Transforming Mathematics Education in TVET Colleges Through Humanising Pedagogy: An Exploration of Teaching Approaches, Student Engagement, and Real-life Examples

Abstract

This study investigates the potential of humanising pedagogy (HP) in the context of mathematics education in Technical and Vocational Education and Training (TVET) colleges. The research explores the impact of HP on teaching approaches, student engagement, and the use of real-life examples. The study employs a qualitative approach, incorporating classroom observations and interviews with lecturers and students. The findings reveal that prior to implementing HP, lecturers predominantly employed traditional teaching methods, focusing on exams, and neglecting students’ lived experiences. Limited student engagement and passive learning were observed. However, after adopting HP, lecturers shifted towards a student-centered approach, initiating discussions, and incorporating real-life examples. This transformation fostered increased student engagement, active participation, and enhanced relevance of mathematics to students’ lives. The study underscores the importance of professional development for lecturers and curriculum adaptations to support the implementation of HP in TVET colleges. Future research should focus on longitudinal studies, teacher professional development, curriculum design, student perspectives, comparative studies, and scaling up strategies to further advance mathematics education in TVET colleges. These research endeavours can contribute to the improvement of pedagogical practices and create more engaging and inclusive learning environments for TVET college students.

KEYWORDS:

• Curriculum implementation
• Humanising pedagogy
• Mathematics education
• Student engagement
• Teaching approaches
• TVET colleges

Data Availability Statement

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Disclosure statement

All participants were promised anonymity and consented to participate in this study. All people involved in the study consented to the publication.No potential conflict of interest was reported by the author(s).

Code Availability

Not Applicable.

Additional information

Notes on contributors

Siphokazi Vimbelo

Siphokazi Vimbelo received her PhD in education from Nelson Mandela University in 2022 in South Africa and currently a lecturer at the Cape Peninsula University of Technology in South Africa. Her areas of interest are mathematics pedagogy, general education, higher education including TVET education. Email: [email protected]

Anass Bayaga

Anass Bayaga is a Neuro-cognitive STEM Enhancement and Human-Computer Interface Professor at Nelson Mandela University. Anass also serves as a national board member for the African Perspectives of Research in Teaching and Learning journal and is a guest editor for both local and international journals, such as the South African Journal of Higher Education, Mathematics and Education Sciences. He was also a Fulbright researcher at the George Washington University, where he researched cognitive enhancement via mobile computing and applications in STEM, which is one of his research group's niches.