Research Publications (Arts and Design)

Permanent URI for this collectionhttps://hdl.handle.net/10321/214

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Safety of journalists from a gendered perspective: evidence from female journalists in Ghana’s rural and peri-urban media
(University of the Free State, 2023-12-13) Adjin-Tettey, Theodora Dame; Asuman, Manfred A. K.; Ayim- Segbefia, Mary Selikem
This study sought to explore the safety risks female journalists working in Ghana`s rural and peri-urban media encounter while doing their work, how safe they feel and how they are coping with safety breaches. Thirteen semi-structured interviews with female journalists employed by Ghanaian broadcast media outlets in rural and peri urban areas were undertaken. Guided by Braun and Clark’s (2006) six steps for qualitative data analysis, interview transcripts were thematically analysed. It was found that physical and emotional security threats; poor working conditions were the main threats to female journalists working in Ghana’s rural and peri urban media. While there are generally bad working conditions, some participants believe that men receive more benefits and opportunities for professional growth than women. Compared to their male peers, females are occasionally ridiculed and refused training and professional opportunities. When there are safety violations, employers generally offer little assistance. Female journalists cope with violations and insecurities by self-censoring, avoiding working during specific hours of the day, and steering clear of reporting conflicts, politics, and elections as a safety measure. The study recommends that to avoid maladaptive actions by journalists, media organisations address the safety needs of their female journalists. Journalists themselves should look out for personal security initiatives to enhance their skills.
English teachers’ perspectives on infusing ICT in engineering graphics and design pedagogies using the TPACK framework
(University of Guelph, 2025-6-1) Maeko, Mogale Simon Albert
The 21st century and the 4th Industrial Revolution have necessitated a shift in pedagogies, highlighting the importance of integrating Information and Communication Technology (ICT) into education. This study explored Engineering Graphics and Design (EGD) teachers’ perspectives on the use of ICT in EGD classrooms, aiming to recommend strategies for effective integration using the Technological Pedagogical and Content Knowledge (TPACK) framework. Using a qualitative approach, data were collected from nine EGD teachers across secondary schools in the uMgungundlovu district of KwaZulu-Natal, South Africa, through semi-structured interviews and classroom observations. Thematic and descriptive analyses revealed that ICT plays a vital role in enhancing EGD instruction. Teachers demonstrated strong Technological Knowledge (TK) and effectively used tools such as AutoCAD and simulations to facilitate learners’ understanding of complex concepts. They also showed competence in aligning technology with pedagogy (TPK) and content (TCK). However, their efforts were often constrained by limited infrastructure and outdated resources. These systemic challenges hinder the full realisation of ICT’s potential in classrooms. The study recommends that the Department of Basic Education prioritize investment in ICT infrastructure and ensure equitable resource distribution. It also underscores the need for continuous professional development rooted in the TPACK framework and the creation of digital teaching resources. Furthermore, establishing professional learning communities is essential to foster collaboration and improve the integration of ICT in teaching practices. These measures are crucial for empowering teachers and preparing learners for the demands of a technologically driven world.
Exploring synergies in Euclidean geometry and isometric drawing: a snapshot on grade 12 mathematics and engineering graphics & design
(Modestum Ltd, 2025-4-1) Mlambo, Philani Brian; Sotsaka, Douglas Thembinkosi Sibusiso
Euclidean geometry and isometric drawing (ID) are significant topics in mathematics and engineering graphics & design (EGD), respectively. Over the years, these topics have developed a stigma due to learners’ consistently poor performing when tackling these topics. Many scholars attribute this challenge to a lack of spatial visualization skill, which is crucial in understanding these key areas in mathematics and EGD. This paper adopts a mixed-methods approach underpinned by the pragmatic paradigm to explore potential synergies between Euclidean geometry and ID by examining teaching practices and learner performance in these topics. To achieve these objectives, the study employed convenience sampling to select 15 teachers from four schools in the uMgungundlovu District. Data collection methods included semi-structured interviews and document analysis, incorporating test results. Data from the interviews were thematically analyzed, while test data were processed using the statistical package for social sciences (SPSS). The findings revealed that while these topics are challenging for learners, there are notable similarities in how teachers approach their instruction. However, there was no conclusive evidence of synergy in learners’ performance as the analysis of the scatter plot and statistical metrics revealed a weak negative correlation (r = -0.35) between the scores, indicating that higher performance in one subject does not necessarily align with higher performance in the other. Based on these findings, the study recommends fostering interdisciplinary collaboration between mathematics and EGD teachers through training programs and workshops. Such initiatives could enhance teachers’ understanding of the potential connections between Euclidean geometry and ID, ultimately benefiting learners.
