Degrees Held
- PhD, Geography Education, University of KwaZulu-Natal, 2022.
- Master of Education, Geography, University of KwaZulu-Natal, 2016.
- Bachelor of Education Honours, Geography, Tourism and History, University of KwaZulu-Natal, 2013.
- Bachelor of Education, Geography and Tourism, University of KwaZulu-Natal, 2010.
Research Interests
- Geography and environmental sustainability
- Higher education transformation and cross-cultural teaching
- Teaching, learning and assessment
- Theology
Teaching interests
- Pedagogy and Education
- GIS, Mapwork and Artificial Intelligence
- Qualitative research methods in education
- Mentorship and coaching
Selected Publications
- Mkhize, T.F., Dube-Xaba, Z., & Zondi, T. (2025). Adopting Problem-Based Learning to enhance Paper-based GIS teaching in a rural learning ecology. Proceedings of the International Conference on Teaching, Learning and Education, 2(1), pp. 40-58.
- Mkhize, T.F., Dube-Xaba, Z., & Zondi, T. (2024). Evaluating the Implementation and Effectiveness of Inquiry-based Learning to Teaching Paper-based GIS in Secondary Schools. E-Journal of Humanities, Arts and Social Sciences (EHASS), 5(11), pp. 1697-1710.
- Mkhize, T.F., Zondi, T.A, & Mngomezulu, H. (2023). Geographic Information Systems assessment implementation in the Further Education and Training Phase in schools. E-Journal of Humanities, Arts and Social Sciences (EHASS), 4(7), pp. 816-826.
- Hlatshwayo, M., Zondi, T., & Mokoena, T. (2023). It gives me anxiety! Black Academics’ experiences of teaching large classes during the Covid-19 pandemic in a South African university. Perspectives in Education, 41(2), pp. 104-119.
- Zondi, T., & Tarisayi, K. (2020). A Learner Perspective on the implementation of Geographic Information Systems in selected schools in KwaZulu-Natal province. The Journal for Transdisciplinary Research in Southern Africa, 16(1), pp. 1-6.
- Hlatshwayo, M., & Zondi, T. (2020). Gazing at South African higher education transformation through the potential role of the Wesleyan quadrilateral: A theological approach. Theological Studies. HTS Teologiese Studies/Theological Studies, 76(1), 1-8.
- Msiza, V., Zondi, T., & Couch, L. (2020). The use of peer assessment at a time of massification: Lecturers’ perceptions in a teacher education institution. Journal of Education, 79, pp. 47-64.
- Mbatha, N., Msiza, V., Satimburwa, N., & Zondi, T. (2020). The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket. Educational Research for Social Change, 9(1), pp. 31-44.
- Dube, B., & Zondi, T. (2019). The Incongruity of Mafiarised Religion and Ontological Density in South Africa: What it Offers Africa’s 21st Century Scholarship. African Renaissance, 16(3), pp. 39-56.
- Kgari-Masondo, C., & Zondi, T. (2025). A Cultural Border Crossing Pedagogy for Geographic Information Systems in Higher Education. In Indigenous Teaching Disciplines and Perspectives for Higher Education(pp. 47-64). IGI Global Scientific Publishing.
- Msiza, V., Mbatha, N., & Zondi, T. (2021). Mapping a Model for Peer Assessment: Narratives of Academics in a South African Teacher Education Institution. Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation, 85-97.
Community Involvement
(2018-present) Collaborative pathways to improve the teaching of GIS in rural and township contexts
This joint initiative aims to strengthen the teaching of Geographic Information Systems (GIS) in rural and township schools by working collaboratively with teachers and education stakeholders. The project focuses on improving pedagogical practices and contextualising GIS content to rural areas and townships. It addresses resource constraints through low-cost, adaptable teaching strategies. Through workshops, classroom support and co-developed teaching materials.
(2018-present) South African Higher Education Transformation
This community engagement project aligns with ongoing efforts to address historical inequalities and systemic challenges within the higher education sector. The project explores how transformation is enacted through teaching, curriculum change, institutional culture and student participation. The project focuses on issues of access, equity and decolonisation by foregrounding the lived experiences of students and academics.
