2026-02-05
Ben de Souza
Research in Southern Africa has shown that teacher education is currently fragmented into discrete modules or policy priorities. This status poses a recognised challenge in education as it sets up Education for Sustainable Development (ESD) and inclusive education as competing agendas that are typically addressed separately. In response, this study investigated how transdisciplinary research in education, understood as the co-production of knowledge among researchers, policymakers, and practitioners, can help to address the interconnected challenges of inclusivity, sustainability and teacher preparedness in complex teaching and learning settings. The study focused on the Sustainability Starts with Teachers programme in Malawi, Tanzania and Eswatini to provide an empirical and reflective account of implementing a transdisciplinary approach in teacher education. A formative interventionist design, located in a critical realist philosophy and operationalised through a nested case study methodology in interviews and workshops, was used to investigate how teacher educators enact inclusion-oriented ESD. Through bioecological and sociocultural theoretical analysis, the results showed that collaborative and context-responsive engagement supports teacher educators in aligning policy aspirations with classroom realities. This alignment entails that inclusivity and sustainability are intertwined because inclusive pedagogies strengthen the equity of sustainability initiatives while sustainability education enhances the transformative potential of inclusive teaching. Transdisciplinary Contribution: The key outcome of the study was the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model. The SIP3 model actualises transdisciplinary collaboration to drive systemic educational change through interconnected processes of social and ecological transformation.
2026-01-30
Edmore B. Gamundani, Mubanga Mpundu
This study analysed tenets and general characteristics of international service-based non-profit organisations (NPOs) that play a part in addressing 21st-century challenges and leadership development (LD) in Africa. The aim of the study was to analyse the attributes of the NPOs and to investigate their contribution to addressing challenges faced in Africa. The study also aimed to analyse the contribution of the NPOs to LD on the continent. The study focused on NPOs that had a presence in Africa. Data were collected from 13 international service-based NPOs that were randomly selected from the Union of International Associations. Results revealed that NPOs had tenets that focused on making a positive impact on communities. A total of 15 Sustainable Development Goals (SDGs) were addressed by the NPOs that were studied. The NPOs also had LD in their activities. Experiential learning and mentorship were integral components of the NPOs. Experiential learning and mentorship, which characterised LD in these organisations, were observed to be aligned with the leadership needs of the 21st century. This research concluded that international service-based NPOs contributed to solving global problems in Africa through addressing SDGs, as well as presented LD that was relevant to the 21st century, such as the development of citizen and moral leadership skills. This research recommends comprehensive analyses of the efficacy and power dynamics of NPOs, in order to contribute to the body of knowledge of these organisations in Africa. Transdisciplinary Contribution: The research sought to close the gap on the paucity of knowledge on the transdisciplinary contribution of international service-based NPOs in addressing contemporary global issues across several disciplines. Through their activities, international service-based NPOs had transdisciplinary contributions in solving global issues in environmental, socio-political, socio-economic, sustainable development and LD disciplines.
2026-01-28
Shonisani E. Tshivhase, Ntsieni S.P. Mashau, Tsakani R. Lebese, Fhumulani M. Mulaudzi
Ubuntu is regarded as a concept of humanity towards others. It embodies values and ethical principles that guide how individuals should conduct themselves in their daily lives, particularly in their interactions with others. Ubuntu is often cited as a foundational African philosophy, yet its practical application in postcolonial South Africa remains contested. The purpose of this study was to present a reflective narrative on the societal impact of Ubuntu values and principles, and the study was conducted in selected communities in the Vhembe District. The study utilised a community-based participatory research approach, gathering data through interviews and focus group discussions centred on participants’ personal experiences. Data were collected through interviews and focus group discussions with participants from various communities. These included males and females aged 18 to 76 years and above, with older participants considered a vulnerable group because of age-related factors. Throughout the study, the research team remained committed to safeguarding the rights, dignity and well-being of participants from these selected communities. The research population was accessed through the support of the traditional authority, which facilitated contact between the researchers and community members. The findings indicate that Ubuntu -based projects have positively impacted the communities, as expressed by participants during the data collection process. The participants affirmed that they now offer mutual support and assist one another without expecting any monetary reward. The study further revealed that projects based on Ubuntu have aided in reducing social isolation by forming various community-support networks, showing the necessity for community members to continue to support each other and nurture the spirit of collaboration. Transdisciplinary Contribution: The study provides a comprehensive understanding of Ubuntu values and their societal impact as it integrates a variety of disciplines – philosophy, sociology, psychology, education, law, developmental studies, environmental ethics and community engagement – to ensure that research is coproduced with communities, rather than being carried out on them without their active involvement.
2025-09-09
Johanna C.A. Jamison
This article introduces the concept of genealogenetic biography as a transdisciplinary approach to augment the epistemology of both family history narratives and historical scholarship. This approach promotes an admixture between traditional genealogy and ancestral genetics; genetic genealogy and biographical writing; social sciences methodology and natural sciences technology; and academic research and societal collaboration. The objective of the genealogenetic biography is to create new knowledge by unearthing the complexity of the concealed lives of ordinary individuals and families over time. The research workflow of genealogenetic biography begins with discipline-based study that proceeds towards incorporating interdisciplinary study. It gradually becomes transdisciplinary – from traditional pedigree reconstruction to ancestral genetic analysis and database triangulation. This progression extends to the investigation of multidisciplinary contexts, culminating in the integration of both micro- and macro-historical evidence. The article also presents an appraisal of the consequences for traditional and genetic genealogy as a recognised field of study. Envisaged applications of genealogenetic biography in history, education and transdisciplinary research are also given. The article concludes by drawing attention to future directions. Transdisciplinary contribution: The proposed genealogenetic biography is a novel kind of critical family history writing that integrates traditional genealogy, ancestral genetics, multidisciplinary contexts and micro- and macro-history to unearth hidden human experiences over time. New knowledge is created through the collaboration of scholarly and non-academic grassroots societal members.