 1: http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol6-Issue46-spring-grad-2018-COH/Education%20Academic%20Produces%20Nine%20PhD%20and%20Masters%20Graduands
- Link 2: https://www.youtube.com/watch?v=cly5C9ehpoQ
- Link 3: https://www.youtube.com/watch?v=EZLYaZLrfqo
- Link 4: https://www.youtube.com/watch?v=5EZOvho5E3E&list=PLyxkBFYMs1vxGu3qVygtSfyETwt076-RX
- Link 5: http://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol4-Issue11-COH/Ten%20Education%20Students%20Graduate%20Together/
Selected Publications
2011-2024
Books
Khoza, S.B. (2025). Excellence in Supervision is a Function of Relevant Models. In A.L. Nkosi-Shokane, G.M. Naidoo, J.A. Smit, & N.P. Ndimande-Hlongwa (Eds), Postgraduate Supervision in Transformation Indaba: Contexts, Challenges, Opportunities and Praxes (Chapter 13, 1 ed., Vol. 22, pp. 266-291). https://doi.org/10.29086/978-0-9869938-3-1/2025/AASBS22/13 OR https://alternation.ukzn.ac.za/2026/01/book-archives/alternation-african-scholarship-book-series-22supervision-in-transformation-indaba-contexts-challenges-opportunities-praxes/
- Khoza, S.B.; Makumane, M.A. & Mpungase, C.B. (2025). Curriculum Development and Evaluation: Curriculum Components in Action. Leiden – Boston: Brill – SENSE. https://doi.org/10.1163/9789004717992
- Khoza, S.B. & Fomunyam, K.G. (2024). Quality Education for What, How, Who, and Why in the Fourth Industrial Revolution? (Chapter 1). In K.G. Fomunyam (Ed), Theorising Curriculum in Unsettling Times in African Higher Education (1 ed., pp. 1-18). Johannesburg: University of Johannesburg Press. https://doi.org/10.36615/9781776460618
- Kuzu, O.; & Khoza, S.B. (2023). Mathematics Curricula and Approaches in South Africa. In A.O Akcay & O Cil (Eds), Countries’ Mathematics Curricula and Approaches (Chapter 6: pp. 87-99). Vizetek.
- Shoba, M.E.; & Khoza, S.B. (2022). Professionalising Socialisation for Pragmatic e-Curriculum to the Rescue of South African Universities (Chapter 7). In J. Olivier, A. Oojorah & W. Udhin (Eds), Multimodal Learning Environments in Southern Africa: Embracing Digital Pedagogies (1 ed., pp. 119-140). Palgrave Macmillan. DOI: 10.1007/978-3-030-97656-9_7 https://www.amazon.com/Multimodal-Learning-Environments-Southern-Africa/dp/3030976556/ OR Multimodal Learning Environments in Southern Africa (springernature.app)
- Khoza, S.B.; & Fomunyam, K.G. (2021). Introduction: Theorising Approaches and Praxis. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 1-11). Leiden – Boston: Brill – SENSE.
- Fomunyam, K.G.; & Khoza, S.B. (2021). Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 53-69). Leiden – Boston: Brill – SENSE.
- Khoza, S.B.; & Fomunyam, K.G. (2021). Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching? In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 219-236). Leiden – Boston: Brill – SENSE. 9789004447936 900444792X
- Ndlovu, E.M.; & Khoza, S.B. (2021). Alternative Ways of Implementing the Curriculum. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 320-334). Leiden – Boston: Brill – SENSE.
- Fomunyam, K.G.; & Khoza, S.B. (2021). Conclusion: Theorising Responsiveness and Potentialities in Curriculum Studies. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 375-379). Leiden – Boston: Brill – SENSE.
- Khoza, S. B. (2019). Lecturers’ Reflections on Curricular Spider Web Concepts as Transformation Strategies. In E. N. Ivala & C. L. Scott (Eds.), Transformation of Higher Education Institutions in Post-Apartheid South Africa (1 ed., pp. 15-26). New York: Routledge – Taylor & Francis Group.
- Govender, N & Khoza, S.B. (2017). Technology in Education for Teachers. In Education Studies for Initial Teacher Development, edited by Ramrathan, L; Le Grange, L & Higgs, P. Cape Town: Juta & Company (PTY) Limited (pp. 66-79).
