Department of Curriculum and Instructional Studies
College of Education |
School of Teacher Education |
Department: Curriculum and Instructional Studies |
Professor
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Tel: |
012 429 3133
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E-mail: |
mpungcb@unisa.ac.za
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Qualifications
- PhD education and curriculum studies (UKZN, 2018)
Fields of academic interests
- Learning management systems
- Social media sites
- Artificial intelligence
- Video conferencing software
- Curriculum design, development and evaluation
Field of Specialisation
- Educational technology
- Curriculum studies
- Physical science education
- Qualitative research
- Critical theory
Books
- Mpungose, C.B. (2020). Theorising Curriculum and Assessment Policy Statement: Teachers’ Reflections. In K.G. Fomunyam & S.B. Khoza (Eds.), Curriculum Theory, Curriculum Theorising, and the Theoriser: The African Theorising Perspective (1 ed., pp. 1-18). Leiden - Boston: Brill - SENSE.
- Mpungose, C. B. (2023). Curriculum Adaptation for Inclusion in Teaching and Learning. In Inclusion in Southern African Education: Understanding, Challenges and Enablement (pp. 165-175). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-43752-6_12
Journal articles
- Mpungose, C. B. (2023). Inner-self in the teaching of physical sciences according to the Curriculum and Assessment Policy Statement (CAPS) in South African schools. African Identities, 1–17. https://doi.org/10.1080/14725843.2020.1828039
- Khumalo, S., Rawatlal, R., Nnadozie, V., Mahadew, A., Mpungose, C. B., & Mazibuko, P. (2023). Technology-mediated advising for student success: Exploring selfmediated academic support for undergraduate students using AutoScholar Advisor System. Perspectives in Education, 41(2), 211-232. https://doi.org/10.38140/pie.v41i2.7088
- Govender, R., & Mpungose, C. (2022). Lecturers’ technostress at a South African university in the context of coronavirus (COVID-19). Cogent Education, 9(1), 2125205. https://doi.org/10.1080/2331186x.2022.2125205
- Khoza, S.B., & Mpungose, C.B (2022). Digitalised Curriculum to the rescue of a Higher Education Institution. African Identities, 20(4), 310-330. https://doi.org/10.1080/14725843.2020.1815517
- Mpungose, C.B., Khoza, S.B. Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System. Tech Know Learn 27, 1–16 (2022). https://doi.org/10.1007/s10758-020-09475-1
- Mpungose, C.B. & Khoza, S.B. (2021). Students' Reflections on the Use of the Zoom Video Conferencing Technology for Online Learning at a South African University. International Journal of African Higher Education, 8(1), 159-178. https://doi.org/10.6017/ijahe.v8i1.13371
- Mpungose, C. B. (2021). Lecturers’ reflections on use of Zoom video conferencing technology for e-learning at a South African university in the context of coronavirus. African Identities, 1-17. https://doi.org/10.1080/14725843.2021.1902268
- Mpungose, C. B. (2021). Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context. International Journal of Higher Education, 10(2), 116-127. https://doi.org/10.5430/ijhe.v10n2p116
- Mpungose, C. B. (2020). Are Social Media Sites a Platform for Formal or Informal learning? Students’ Experiences in Institutions of Higher Education. International Journal of Higher Education, 9(5), 300 https://doi.org/10.5430/ijhe.v9n5p300
- Mpungose, C. B. (2020). Is Moodle a platform to decolonise the university curriculum? Lecturers’ reflections. Africa Education Review, 17(1), 100-115 https://doi.org/10.1080/18146627.2018.1479645
- Mpungose, C. B. (2020). Beyond limits: Lecturers’ reflections on Moodle uptake in South African universities. Education and Information Technologies, 25(6) , 5033–5052 https://doi.org/10.1007/s10639-020-10190-8
- Mpungose, C. B. (2020). Student Teachers’ Knowledge in the Era of the Fourth Industrial Revolution. Education and Information Technologies, 25(6) , 5149–5165 https://doi.org/10.1007/s10639-020-10212-5
- Mpungose, C. B. (2020). Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications, 7(1), 1-9. https://doi.org/10.1057/s41599-020-00603-x
- Mpungose, C. B. (2019). Is Moodle or WhatsApp the preferred e-learning platform at a South African university? First-year students’ experiences. Education and Information Technologies, 25(2) https://doi.org/10.1007/s10639-019-10005-5
- Mpungose, C. B. (2019). Can lecturers reflect on the influence of Moodle curricular on students’ success? The Educational Review, USA, 3(10). https://doi.org/10.26855/e r.2019.09.002
- Mpungose, C. B. (2016). Rationale of teaching physical sciences curriculum and assessment policy statement content: Teachers’ reflections. International Journal of Educational Sciences, 14(3), 256-264.
Professional positions, fellowships & awards
Awards
- Mellon fellowship scholar: (UKZN 2021-2025)
- Fulbright research visiting scholar: (University of Denver 2019-2020)
- NIHSS scholar: (UKZN 2016)
- NRF scholar: (UKZN 2018 )
- School Principal: Magqezulana High School (KZN-Zululand district 2011 – 2015)
- Head of Department (Science): Mhlambansila High School (KZN-Zululand district 2009 – 2010)
Accomplishments
Projects
- NRF Thuthuka Research Project: (UNISA 2023-2025)