(2017-present) Education for Climate Action
This initiative focuses on advancing climate action in both basic and higher education by strengthening climate change teaching, learning, and student engagement. It explores how schools and universities can integrate climate literacy, sustainability practices and locally relevant responses into curricula and pedagogical approaches.
(2019 – 2024) Umalusi Council For Quality Assurance in General And Further Education And Training
I served as Verifier of grade 12 marker selection processes, National Senior examination marking processes and School-based assessment procedures.
(2018-2019) Gateway into Reading training
Through this initiative, we improved literacy levels by offering weekly lessons to grades one and two in a rural context. Neema Foundation administered this project.
University Service
- (2023 – current) Co-ordinator of International Teaching Practice
- (2021 – current) Tech champion committee member
- (2018 – current) Language Champion committee member
- (2017 – 2018) Teaching and learning committee member
- (2017 – current) School of Education Board committee member
Student Supervision
- Thabile Ndlovu (In progress) The Impact of climate change on school infrastructure and leadership responses.
- Phumelele Caluza (2025) Exploring preservice teachers’ understanding of Environmental Education.
- Senzo Mthethwa (2025) Technology Integration in geography classrooms: A desk top study of teachers’ perspectives and practices.
- Njabulo Khambule (2024) The role of technology in geography teacher education in KwaZulu-Natal.
- Mahdiyyah Adam (2024) Exploring pre-service teachers’ perceptions and pedagogical approaches to climate change education in teacher training institutions: A desktop study.
- Siluleko Mkhabela (2024) The utilisation of artificial intelligence (AI) by student teachers in KwaZulu-Natal.
- Nkosinathi Ndwandwe (2023) The Impacts of load shedding on learning in higher education.
- Zanele Nkosi (2023) Experiences of teaching Mapwork in rural schools: A case of Geography novice teachers in uMkhanyakude District.
- S’sekelo Zungu (2022) Pre-service teachers’ perceptions of climate change: a literature review.
- Austen Msomi (2020) Geography post-graduate students’ experiences of online learning amid Covid-19.
- Andile Cele (2020) Exploring geography teachers’ views of education for sustainable development in South African schools.
- Thabani Majola (2020) Geography student teachers’ experiences of online learning amid covid-19.
- Sabelo Mtsweni (2020) A framework for teaching education for sustainable development in rural secondary schools.
- Sinegugu Khusi (2019) Student teachers’ perceptions of the significance of environmental education in schools.
- Zamokuhle Magubane (2018) Geography student teachers’ perceptions of Education for Sustainable Development.
- Samkelo Nxumalo (2018) Geography student teachers’ experiences of learning Mapwork.
- Francis Mthimkhulu (2018) Experiences of learning Geographical Information Systems in secondary schools.
- Ayanda Ndlovu (2017) Experiences of teaching Geographical Information system (GIS) In the FET phase in Umlazi district schools.
- Nkosikhona Ngcobo (2017) Geography secondary school learners’ experiences of water scarcity in relation to schooling.
- Cacisile Qwabe (2017) Exploring the adaptation measures used by schools to cope with water scarcity in the age of climate change.
- Alex Qwabe (2017) An investigation of Indigenous Knowledge Systems in the South African grade 5 Social Sciences textbooks.
- Thembelihle Ndwalane (2021) Geography undergraduate students’ experiences of using Modular Object-Oriented Dynamic Learning Environment In higher education.
- Thabang Mokoena (2021) Teaching in the time of massification: Exploring Education academics’ experiences of teaching large classes in South African higher education.
- Zamokuhle Magubane (2021) Geography Student Teachers’ understanding of Indigenising the Climatology module in a South African Higher Education Institution.
- Thulasizwe Mkhize (2020) Geography teachers’ perceptions of implementing paper-based geographic information systems in a rural learning ecology.
- Nokwanda Nhlengetfwa (In progress) Responsive Strategies for Climate Action in Eswatini Secondary School Geography.
- Thembelihle Ndwalane (In progress) Online Engagement during Blended Learning: The Case of Geography Student Teachers.
- Thulasizwe Mkhize (2025) Improving geography teachers’ pedagogical approaches to teach paper-based Geographic Information systems in a rural learning ecology.
- Zamokuhle Magubane (2025) Re-imagining a decolonial university? Exploring the voices of Black academics in the struggle for transformation in a South African higher education institution.