In my role within the Language Education department (LED), I have actively contributed to curriculum and program renewal, ensuring alignment with institutional priorities and graduate attributes. As the LED postgraduate coordinator, I have provided strategic leadership in aligning postgraduate programme structures with institutional goals, supporting student success, and fostering a culture of academic excellence through tailored workshops and academic literacy integration. 

At SU, CPUT and UWC, I participated in the curriculum review process, focusing on integrating academic literacies and multimodal pedagogies to support diverse student cohorts. Additionally, I assisted with programme audits for SP/FET qualifications at CPUT, providing recommendations for quality assurance and alignment with educational standards.

I have played a pivotal role in developing and updating modules to incorporate blended learning, AI tools and innovative teaching strategies, such as those highlighted in Module development below. During the COVID-19 pandemic, I adapted teaching materials to support remote learning while maintaining rigorous academic standards.

Module development

My materials development demonstrates a deep understanding of content and pedagogical strategies. In the TMA303 module, I incorporated micro-teaching sessions to help students refine their instructional techniques, while the HDE431 course integrated theory-based assessments that align with the module's learning outcomes. 

Additionally, I have integrated ICTs into language education through tools like ChatGPT, MagicSchool and the TPACK framework. These technologies support collaborative learning and provide students with insights into future-forward teaching practices. Artefacts from my teaching portfolio, such as assignments, annotated slideshows and rubrics illustrate my commitment to maintaining rigorous and relevant course content (see examples below).

Pedagogical rationale

As part of my ongoing module renewal and scholarship of teaching and learning (SoTL) practice, I developed My Afrikaanse pel, a customised ChatGPT-based learning bot to support Afrikaans additional language acquisition and academic literacy development in modules such as SAL123. The bot was developed in response to students’ limited exposure to Afrikaans and the need for accessible, low-stakes conversational practice beyond formal classroom hours.

The bot creates a supportive and interactive environment where students can practise vocabulary, conversational Afrikaans, grammar, and revision activities at their own pace. In this way, it contributes to student-centred learning, increased confidence, and more continuous language engagement.

Conceptual and theoretical grounding

The development of the bot aligns with my broader scholarly work on AI integration and critical literacies in higher education, including the AI Study-Buddy framework co-developed with Dr Dominique Fagan. Within this framework, AI functions as a dialogic learning partner rather than an authoritative source of knowledge.

Grounded in social constructivist and critical literacy approaches, the bot encourages iterative learning, reflective engagement, and responsible AI use. Students are guided to question, refine, and critically evaluate AI-generated responses while developing both language proficiency and digital literacy skills.

Implementation and integration

My Afrikaanse pel is integrated into SAL123 as a supplementary learning tool for guided conversational practice, formative revision, and multilingual support. The implementation of the bot forms part of my broader approach to transparent and ethical AI integration within undergraduate and postgraduate teaching. This includes the incorporation of AI transparency declarations and structured discussions regarding responsible AI use in academic contexts.

Impact and scholarly dissemination

Student feedback from 2026 informed the iterative refinement of the bot, particularly regarding conversational scaffolding, accessibility, and revision support. The innovation also contributed to broader SoTL engagement and dissemination, including the presentation “Assessment in the age of AI: Reframing practice through a critical AI Study-Buddy model” at the University of Cape Town in April 2026.

Renewing and updating modules

In renewing modules, I emphasise the integration of blended and online learning approaches to enhance accessibility and flexibility. For example, during the COVID-19 pandemic, I adapted course content for online delivery, incorporating asynchronous learning tools, digital collaboration platforms, and multimodal assignments to ensure continuity and engagement. 

Modules like ELA221, which focuses intertextuality, demonstrate my innovative approach to integrating contemporary issues into the curriculum, for example using multimodal texts (films, digital and print advertisements & cartoons) to demonstrate different types of intertexts in current media. This aligns with graduate attributes by fostering critical engagement with texts and encouraging analytical thinking. Similarly, my contributions to SP/FET program audits ensure alignment with institutional priorities, emphasising academic rigor and relevance to current educational challenges. The TMA303 course incorporate class discussions on different case studies and reflection exercises, preparing students to translate theoretical knowledge into effective teaching practices.

By continuously updating and revising modules to reflect emerging trends and technologies, such as multimodal pedagogies and blended learning, I ensure that my teaching remains impactful and aligned with both institutional goals and industry demands. This commitment to renewal also supports the UWC Curriculum Transformation and Renewal Project by integrating innovative practices that enhance student success and prepare them for the demands of a rapidly changing professional landscape.

Course outlines