2025

Bali, M, Gachago, D., & Pallitt, N. 2025. Compassionate learning design as a liberating praxis: Stories from learning designers around the world. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1331/1087

Gachago, D., Govender, S., Mayisela, T., Huang, C., Hamman, N., & Cox, G. 2025. A BOLD proposition: A participatory parity approach to radical flexibility in designing a postgraduate diploma. African Perspectives of Research in Teaching and Learning, 9(6), 728–743. https://doi.org/10.70875/v9i6article6

Ganas, R., Pather, S., Krull, G., Frade, N., Godsell, S., Govender, N., Govender, R., Jacobs, A., Maluleka, P., Marhaya, L., Mawonga, S., Monareng, B., Ramrung, A., & van Heerden, L. (2025). Meqoqo under the Baobab: Expanding participatory possibilities of (un)conferencing in South African higher education. African Perspectives of Research in Teaching and Learning, 9(6), 923–935. https://doi.org/10.70875/v9i6article19

Nwanze, I., Vilakati, N., & Small, J. (2025). A reflection on dimensions of trust and epistemic agency in a blended learning project team. African Perspectives of Research in Teaching and Learning, 9(6), 895–907. https://doi.org/10.70875/v9i6article17

Karassellos, L., Hamman, N., Hodgkinson-Williams, C., Nwanze, I., & Small, J. (2024). Enabling design: Creating an equity-focused framework for blended learning. Progressio, 45 (December): 18 pages. https://doi.org/10.25159/2663-5895/16177

Krull, G., Pather, S., & Ravhuhali, F. (2025). Editorial: (Un)conferencing under the Baobab tree: Nurturing holistic and innovative approaches in higher education learning and teaching. African Perspectives of Research in Teaching and Learning, 9(6), 643–646. https://doi.org/10.70875/v9i6editorial

Leni, L., Reddy, E., Cupido, X., Pather, S., Sabata, S., Mosienyane, T., Ngculu, Z., Petersen-Cloete, A., Roberts, J.-D., Gachago, D., Johnson, D., & Ngoasheng, A. 2025. A reflective shift towards student–staff partnerships for inclusive and decolonial curriculum co-creation in the Global South. African Perspectives of Research in Teaching and Learning, 9(6), 696–709. https://doi.org/10.70875/v9i6article4

Masuku, B., Cox, G. & Willmers, M. (2024). Elevating student voice and levelling traditional power hierarchies through open textbook co-creation: What do students say? Social Sciences 14(1): 6. https://doi.org/10.3390/socsci14010006

Mosienyane, T., Reddy, E., Gachago, D., Leni, L., Cupido, X., Johnson, D., Ngculu, Z., Petersen-Cloete, A., Roberts, J. Johnson, D Ngoasheng, A., Pather, S., Sabata, S. 2025. Critical Hope in South African Higher Education: Using a Theory of Change Approach for Mid-Project Reflection on a Student-Staff Partnership Programme. In Open Cultural Studies. https://doi.org/10.1515/culture-2025-0073

Reddy, E., Roberts, J.-D., Mosienyane, T., Gachago, D., Tshiamala, A., Abiodun, S., Immenga, C., & January, C. 2025. Navigating power dynamics in student-staff partnerships: Applying equityXdesign principles in the co-design of a South African leadership programme. International Journal for Students as Partners, 9(2). https://doi.org/10.15173/ijsap.v9i2.5961

Winfield, J. & Hodgkinson-Williams, C. (2025). Enabling accessible blended learning for equity: A case of a first-year accounting course at the University of Cape Town. International Journal of Universal Design and Universal Design for Learning, 1(1), 100–126. https://journals.imist.ma/index.php/IJUDUDL/article/view/4982/3146

Sithaldeen, R., Kefale, K., Galant, J., Mudavanhu, P., Sebothoma, D., & Marquard, S. (2025). Developing a business intelligence strategy to support teaching and learning in higher education: The Virtual Business Intelligence Competency Centre (vBICC). Progressio. https://doi.org/10.25159/2663-5895/14264

Liguori, A., P. Rappoport, & Gachago, D. (Eds). 2025. Story Work for a Just Future: Exploring the Plurality of Knowledge and Method within the Digital Storytelling Community. Washington, D.C.: Smithsonian Institution Scholarly Press. https://doi.org/10.5479/si.30758276

