By Thandile Mkhize
Rhodes University’s Centre for Higher Education Research, Teaching and Learning (CHERTL) hosted its annual Teaching and Learning Showcase on 20 November 2025, bringing together academics, students, and practitioners from across the Eastern Cape. Colleagues from Walter Sisulu University, Nelson Mandela University, and the University of Fort Hare joined the Rhodes community as guests, creating a vibrant platform for cross-institutional exchange and scholarly reflection. The showcase highlighted evidence-based and research-informed approaches to teaching, encouraging participants to critically engage with the theories, practices, and conditions that shape higher education. Welcoming attendees, Associate Professor Jo-Anne Vorster emphasised the importance of gathering as a higher education community at a time that calls for thoughtful reflection and collective learning. She acknowledged support from Rhodes University leadership, CHERTL colleagues, and other stakeholders in convening such a significant event, which provided an opportunity for collegial engagement in a theoretically robust space.
The programme featured a rich mix of a keynote address, research presentations, workshops, and interactive sessions that invited deep engagement with contemporary issues influencing student learning and experiences. The keynote address was delivered by Dr Simbongile Ntwasa, Academic Advisor at Stellenbosch University and a former student of Rhodes University. In his presentation, “Reimagining the University: A Realist Inquiry into Student Development and Institutional Responsibility,” Dr Ntwasa challenged participants to look beyond classroom practices and consider the deeper structural and cultural forces that shape student success. Drawing on Critical Realism and reflecting on his own academic journey, he urged educators to recognise their agency within broader institutional systems and to approach teaching as a collective, transformative endeavour.
Navigating the fast-evolving world of Generative Artificial Intelligence (AI) took centre stage at the showcase. In a hands-on workshop, Professor Sioux McKenna challenged participants to think critically about the risks of over-reliance on AI, highlighting how it can undermine cognitive development and critical thinking. Drawing on research into first-year Education students’ use of AI, Dr Paige Cox emphasised the growing need for clear policies, structured guidance, and stronger AI literacy to support students in an increasingly complex learning environment. These conversations complemented a panel discussion led by Dr Nicola Pallitt from CHERTL, alongside Associate Professor Chikezie Uzuegbunam from the School of Journalism and Media Studies, Dr Yanela Ndabula from CHERTL, and Makgotso Mcwabeni, a master’s student in the Nurturing Emerging Scholars Programme (NESP). Together, they explored issues of academic integrity, the responsible use of AI, and the importance of open and honest dialogue between academics and students.
The showcase also featured innovative contributions on assessment design, disciplinary knowledge, scientific numeracy, community engagement, and reflective practice. Presenters shared work on Bloom’s Taxonomy, the long-term impact of the Augmenting Programme, digital storytelling as a pedagogical tool, and community-engaged learning initiatives such as mobile pharmacy services. Sessions on blended learning, app-based teaching tools, and first-year student success demonstrated the diversity and creativity of teaching across disciplines. Participants consistently reflected on the value of the showcase as a space for sharing ideas, forging connections, and renewing enthusiasm for teaching. Dr Eugene Grosch from the Geology Department said that the event provided a great opportunity to learn from colleagues and gain inspiration to improve his pedagogy.
Reflecting on the event, organisers Drs Nicola Pallitt and Anthea Adams noted that the success of the showcase affirms Rhodes University’s commitment to innovation, inclusivity, and continuous improvement in teaching and learning. They commended academics and students for their engagement in the scholarship of teaching and learning and expressed the hope that presentations would be developed into case studies, creating an impactful resource for both emerging and experienced academics.