Afrocentric Graduate Attributes for Future-Ready Graduates: Conceptualization in the South African Decolonial Context
Keywords:
Afrocentric graduate attributes; decolonization; Ubuntu, Indigenous knowledge system; higher educationAbstract
The purpose of this study was to investigate how lecturers at a University of Technology conceptualize 21st-century graduate attributes within an Afrocentric framework through their teaching practices. The objective was to explore how academics understand and implement these attributes, considering the imperatives of decolonization and contemporary educational demands. The Fourth Industrial Revolution and decolonization imperatives necessitate reconceptualizing graduate attributes that reflect 21st-century competencies and African philosophical foundations. Despite extensive research on graduate attributes, limited scholarship explores how these can be conceptualized within decolonized curriculum frameworks embracing Afrocentric principles. This study addresses the gap in understanding graduate attributes for future-ready graduates within South African decolonial contexts. A qualitative descriptive case study design grounded in Afrocentricity philosophy was employed. Purposive sampling selected 14 participants: seven academics and seven students from two faculties. Data were collected through semi-structured interviews and classroom observations. Thematic analysis using Atlas. The study generated 36 codes and 57 quotations, resulting in nine categories across three themes: conceptualisation of 21st-century graduate attributes, their importance, and teaching strategies. Findings revealed that lecturers used case studies, role-plays, and interactive discussions to facilitate student engagement, collaboration, critical thinking, and problem-solving while promoting technological literacy. Students confirmed that lecturers used real-world examples and expected active problem-solving engagement to enhance the development of graduate attributes. The study revealed a comprehensive framework for 21st-century Afrocentric graduate attributes. The research demonstrates the effective conceptualization and implementation of Afrocentric graduate attributes in preparing students for contemporary challenges while maintaining their cultural identity. The study recommends integrating 21st-century Afrocentric graduate attributes into institutional teaching, learning, and assessment strategies to guide academic practices systematically.
https://doi.org/10.26803/ijlter.24.11.20
References
Asante, M. K. (2003). Afrocentricity: The theory of social change. African American Images. https://cir.nii.ac.jp/crid/1130000797971063808
Asante, M. K. (2020). Afrocentricity. Routledge Handbook of Pan-Africanism. Routledge, https://www.taylorfrancis.com/chapters/edit/10.4324/9780429020193-10/afrocentricity-molefi-kete-asante
Bakhmat, N. (2024). Increasing the competitiveness of the higher education institutions graduates on the labor market through the formation of soft skills. Science, education, culture. 2, 336-341. https://ibn.idsi.md/en/vizualizare_articol/205158
Bekele, T. A., Amponsah, S., & Karkouti, I. M. (2023). African philosophy for successful integration of technology in higher education. British Journal of Educational Technology, 54(6), 1520–1538. https://doi.org/10.1111/bjet.13364
Bitzer, E., & Withering, M. (2020). Graduate attributes: How some university students experience and learn them. South African Journal of Higher Education, 34(3), 13–31. http://dx.doi.org/10.20853/34-3-3504
Charania, A., Bakshani, U., Paltiwale, S., Kaur, I., & Nasrin, N. (2021). Constructivist teaching and learning with technologies in the COVID?19 lockdown in Eastern India. British Journal of Educational Technology, 52(4), 1478-1493. https://doi.org/10.1111/bjet.13111
Charles, E. (2019). Decolonizing the curriculum. Insights, 32(1), 24. https://doi.org 10.1629/uksg.475. https://doi.org/10.1629/uksg.475
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cohen, D. K., Dewey, J., Thurnau, A.F., & Ball, D. L. (2000, April). Instructional innovation: Reconsidering the story. In Annual Meeting of the American Educational Research Association. New Orleans. https://sii.soe.umich.edu/newsite_dev/documents/InstructionalInnovation.pdf
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Ditsele, R. (2025). Twenty-first century graduates’ attributes: A case study on undergraduate programmes at a University of Technology. [Doctor of Education thesis, Tshwane University of Technology]. Pretoria, South Africa.
Gamage, K.A.A., Jeyachandran, K., Dehideniya, S.C.P., Lambert, C.G., & Rennie, A.E.W. (2023). Online and hybrid teaching effects on graduate attributes: opportunity or cause for concern? Education. Science, 13, 221. 1–15. https://doi.org/10.3390/educsci13020221
Gumbo, M. T., Knaus, C. B., & Gasa, V. G. (2024). Decolonising the African doctorate: Transforming the foundations of knowledge. Higher Education, 1–17. https://doi.org/10.1007/s10734-024-01185-2
Gunter, G. A., & Gunter, R. E. (2020). Teacher integrating technology in a changing world: Discovering computers. Cengage Learning.
Harrison, N., & Clarke, I. (2022). Decolonising curriculum practice: Developing the indigenous cultural capability of university graduates. Higher Education, 83(1), 183–197. https://doi.org/10.1007/s10734-020-00648-6
Hill, J., Walkington, H., & France, D. (2016). Graduate attributes: Implications for higher education practice and policy: Introduction. Journal of Geography in Higher Education, 40(2), 155–163. https://doi.org/10.1080/03098265.2016.1154932
Kassaye, W. (2024). Modern education in Africa. In: modern education in Africa vol. 2. Curriculum studies worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-68290-2_1
Khumalo, K. E. (2023). A quest for an Afro-centric post-schooling curriculum in South Africa. Journal of African Education, 4(2).030-20824-0_14. https://hdl.handle.net/10520/ejc-aa_jae_v4_n2_a3
Lemy, K. (2020). Synchronous video conferences as a connectivism approach to learning: State of the art in Rwandan higher education. https://www.diva-portal.org/smash/get/diva2:1505244/
Lumadi, M.W. (2023). The logic of sampling. In Okeke, C. & va Wyk M. (Ed.). Educational research: An African approach. (pp. 224 – 241), Oxford Publishers.