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, DOI: https://doi.org/10.1080/18146627.2025.2602635
- Mkhize, Z.L.; & Khoza, S.B. (2025). YouTube Channels as Teacher Interfaces of Teaching Life Sciences, South African Journal of Education. 45(4), 1-14. https://doi.org/10.15700/saje.v45n4a2687
- Sokhulu, L.H.; Nzimande, N.; & Khoza, S.B. (2025). Exploring postgraduate students’ research identities when using digital technology for research, South African Journal of Education. 45(4), 1-12. https://doi.org/10.15700/saje.v45n4a2690
- Ntshangase, M.; Mthembu, B. & Khoza. S.B. (2025). Practices of Outcomes-Based Forms of Pedagogy in the Foundation Phase, African Identities. ??(??), ??-?? DOI: https://doi.org/10.1080/14725843.2025.2545991
- Khoza, S.B. (2025) Industrial Revolution to the Rescue of Postgraduate Supervision Curricula with User Interfaces, African Perspectives of Research in Teaching and Learning, 9(5), 519-530. https://doi.org/10.70875/v9i5article4
- Mabuza, D.C., Makumane, M.A., & Khoza, S.B. (2025). The Influence of Classroom Climate on Consumer Science Learning in High Schools: A Case Study of Hhohho Region, Eswatini. Interdisciplinary Journal of Education Research, 7(1), 1-16. https://doi.org/10.38140/ijer-2025.vol7.1.15
- Khoza, S.B. (2025). Curriculum Vision as a Tool to the Rescue of Prof M: A Life History Study, African Identities, 23(4), 1228-1260. https://doi.org/10.1080/14725843.2024.2397510
- Mabuza, D.C., Makumane, M.A., & Khoza, S.B. (2025). The Influence of Classroom Climate on Consumer Science Learning in High Schools: A Case Study of Hhohho Region, Eswatini. Interdisciplinary Journal of Education Research, 7(1), 1-16. https://doi.org/10.38140/ijer-2025.vol7.1.15
- Khoza, S.B. (2024). Curriculum Vision as a Tool to the Rescue of Prof M: A Life History Study, African Identity, 23(3), 1-33. https://doi.org/10.1080/14725843.2024.2397510
- Bayaga, A.; & Khoza, S.B. (2024). Integrating Fundamental Digital-Technology Solutions in Africa’s Higher Education Practices and Theories for Sustainability, South African Journal of Higher Education, 38(3), 1-8. https://dx.doi.org/10.20853/38-3-6541
- Mthembu, B.; & Khoza, S.B. (2024). Youtube Video Approaches to the Rescue of Learning English Language in Higher Education in Selected African Countries, South African Journal of Higher Education, 38(3), 29-49. https://dx.doi.org/10.20853/38-3-6365
- Makumane, M.A.; Nkohla, M.B.; & Khoza, S.B. (2024). Decolonising Educational Technology in a Pragmatic Curriculum: A Systematic Review, South African Journal of Higher Education, 38(3), 131-149. https://dx.doi.org/10.20853/38-3-6357
- Govender, R.G., & Khoza, S.B. (2024). First-hand user experience: Can Kaltura video come to the rescue of Moodle during/post COVID-19? African Identities, 22(3), 536-553. https://doi.org/10.1080/14725843.2022.2082376
- Khoza, S.B. (2023). Can Teachers’ Identities Come to the Rescue in the Fourth Industrial Revolution? Technology, Knowledge and Learning, 28(2), 843–864. https://doi.org/10.1007/s10758-021-09560-z
- Galane, C.M.M., & Khoza, S.B. (2023). Grade 3 teachers’ understanding of the implemented mathematics curriculum content, International Journal of Research in Business and Social Science, 12(7), 469-481 https://doi.org/10.20525/ijrbs.v12i7.2807
- Khumalo, S.M.; Shoba, M.E.; & Khoza, S.B. (2023). Individual dynamics for effective implementation of mainstream English curriculum at a school for the deaf, International Journal of Research in Business and Social Science, 12(2) 440-457 https://doi.org/10.20525/ijrbs.v12i2.2337
- Khoza, S.B., & Mpungose, C.B (2022). Digitalised Curriculum to the rescue of a Higher Education Institution. African Identities, 20(3), 1-21. https://doi.org/10.1080/14725843.2020.1815517
- Lumadi, M. & Khoza, S.B. (2022). Editorial: Equality, Equity and Justice in Curriculum: Envisioning a Transformative Pedagogy. Alternation, 39(2022), 1-12.https://doi.org/10.29086/2519-5476/2022/sp39a1
- Zuma, S.; Khoza, S.B.; & Sokhulu, L.H. (2022). Representation of e-Learning Ideological-ware Resources in COVID-19 Articles. Alternation, 39(2022), 79-115.https://doi.org/10.29086/2519-5476/2022/sp39a5