Palllitt, N., Gachago, D. & Bali, M. (2025). Embracing change: Journeys to learning design. In. D. Conrad & W. Archer (Eds.). Portraits of Academic Life in Higher Education: From Hiring to Retiring. Brill, pp.131–146. https://brill.com/display/book/9789004716117/BP000019.xml

Romero-Hall, E., Awaida, N., Bali, M., Bozkurt, A., Raub, C., Shelton, C., & Walji, S. (2025). Conclusion: Online feminist pedagogy: Future learning experiences speculated. In J. T. Howard, E. Romero-Hall, C. Daniel, N. Bond, & L. Newman (Eds.), Feminist pedagogy for teaching online (pp. 247–262). Athabasca University Press. https://www.aupress.ca/books/120334-feminist-pedagogy-for-teaching-online/

Mayisela, T, Govender, S. & Gachago, D. (2025). Recognition of prior learning and micro-credentials for enhancing inclusion, access and success in the UCT Postgraduate Diploma in Blended and Online Learning Design: A social justice lens. In T. Mays & E. Mukama (Eds). Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development, pp.11-22. PCF11 conference proceedings, Commonwealth of Learning. DOI: 10.56059/11599/6064.001

Cilliers, F. & Huang, C.W. (October 2025). From safeguarding to reimagining: Purposeful assessment redesign in the age of generative AI. HELTASA Annual (Un)Conference 2025. Walter Sisulu University. 13–16 October, 2025. https://docs.google.com/presentation/d/1QX9wYPOD4TcSf5sLOXXDLLQB0Rs1miot/edit?usp=sharing&ouid=107059416956681070630&rtpof=true&sd=true

Hamman, N., Govender, S. & Gachago, D. (2025). Co-creating the future: Emergent learning design for VUCA times (workshop). FODES conference. https://docs.google.com/presentation/d/1AktnUUrkzxx4xXHgzQYJRHk00b-haN_qeRQ7hIufy2I/edit?usp=sharing

Huang, C.W. & Gachago, D. (2025). Designing with AI: Assessment in an AI-integrated learning environment. Assessment in the Age of AI: Principles, Practices, and Innovations for the Future of Learning. 3 April, UCT. https://drive.google.com/file/d/1fGo_xDx37eZ3PGrAt8PYi8SIK2Ao9AVz/view?usp=sharing

Huang, C.W., Notshulwana, A., & Mosienyane, T. (2025). Students as partners in navigating the generative AI environment. A case of a student-partner project at the University of Cape Town. HELTASA Annual (Un)Conference 2025. Walter Sisulu University. 13–16 October 2025. https://docs.google.com/presentation/d/1WDLVVL9l-THAdaCNdkZ4Wbe0ehv8WJYH/edit?usp=sharing&ouid=107059416956681070630&rtpof=true&sd=true

Gachago, D., Govender, S., Immenga, C. & Hamman, N. (2025). Designing for and with diversity: Widening access through radical flexibility and intentional equitable hospitality. 2025 HELTASA, East London, 13–16 October. https://heltasa.org.za/unconference-2025/

Leni, L., Mosienyane, T, Ngculu, Z, Petersen-Cloete, A., Pather, S., Reddy, E., Roberts, J., Gachago, D., Cupido, X., Johnson, D., & Ngoasheng, A. (2025). Student-Staff Partnerships for the Global South – Introducing the Designing for Social Justice Partnership Methodology, HELTASA 2025 https://docs.google.com/presentation/d/1k4FhLecD_MBuwvN6PgGIqSQzJ078IL89ekgkSeYwKZM/edit?usp=sharing

Leni, L., Ngculu, Z., Mosienyane, T., Gachago, D., Reddy, E., Roberts, J., Petersen-Cloete, A., Cupido, X., Johnson, D. & Ngoasheng, A. (2025). Becoming together: Co-creating student–staff partnerships for wellbeing, equity, and flourishing, UCT Well-Being and Flourishing Conference https://docs.google.com/presentation/d/17bON75MEEpnSSkISludn4qIOmRslfGSLyeDmiGgiHVw/edit?usp=sharing

Leni, L., Petersen-Cloete, A., Pather, S., Ngoasheng, A., Cupido, X., Mosienyane, T., Ngculu, Z., Reddy, E., Roberts, J., Gachago, D., & Johnson, D. (2025). Exploring the possibilities and tensions in student-staff partnerships and social justice work in Higher Education, Students as Partners Roundtable 2025 Part 1, Westminster, June 2025. https://docs.google.com/presentation/d/1pbBF5ZEapxcaHQudrqT7bYaUieC09LaZ-0vCe3MWn1w/edit?usp=sharing