Teachers’ attitudes and challenges towards the implementation of entrepreneurship education in Limpopo primary and high schools
(Education Association of South Africa, 2025-2-28) Ntsanwisi, Samuel; Simelane-Mnisi, Sibongile
With this study we aimed to investigate teachers’ attitudes and challenges towards the implementation of entrepreneurial education in South African primary and high schools in the Mopani district of the Nkowankowa circuit in the Limpopo province. Simple, random sampling was used to select 101 teachers from 25 rural schools. The quantitative method was employed to investigate teachers’ attitudes and challenges towards the implementation of entrepreneurial education. A questionnaire was used to collect data on the teachers’ attitude towards entrepreneurship education. In this article, 2 factors – teachers’ attitudes towards entrepreneurship education and entrepreneurship education challenges within school constructs – are discussed. The statistical package for the social sciences (SPSS), with the aid of descriptive statistics, was used to analyse the data. The Cronbach alpha scores for all internal consistency scales were 0.90. The reliability test indicates that 0.80 and above is more reliable, and 0.90 offers the best scores. Face validity was established by determining the factor structure of the instrument. Concerning Bartlett’s test of sphericity, the Kaiser-Meyer-Olkin (KMO) was found to be 0.805, and it was statistically significant (p < 0.05). Literature reports that KMO values between 0.7 and 1 indicate that the sampling is adequate. The results show that 96% of teachers felt that the challenge with regard to the implementation of entrepreneurial education was a lack of training. The results disclose that the majority of teachers (93.1%) indicated that entrepreneurship education was relevant in schools. Based on these findings, we propose that entrepreneurship should be implemented as a standalone subject within the basic education curriculum. In support of this vision, financial and physical resources are a vital propellant in achieving this trajectory.
The influence factor : a study of advertising and use of mobile phones by students of two universities in Ghana
(2013) Adjin-Tettey, Theodora Dame; Bolfrey, Andy; Bugase, Carl Awetoga; Adotey, Theresa; Dodoo, Stephen, Jnr
:This study examined whether advertising influences the usage of telecommunication networks, using the students of the University Of Professional Studies Accra and Wisconsin University College in the Greater Accra Region as a point of reference. It was also to ascertain the media through which tertiary students received most advertising messages. The study found that, advertising was not the only variable that influenced respondents to use a particular network and that when matched up against other variables, ‘service quality’ comes on top as the number one influencing agent ahead of advertising. The traditional media was identified as the media through which most advertising messages are received. Finally, the study identified that advertising is a necessary but not sufficient condition that influences switching between telecommunication networks.
Countering the threats of dis/misinformation : fact-checking practices of students of two universities in West Africa
(Bastas Publications, 2024-1-18) Adjin-Tettey, Theodora Dame; Amenaghawon, Francis
Although access is uneven, studies have shown a high uptake of digital technologies and platforms across Africa, with many accessing social media, which is a fertile ground for the spread of fake news and disinformation, calling for the need to factcheck information before consumption or sharing. The study was grounded in explore, engage, and empower (EEE) model of media and information literacy (MIL), which states that MIL competencies empower media and information users to identify, access, and retrieve information and media content skillfully (explore), analyze, and evaluate media and information critically (engage) and create, share, or use information and media ethically, safely, and responsibly (empower). The purpose was to assess fact-checking practices of students in two universities in Ghana and Nigeria to ascertain the extent to which they factcheck information, their levels of knowledge of fact checkers and the fact checkers that they use. The simple random sampling was used to draw a total of 316 respondents. It was found that although many respondents confirmed the authenticity of news and information received before acting on them, they mostly did so through social media and their networks. Few respondents knew about fact-checking platforms and could state names of actual factcheckers. The study makes a case for MIL, which includes fact checking, to enable media users to analyze and evaluate news and information critically to ensure the consequent ethical safe and responsible sharing and usage of information and media content, as EEE model proposes.
Harnessing the power of listening for social change in a disrupted media ecology
(Institute of Network Cultures, Amsterdam University of Applied Sciences (HvA), 2025) Adjin-Tettey, Theodora Dame; Garman, Anthea; Asuman, Manfred A.K.; Adjin-Tettey, Theodora Dame; Fosu, Modestus
Motivated by the fact that voice has been seemingly projected above listening when it comes to democratic participation, the chapter maps the literature on the listening theory to establish how the concept of listening can facilitate discourses in three contexts – public discourse, journalism, and social media. They argue that public discourses that take listening into account could yield better results if all parties are ready to listen to the different perspectives of an issue and find common ground. The two kinds of listening related to journalism - receptivity and recognition - were found to ensure that media content, editorial, and production processes are power-sensitive and responsive to the inequalities and conﬂicts that shape speaking and listening relationships. Theodora and Anthea also attempt to examine other dynamics of listening among individuals and corporations in the digitized participatory media sphere in light of the listening theory. Consequently, they propose another mode of online media listening – interface listening.