Lutz, D. W. (2009). African Ubuntu philosophy and global management. Journal of Business Ethics, 84(Suppl 3), 313–328. https://doi.org/10.1007/s10551-009-0204-z
Lwandle, N., & Yallew, A. T. (2021). Towards enablers of decolonisation of the curriculum in universities in South Africa. In Z. L. Sosibo, & E. Ivala (Eds.). Creating effective teaching and learning spaces: Shaping futures and envisioning unity in diversity and transformation. (pp. 211-228). Vernon Press.
Makhele, E. (2018). A conceptual framework for a decolonized and Africanized curriculum. International Journal, 74(11/1). https://doi.org/10.21506/j.ponte.2018.11.14
Mahon, D. (2022). The role of graduate attributes in higher education. A review of the issues associated with graduate attributes and the case for their measurement. Interchange, 53(3-4), 353–369. https://doi.org/10.1007/s10780-022-09457-5
Maree, K. (2023). First steps in research (11th impression). Van Schaik Publishers.
Mirzayev, A. T. (2024). Assessment of the impact of influencing factors in ensuring the competitiveness of graduates in higher education institutions. World of Scientific News in Science, 2(2), 79–102. https://worldofresearch.ru/index.php/wsjc/article/view/198
Mkhize, N. (2021). Decolonizing education: Integrating Indigenous knowledge systems into the curriculum. South African Journal of Higher Education, 35(2), 1-15. https://doi.org/10.20853/39-1-6004
Mampota, S., Mokhetsengoane, S. J., & Kurata, L. (2023). Connectivism theory: Exploring its relevance in informing Lesotho’s integrated curriculum for effective learning in the digital age. European Journal of Education and Pedagogy, 4(4), 6-12. https://doi.org/10.24018/ejedu.2023.4.4.705
Muraina, L. O. (2022). Curriculum decolonization in the University of Cape Town: Research, policy and practice. Faculty of Humanities, Department of Sociology. http://hdl.handle.net/11427/37164
Naicker, A., Singh, E., & Van Genugten, T. (2022). Collaborative online international learning (COIL): Preparedness and experiences of South African students. Innovations in Education and Teaching International, 59(5), 499–510. https://doi.org/10.1080/14703297.2021.1895867
Ndlovu-Gatsheni, S. J. (2019). Discourses of decolonization/decoloniality. Papers on Language and Literature, 55(3), 201–226
Ngubane, N. I., & Makua, M. (2021). Ubuntu pedagogy –transforming educational practices in South Africa through an African philosophy: From theory to practice. Journal of Humanities and Social Sciences, 13(1), 1–7. https://doi.org/10.4102/ink.v13i1.9
Ntshwarang, P. N., Malinga, T., & Losike-Sedimo, N. (2021). eLearning tools at the University of Botswana: Relevance and use under COVID-19 crisis. Higher Education for the Future, 8(1), 142–154. https://doi.org/10.1177/2347631120986281
Nwobodo, R. E. (2025). Decolonizing African philosophy. UIA Journal of Multidisciplinary & Cultural Studies, 1(3), 1-8. https://uaipublisher.com/uaijmcs-2/
Nxumalo, S. A., & Mncube, D. W. (2018). Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives. Perspectives in Education, 36(2), 103–118. https://doi.org/10.18820/2519593X/pie.v36i2.9
Oxford English Dictionary. (n.d.). Oxford English Dictionary. https://www.oed.com/
Ramnund-Mansingh, A., & Reddy, N. (2021). South African specific complexities in aligning graduate attributes to employability. Journal of Teaching and Learning for Graduate Employability, 12(2), 206–221. https://search.informit.org/doi/epdf/10.3316/informit.028968602742819
Saldaña, J. (2021). The coding manual for qualitative researchers. Sage Publications.
Simelane-Mnisi, S., & Mangavana, C. (2022 December 1-2). Increasing student engagement and interaction in live Microsoft Teams classes. [Conference Proceedings]. Digitalk International Conference on Teaching, Assessment and Learning in the Digital Age, Durban, South Africa. (pp. 24–33).
Simelane-Mnisi, S. (2023). Effectiveness of LMS digital tools used by the academics to foster students’ engagement. Education Sciences, 13(10), 980. https://doi.org/10.3390/educsci13100980
Smith, L. T. (2019). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Zed Books.
Statistics South Africa. (2025). Quarterly labour force survey. http://www.statssa.gov.za.
Van Wyk, M. (2023). Afrocentricity as a research philosophy. In Oleke, C., & Van Wyk, M. (Ed.). Educational research: An African Approach. (pp. 3 – 18), Oxford Publishers.
Williams, M. K. (2017). John Dewey in the 21st century. Journal of Inquiry and Action in Education, 9(1), 91-102. https://digitalcommons.buffalostate.edu/cgi/viewcontent.cgi?article=1147&context=jiae
Wimpenny, K., Beelen, J., Hindrix, K., King, V., & Sjoer, E. (2022). Curriculum internationalization and the ‘decolonizing academic’. Higher Education Research & Development, 41(7), 2490–2505. https://doi.org/10.1080/07294360.2021.2014406
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Rampofeng Ditsele, Sibongile Simelane-Mnisi, Andile Mji
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
