05 May l 2025 | Story: Gracious Ngomane and Qhawekazi Memani | Photo: Naledi Nkosi.
4 minutes read time.
The Vaal University of Technology’s (VUT’s) Centre for Academic Development recently hosted an engaging and thought-provoking academic writing retreat at Emerald Casino and Resort from 22 to 24 April 2025.
The retreat brought together scholars and students from across the university’s faculties to explore and reflect critically on Telagogy, an emerging approach to teaching and learning that challenges traditional academic frameworks.
Designed to foster open dialogue, knowledge exchange, and meaningful collaboration, the retreat aimed to contribute to the university’s research output while promoting a shift towards a more just and inclusive society. Discussions were grounded in the belief that education must evolve to meet the needs of future generations, moving beyond current limitations and embracing new ways of thinking.
Dr Liemiseng Tsabane, the CAD Academic Staff Development Unit Manager, opened the retreat by emphasising its purpose: to enhance scholarly work in a world undergoing rapid social and technological change. She posed a critical question: Where does higher education fit into this transformation? Her address set the tone for a gathering centred on inquiry, challenge, and intellectual growth.
Dr Teboho Pitso, Manager of the VUT Centre for Innovation and Entrepreneurship, delivered a keynote presentation titled Telagogy in Theory and Practice: Learning Beyond Neo-Colonity and Cyber Coloniality. He traced the evolution of human society from unstructured hunting communities to the complex information age, urging attendees to reflect on the transition to Society 5.0, or a super-smart society. Dr Pitso stated that knowledge, innovation, and technological advancement are more valuable than material wealth. He stressed the importance of embracing mindset shifts and encouraged researchers to act boldly. “Forget about who will review your work,” he said. “Just do it with courage. Do not be afraid of rejection or acceptance.”
Dr Pitso presented thought-provoking ideas, including the Indian origins of mathematics and the historical link between pharmacy and witchcraft. These insights prompted participants to question dominant narratives and develop a more inclusive understanding of knowledge and its origins.
Several key themes within Telagogy were explored throughout the retreat. These included integrating digital tools and resources into education, which are reshaping teaching and learning by making it more accessible, personalised, and interactive. Telagogy promotes a shift from teacher-centred instruction to learner-centred approaches, encouraging active participation, critical thinking, problem solving, and self-directed learning. It also places strong emphasis on collaboration and social interaction, facilitated through online communities, group projects, and discussion forums, even in remote or digital settings. Furthermore, the theory advocates for flexible and inclusive learning environments that support diverse student needs, including those with disabilities or additional responsibilities. This includes the use of asynchronous learning and accessible digital materials.
Retreat participants are expected to contribute chapters to a forthcoming book on the permutations of Telagogy. Proposed chapter themes include:
• Telagogy as a digital platform for a decolonised curriculum
• A new approach to learning beyond pedagogy
• A vision for transforming traditional universities into digital institutions that exist as accessible applications
The second day of the retreat focused on developing the content of the book chapters. Participants were introduced to principles of academic writing, the peer review process, and various forms of research knowledge. On the final day, they presented their draft chapters and received constructive feedback to support their scholarly contributions.
During the retreat, Dr Speech Nelana, Deputy Vice-Chancellor for Research, Innovation, Commercialisation and Internationalisation, visited and actively engaged with participants. His presence underscored the university’s commitment to fostering academic discourse and supporting staff and students in their research endeavours.
Ms Siyolise Ntlomane, an advanced diploma student in Fine Arts, described the retreat as a valuable learning opportunity. “I have learnt a lot, especially about the concept of input, transformation, and output, a simple phrase, but very powerful,” Ntlomane said. Another attendee praised the initiative as excellent and expressed hope for long-term productivity, noting that greater emphasis on motivation throughout the event could enhance its impact.
The academic writing retreat successfully positioned VUT as a forward-thinking institution committed to educational innovation. By encouraging critical dialogue and collaboration, it laid a solid foundation for future research that challenges conventional models and embraces new learning paradigms.
