{"id":37605,"date":"2026-06-02T15:17:24","date_gmt":"2026-06-02T15:17:24","guid":{"rendered":"https:\/\/vut.ac.za\/?p=37605"},"modified":"2026-06-02T15:17:26","modified_gmt":"2026-06-02T15:17:26","slug":"vut-academics-champion-teaching-innovation-and-student-success-through-prestigious-tau-fellowship","status":"publish","type":"post","link":"https:\/\/vut.ac.za\/nso\/vut-academics-champion-teaching-innovation-and-student-success-through-prestigious-tau-fellowship\/","title":{"rendered":"VUT academics champion teaching innovation and student success through prestigious TAU Fellowship"},"content":{"rendered":"

“VUT academics Dr Nozipho Mabaso and Dr Kgomotso Mtshatsheni showcased innovative projects on virtual labs and inclusive teaching through the TAU Fellowship Programme.”<\/strong><\/p>\n\n\n\n

02 June 2026 | Story by: Nontobeko Moimane | Picture: Peter Masela<\/strong> <\/p>\n\n\n\n

5 minutes read time.<\/p>\n\n\n\n

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The Vaal University of Technology (VUT) hosted representatives of the Teaching Advancement at Universities (TAU) Fellowship Programme for an institutional presentation held on 28 May 2026 at the Emerald Hotel, providing a platform for academics to showcase innovative teaching and learning projects aimed at advancing student success, inclusivity, and educational transformation.<\/p>\n\n\n\n

The presentations were delivered by Dr Nozipho Mabaso and Dr Kgomotso Mtshatsheni, Senior Lecturers in the Department of Natural Sciences, who were selected to participate in the prestigious TAU 6 Fellowship Programme for the 2025 to 2026 cycle. Their participation forms part of a national initiative that supports academics in becoming scholarly teachers, educational leaders, and agents of change within higher education.<\/p>\n\n\n\n

Established in 2016 under the Department of Higher Education and Training’s National Framework for Advancing Academics as University Teachers, the TAU Fellowship Programme encourages academics to develop innovative, research informed approaches to teaching and learning while addressing challenges that affect student success and institutional transformation.<\/p>\n\n\n\n

Welcoming attendees, Dr Mabaso highlighted the importance of the fellowship in enabling academics to critically reflect on their teaching practices and develop practical solutions to improve the student learning experience.<\/p>\n\n\n\n

“The programme encourages academics to identify challenges within their teaching environments and develop evidence-based interventions that can improve student learning and success,” she said.<\/p>\n\n\n\n

A key highlight of the event was Dr Mabaso’s institutional project, which explored the use of virtual laboratory simulations in Chemistry education. Inspired by challenges experienced during the COVID-19 pandemic and ongoing resource limitations in laboratory environments, the project investigated how simulation technologies can complement traditional practical teaching.<\/p>\n\n\n\n

The initiative introduced students to interactive virtual laboratories that replicate real world chemistry experiments, enabling them to practise procedures, strengthen conceptual understanding, and build confidence before entering physical laboratory spaces.<\/p>\n\n\n\n

According to Dr Mabaso, the project demonstrated several benefits, including increased student engagement, improved understanding of laboratory concepts, enhanced confidence, and<\/p>\n\n\n\n

opportunities for repeated practice without the risks and costs associated with physical laboratory experiments.<\/p>\n\n\n\n

“Simulation technologies provide students with a safe and accessible environment to experiment, make mistakes, learn, and develop critical laboratory skills before entering the physical laboratory,” she explained.<\/p>\n\n\n\n

She added that virtual simulations can play an important role in expanding equitable access to practical learning experiences, particularly where institutions face infrastructure, equipment, or resource constraints.<\/p>\n\n\n\n

Dr Mtshatsheni’s presentation focused on creating inclusive classrooms that address barriers to student success and promote social justice within higher education. Her project examined how teaching and learning spaces can be transformed to better accommodate diverse student backgrounds, cultures, abilities, and learning needs.<\/p>\n\n\n\n

Drawing on the experiences of both students and lecturers, the study identified several challenges, including limited access to technology, large class sizes, policy barriers, and insufficient recognition of cultural diversity in teaching and assessment practices.<\/p>\n\n\n\n

To address these challenges, Dr Mtshatsheni proposed a framework that promotes more responsive and inclusive learning environments through policy review, staff development, culturally sensitive teaching approaches, and continuous institutional reflection.<\/p>\n\n\n\n

“The classroom should be a space where every student feels seen, heard, respected, and supported in their learning journey,” she said. “Transformation in higher education requires intentional efforts to create environments that recognise diversity and promote belonging.”<\/p>\n\n\n\n

The project also advocates ongoing professional development for academics to encourage reflective teaching practices, address unconscious biases, and strengthen student engagement.<\/p>\n\n\n\n

During the engagement session, participants reflected on the relevance of both projects and their potential contribution to institutional teaching and learning practices.<\/p>\n\n\n\n

Dr Kgodiso Mabaso from the Department of Natural Sciences described the presentations as insightful and timely.<\/p>\n\n\n\n

“It was encouraging to see that many of the challenges lecturers experience are shared across institutions. These projects provide practical approaches that can contribute significantly to improving teaching and learning at an institutional level,” she said.<\/p>\n\n\n\n

Adding his perspective, Dr Chris Chitumwa, Head of Department for Education and a former TAU Fellow, emphasised the importance of continuous academic development.<\/p>\n\n\n\n

“Being an expert in a discipline is not enough. Academics must also understand how students learn, the social and psychological factors that influence learning, and how to facilitate meaningful learning experiences. Programmes such as TAU play a critical role in developing these competencies,” he noted.<\/p>\n\n\n\n

He further highlighted the need for universities to invest continuously in staff development to ensure academics remain responsive to emerging educational challenges, including the growing influence of artificial intelligence and evolving student learning needs.<\/p>\n\n\n\n

Delivering the vote of thanks, Dr Masebala Tjabane, one of the programme advisors, commended the presenters for their commitment to advancing higher education through scholarly teaching and innovation.<\/p>\n\n\n\n

She encouraged colleagues across the institution to engage with the work of TAU Fellows and to consider participating in future fellowship opportunities, noting that research informed interventions can make a meaningful contribution to institutional transformation and student success.<\/p>\n\n\n\n

The event underscored VUT’s commitment to advancing excellence in teaching and learning while fostering innovative, inclusive, and student-centred educational practices. As the TAU 6 Fellowship Programme approaches its conclusion in August 2026, the projects presented by Dr Mabaso and Dr Mtshatsheni demonstrate how academic scholarship can be translated into practical solutions that enhance the university experience and contribute to the transformation of higher education.<\/p>\n\n\n\n

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