- Mpungose, C.B., & Khoza, S. B. (2022). Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System.Technology, Knowledge and Learning, 27(1), 1-16. https://doi.org/10.1007/s10758-020-09475-1
- Makumane, M.A., Khoza, S.B., & Zuma, S. (2022). Vaccine Education to the Rescue of Students in the COVID-19 Revolution. International Journal of Research in Business and Social Science, 11(10), 328-340.https://doi.org/10.20525/ijrbs.v11i10.2216
- Makumane, M.A.; Khoza, S.B.; & Piliso, B.B. (2022). Representation of Pragmatism in Scholarly Publications on COVID-19. International Journal of Higher Education, 11(2), 161-171. https://doi.org/10.5430/ijhe.v11n2p161
- Govender, R.G., & Khoza, S.B. (2022). First-hand user experience: Can Kaltura video come to the rescue of Moodle during/post COVID-19?. African Identities, 21(2), 1-20. https://doi.org/10.1080/14725843.2022.2082376
- Mabuza, D.H.; & Khoza, S.B. (2021). The ‘What’, ‘How’, and ‘Why’ of Classroom Groupings: Educators’ Reflections. Journal of Educational Studies, 20(1), 151- 170. https://doi.org/10.13189/ujer.2021.091203
- Matola, N., Fomunyam, K.G.; & Khoza, S.B. (2021). Rationalising the Teaching Intention of international Postgraduate Student Lecturers. Universal Journal of Educational Research, 9(12), 1905-1914.
- Khoza, S.B. (2021a). Can Teachers’ Identities Come to the Rescue in the Fourth Industrial Revolution? Technology, Knowledge and Learning, 27(4), 1-22.http://dx.doi.org/10.1007/s10758-021-09560-z
- Khoza, S.B. (2021b). Exploring the Migration to a Digitalised Curriculum at UKZN. Education Sciences, 11(682/11), 1-17. https://doi.org/10.3390/educsci11110682
- Khoza, S.B. (2021). Can Teachers’ Identities Come to the Rescue in the Fourth Industrial Revolution? Technology, Knowledge and Learning, 26(3), 1-22. http://dx.doi.org/10.1007/s10758-021-09560-z
- Ngubane-Mokiwa, S.; & Khoza, S.B. (2021). Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-learning Experience for Students with Visual Impairments. Education Sciences, 11(4)152, 1-12. https://doi.org/10.3390/educsci11040152
- Mpungose, C.B., & Khoza, S.B. (2021). Students’ Reflections on the Use of Zoom Video Conferencing Technology for Online Learning at a South African University. International Journal of African Higher Education, 8(1), 159-178. https://doi.org/10.6017/ijahe.v8i1.13371
- Mpungose, C.B., & Khoza, S.B. (2021). Students’ Reflections on the Use of Zoom Video Conferencing Technology for Online Learning at a South African University. International Journal of African Higher Education, 8(1), ????
- Khoza, S.B., & Biyela, A.T. (2020). Decolonising Technological Pedagogical Content Knowledge of First Year Mathematics Students. Education and Information Technologies, 25(4), 2665-2679. https://doi.org/10.1007/s10639-019-10084-4
- Khoza, S.B. (2020a). Academics’ “Why” of Knowledge-Building for the Fourth Industrial Revolution and COVID-19 Era. International Journal of Higher Education, 9(6), 247-258. https://doi.org/10.5430/ijhe.v9n6p247 ISSN: 1927-6044, Sciedu Press
- Khoza, S.B. (2020b). Students’ Habits Appear Captured by WhatsApp. International Journal of Higher Education, 9(6), 307-317. https://doi.org/10.5430/ijhe.v9n6p307
- Makumane, M.A. & Khoza, S.B. (2020). Educators’ Reasonings and their Effects on Successful Attainment of Curriculum Goals. South African Journal of Higher Education, 34(2), 95-111. https://dx.doi.org/10.20853/34-2-3428
- Khoza, S.B., & Mpungose, C.B (2020). Digitalised Curriculum to the rescue of a Higher Education Institution. African Identities, 18(4), 363-378. https://doi.org/10.1080/14725843.2020.1815517
- Mpungose, C.B., & Khoza, S. B. (2020). Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System. Technology, Knowledge and Learning, 2020(4), 1-18. https://doi.org/10.1007/s10758-020-09475-1
- Mabuza, D. C., & Khoza, S. B. (2019). Educators’ reflections of the instructional time in JC integrated consumer science curriculum. International Journal of Home Science, 5(1), 1-7.