Mali, N., Marquard, S., Oosthuizen, C. (2025). Beyond captions: How AI turns lecture videos into smart study guides. Opencast Summit 2025, Graz, Austria, 26 February. Beyond Captions: How AI turns Lecture Videos into Smart Study Guides.pptx

Marozhe, L., Smith, J. Butler, L. & Deane, N. (2025). From feedback to partnership: Students as co-creators. UCT Teaching and Learning Conference, Cape Town, South Africa, November 2025. https://drive.google.com/file/d/1xXE3O7vZz897bOFuIpSGUycz99Te9u5g/view?usp=sharing

Marquard, S, Walji, S. (2025). Who are the actors? Directing AI innovation in a university teaching and learning ecosystem, EDEN 2025 Annual Conference, 16 June 2025. https://drive.google.com/file/d/12kITz_mbdZJz_UxbINdvzUU8Ju7M_3Kb/view (abstracts)

Mosienyane, T., Reddy, E., Roberts, J, Gachago, D, Ngculu, Z, Cupido, X, Johnson, D, Ngoasheng, A, Leni, L , Petersen-Cloete, A & Pather, S. (2025). Designing for Social Justice: Reimaging staff and Students’ relationships in South African Higher Education, HELTASA 2025 https://docs.google.com/presentation/d/1t8DAeJvs4cnfqnq85v0wZ7t4SceO1zPcC7DQPsqntno/edit?usp=sharing

Mosienyane, T & Cupido, X. (2025). Reimagining Student-Staff Partnerships: A Theory of Change Approach to Social Justice in Higher Education, Siyaphumelela 2025 https://docs.google.com/presentation/d/16NF-Q_p_c4c6UUYCFtAgUeT5hW959qfStAnx-LRjkDQ/edit?usp=sharing

Reddy, E., Gachago, D. & Adams, S. (2025). Using Visual Methods as a Tool for Decolonising Student-Staff Partnerships, International Visual Methods Conference (IVMC) https://docs.google.com/presentation/d/1w142kf3eB3AHD7b5_JlxiC8kzAFYoDkqN1yTGzrEocc/edit?usp=sharing, link to book of abstracts: https://www.visualmethods.info/files/archive/ivmc9/ivmc9-booklet.pdf

Reddy, E., Gachago, D. (2025). Dreaming up a Leadership Academy - developing a collaborative visual research methodology for the Global South. Visual Methods Conference, Istanbul, Turkey, June 2025. https://docs.google.com/presentation/d/1P6v6oibZulwfXj_mJtq0NfnxrUPANlZ0/edit?usp=sharing&ouid=106350483961258145451&rtpof=true&sd=true. Link to book of abstracts: https://www.visualmethods.info/files/archive/ivmc9/ivmc9-booklet.pdf

Walji, S., Cilliers, F., Huang, C.W., Lester, S., & Steyn, S. (2025).Designing Equitable Assessment Futures: Lessons from students' Use Of Generative AI. Education after the Algorithm Symposium, Dublin City University, Dublin, Republic of Ireland. February, 2025. https://docs.google.com/presentation/d/1qYx5C7g2T9TeKZV8ImEDE0Bksc0HLhuG/edit?usp=sharing&ouid=105479240178254482489&rtpof=true&sd=true

Walji, S., Huang, C.W., Cilliers, F., Lester, S., & Steyn, S. (June, 2025). Shaping assessment culture through policy development: A case study of the University of Cape Town’s ongoing journey. International Assessment in higher Education Conference. Manchester, United Kingdom. 19-20 June, 2025. https://drive.google.com/file/d/1ZDn3Ne-5AwQqq5x447z3y6V2DwXGkmjc/view?usp=sharing

Walji, S., Cilliers, F., Huang, C.W., Lester, S., & Steyn, S. Engaging with Generative AI: Perceptions, Practices and Professional Development Needs at the University of Cape Town. EDEN 2025 Annual Conference, Bologna, Italy, June 2025. https://drive.google.com/file/d/1tXZAz8YGDJ9M4BEmfYmGtXI3ji-ioa43/view?usp=sharing