- Khoza, S.B. (2018). Can Teachers’ Reflections on Digital and Curriculum Resources Generate Lessons? Africa Education Review, 1(2018), 1-16. doi: 10.1080/18146627.2017.1305869
- Fomunyam, K.G. & Khoza, S.B. (2018). Managing Curriculum Politics of Responsiveness in a Cameroonian Universty. International Journal of Management and Applied Science, 4(2), 49-57.
- Khoza, S.B. (2017). Master of Education Students’ Reflections: Which Curriculum Reasons are Promoted or Limited by Skype Resources? Progressio: South African Journal for Open and Distance Learning Practice, 39(2), 1-19. http://doi.org/10.25159/0256-8853/2405
- Khoza, S.B. (2016a). Can curriculum managers’ reflections produce new strategies through Moodle visions and resources? South African Journal of Education, 36(4), 1- 9.
- Khoza, S.B. (2016b). Is Teaching without Understanding Curriculum Visions and Goals a High Risk? South African Journal of Higher Education, 30(5), 104-119.
- Ngubane-Mokiwa, S.A & Khoza, S.B. (2016). Lecturers’ Experiences of Teaching STEM to Students with Disabilities. Journal of Learning for Development – JL4D, 3(1), 37-50.
- Khoza, S.B. & Manik, S. (2015). The Recognition of ‘Digital Technology Refugees’ amongst Post Graduate students in a Higher Education Institution. Alternation, 17(2015), 190-208.
- Khoza, S.B. (2015d). Using curricular spider web to explore a research facilitator’s and students’ experiences. South African Journal of Higher Education, 29(2), 122-143.
- Khoza, S.B. (2015c). Student teachers’ reflections on their practices of Curriculum and Assessment Policy Statement. South African Journal of Higher Education, 29(4), 179-197.
- Khoza, S.B. (2015b). Can Turnitin come to the rescue: from teachers’ reflections? South African Journal of Education, 35(4), 1- 9.
- Khoza, S.B. (2015a). Can s/he learn a lesson with Postgraduate students’ views? If yes, what lesson? Mevlana International Journal of Education, 5(3), 43-55.
- Khoza, S.B. (2014b). Lecturers’ Views On Experiences Of A Post Graduate Honours Research Module Implemented Curriculum. Mevlana International Journal of Education, 4(3), 26-39.
- Khoza, S.B. (2014a). Is Chemistry everything to Engineering students? Let their experiences talk. South African Journal of Higher Education, 28(2), 502-514.
- Khoza, S.B. (2013b). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, 3(2), 1-11.
- Khoza, S.B. (2013a). Can they change from being digital immigrants to digital natives? Progressio: South African Journal for Open and Distance Learning Practice 35(1), 51-68.
- Maharajh, L.R., Davids, M.N & Khoza, S.B. (2013). Is team-teaching learner-friendly or teacher-centered? Mode of delivery in a postgraduate module. Alternation, 9(2013), 150-168.
- Khoza, S.B. (2012). Who helps an online facilitator to learn with students in a day? Mevlana International Journal of Education, 2(2), 75-84.
- Khoza, S.B. (2011). Who promotes web-based teaching and learning in high education? Progressio: South African Journal for Open and Distance Learning Practice 33(1), 155-170.
Chapters in Books
- Khoza, S. B. (2025). Curriculum Rationale as Witnessed by Scholarly Publications to the Rescue of Educating. In S. B. Khoza, M. A. Makumane, & C. B. Mpungose (Eds.), Curriculum Development and Evaluation: Curriculum Components in Action (1 ed., Vol. 24, pp. 7-29). Leiden – Boston: Brill – SENSE.
- Khoza, S. B. & Mpungose, C.B. (2025). Academics’ Responses to COVID-19 and 4IR Resources for Authentic E-Assessment. In S. B. Khoza, M. A. Makumane, & C. B. Mpungose (Eds.), Curriculum Development and Evaluation: Curriculum Components in Action (1 ed., Vol. 24, pp. 7-29). Leiden – Boston: Brill – SENSE
- Khoza, S.B. & Fomunyam, K.G. (2024). Quality Education for What, How, Who, and Why in the Fourth Industrial Revolution? (Chapter 1). In K.G. Fomunyam (Ed), Theorising Curriculum in Unsettling Times in African Higher Education (1 ed., pp. 1-18). Johannesburg: University of Johannesburg Press. https://doi.org/10.36615/9781776460618
- Kuzu, O.; & Khoza, S.B. (2023). Mathematics Curricula and Approaches in South Africa. In A.O Akcay & O Cil (Eds), Countries’ Mathematics Curricula and Approaches (Chapter 6: pp. 87-99). Vizetek.
- Shoba, M.E.; & Khoza, S.B. (2022). Professionalising Socialisation for Pragmatic e-Curriculum to the Rescue of South African Universities (Chapter 7). In J. Olivier, A. Oojorah & W. Udhin (Eds), Multimodal Learning Environments in Southern Africa: Embracing Digital Pedagogies (1 ed., pp. 119-140). Palgrave Macmillan. DOI: http://10.1007/978-3-030-97656-9_7 https://www.amazon.com/Multimodal-Learning-Environments-Southern-Africa/dp/3030976556/ OR http://Multimodal Learning Environments in Southern Africa (springernature.app)
- Khoza, S.B.; & Fomunyam, K.G. (2021). Introduction: Theorising Approaches and Praxis. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 1-11). Leiden – Boston: Brill – SENSE.
- Fomunyam, K.G.; & Khoza, S.B. (2021). Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 53-69). Leiden – Boston: Brill – SENSE.
- Khoza, S.B.; & Fomunyam, K.G. (2021). Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching? In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 219-236). Leiden – Boston: Brill – SENSE.
- Ndlovu, E.M.; & Khoza, S.B. (2021). Alternative Ways of Implementing the Curriculum. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 320-334). Leiden – Boston: Brill – SENSE.
- Fomunyam, K.G.; & Khoza, S.B. (2021). Conclusion: Theorising Responsiveness and Potentialities in Curriculum Studies. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 375-379). Leiden – Boston: Brill – SENSE.
- Khoza, S. B. (2019). Lecturers’ Reflections on Curricular Spider Web Concepts Transformation Strategies. In E. N. Ivala & C. L. Scott (Eds.), Transformation of Higher Education Institutions in Post-Apartheid South Africa (1 ed., pp. 15-26). New York: Routledge – Taylor & Francis Group.
- Govender, N & Khoza, S.B. (2017). Technology in Education for Teachers. In Education Studies for Initial Teacher Development, edited by Ramrathan, L; Le Grange, L & Higgs, P. Cape Town: Juta & Company (PTY) Limited (pp. 66-79).
Conference Proceedings (peer-reviewed articles)
- Khoza, S.B. & Mpungose, C.B. (2018). Lecturers’ Needs of the Moodle Curriculum at a South African University. Proceedings of the 13th International Conference on E-Learning (ICEL), held at the Cape Peninsula University of Technology (CPUT), in Cape Town, South Africa on the 5th – 6th July 2018. Published by Academic Conferences and Publishing International Limited, 1(2018), 171-178.
- Khoza, S.B. (2017). Is this Moodle for personal, societal and/or professional space/s when students reflect?
- Proceedings of the 12th International Conference on E-Learning (ICEL), held at The Central University of Florida, Orlando, US on the 1st – 2nd June 2017. Published by Academic Conferences and Publishing International Limited, 1(2017), 122-128.
- Khoza, S.B. & Mpungose, C.B. (2017). Can self, them and/or it come to academics’ rescue of Turnitin? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26th April 2017. Published by African Academic Research Forum, 1(2017), 1-11.
- Khoza, S.B. (2016a). …from the other side of Moodle/Technology in Education of Postgraduate Students’ Reflections. Proceedings of the 11th International Conference on E-Learning (ICEL), held at Universiti Sains Islam Malaysia (USIM), Kuala Lumpur, Malaysia on the 2nd – 3rd June 2016. Published by Academic Conferences and Publishing International Limited, 1(2016), 79-86.
- Khoza, S.B. (2016b). Can Educational Technology be defined from South African University Facilitators’ Understanding…? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26st April 2016. Published by African Academic Research Forum, 1(2016), 22-33.
- Khoza, S.B. (2015). Can the interface between EndNote, Discussion Forum and Turnitin come to the rescue: students’ reflections? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 19th – 21st April 2015. Published by African Academic Research Forum, 1(2015), 135-152.
- Khoza, S.B. (2014). A lecturer’s reflective experiences on becoming a published scholar: Curriculum in context. ‘Proceedings of the 8th Annual Teaching and Learning in Higher Education Conference’ held at the University of KwaZulu-Natal, South Africa, Pinetown on the 25-27 September, 2014. Published by UKZN Teaching and Learning Office, 1(2014), 93-103.
- Khoza, S.B. (2013). Awareness is a Function of Educational Technology in e-Learning. Paper presented at the ‘Proceedings of the 8th International Conference on e-Learning’ held at the Cape Peninsula University of Technology, South Africa, on the 27-28 June, 2013. Published by Academic Conferences and Publishing International Limited on ICEL 2013 Proceedings, 2(2013), 231-238.