Navigating COVID-19: non-government actors’ communication interventions in South Africa
(Informa UK Limited, 2024-1-2) Adjin-Tettey, Theodora Dame; Garman, Anthea
During the COVID-19 outbreak, diverse groups and organisations in South Africa played an important communicative role which, alongside the government, collectively mitigated the spread of the disease. A previous study that we undertook to assess government communication revealed that there were organisations, groups, and actors that addressed gaps in official messaging. In this article, we explore the ways in which these actors recognised gaps in government communication and stepped in both to draw attention to these gaps and to devise timely solutions. Seven representatives of four groupings were interviewed. The groups and actors were identified because the researchers became aware of their non-governmental communications efforts. Their insights were transcribed and thematically analysed. The findings showed that although the government, through its agencies and presidential addresses to the nation, made concerted efforts to provide relevant information to the entire population, these actors were quick to identify the communications lacunae and stepped in where there was lack of reach. They identified inadequacies such as: non-optimal use of communication channels, neglected languages, a lack of scientifically based information, and a lack of context-driven information. The findings highlight the complexity of the challenge of talking to a nation when the country’s communications landscape is complex, multilingual, and multifaceted.
Media literacy's role in democratic engagement and societal transformation among university students
(Informa UK Limited, 2024-4-2) Muringa, Tigere; Adjin-Tettey, Theodora Dame
By providing citizens with the knowledge they need to meaningfully participate in the democratic process, the media plays a vital role in the growth and consolidation of the democratic project. Also essential is citizens’ aptitude to critically examine, assess, produce and understand media and its social role in a democracy. The current study explores the role of media literacy in democratic engagement and social change among South African university students. The paper attempts to contextualise how students’ levels of media literacy led them to political participation, critical thinking and overall contribution to social change in a post-apartheid era. The paper draws on the cognitive mobilisation theory to argue that better media literacy helps students think critically about media, and improve their political knowledge, involvement and contribution to social change. Data for this study were collected by conducting in-depth interviews with n = 30 university students who were selected through a convenience sampling strategy. Results revealed that media literacy significantly influences university students’ engagement in democratic processes and societal transformation in post-apartheid South Africa. Media literacy also enhances their political knowledge, participation and critical analysis of media messages. These findings have implications for policy and practice in media literacy education.
Coverage of climate change : graduate students’ climate change policy awareness and assessment of Ghanaian media
(Common Ground Research Networks, 2019) Adjin-Tettey, Theodora Dame
Ghana's recognition of the adverse effects of climate change has compelled the government to put in place a National Climate Change Policy (NCCP), while highlighting the critical role of communication. In the light of this, the study attempts to establish what audience members (graduate students) perceive of how the media are taking up the role of providing the needed information on climate change. Results showed that there is high exposure to television and radio among this audience and the dominant source of climate change information is television. More respondents were aware of global policies and initiatives on climate change than national or local policies. Respondents also have a rather negative perception about the extent to which Ghanaian legacy media are communicating climate change. Respondents expect the media to give maximum attention to climate change communication. The top-three topics they want from climate change communication in the media are: effects of climate change; how to prevent climate change; and how to deal with effects of climate change.
Fostering civic engagement on “Ghana X”: an analysis of data-driven journalistic practices of mainstream and peripheral media actors
(Informa UK Limited, 2025) Adjin-Tettey, Theodora Dame; Etrue, Michael
This study employed qualitative content analysis to explore data-driven journalistic practices employed by mainstream and citizen journalists on X (formerly known as Twitter) and how these practices foster civic engagement among Ghanaian X users. The study was grounded in the materiality, performativity, and reflexivity framework of data journalism and the civic engagement model. The findings were that the main themes of data-driven narratives on X were politics, socioeconomic discourse, and particularly economic metrics. Materiality and performativity showed up in the human agency of journalists and in the skills and expertise of those who contextualise and interpret the data. Data journalists liaise with allied data production specialists to convert raw data into data artifacts to tell stories. Ghanaian X users actively used the offered data stories to participate in civic arguments and discussions on social media. They back data stories with personal anecdotes. Through the proactive deployment of surveys, the creation of X polls, and other cooperative efforts, the examined narratives illustrated the performativity of data journalism as a technique that subverts power structures. The study provides evidence for the important role of peripheral actors in data journalism and how their efforts drive civic discourse to potentially drive tangible societal transformations.
Digital sanctuary: exploring security and privacy concerns of congregants in the virtual church
(Informa UK Limited, 2025-3-15) Adjin-Tettey, Theodora Dame; Kwofie, Juliana
As contemporary churches continue to hire media teams to create and disseminate growing amounts of online content, questions of safety, security, and privacy are warranted. This study focuses on the case of a church in Ghana and explores the complex interplay between, ethical, security, and privacy issues in the online church. Data collection involved 170 survey respondents and eight (8) interview participants. The study found that convenience, flexibility, and device accessibility drove congregants’ reliance on the digital platforms of the church. However, there were discernible privacy and safety concerns like invasion of privacy, unauthorized access to personal information, potential for identity theft, and misuse of personal data for targeted advertising. While diverse perspectives were held by members of the media department of the church, there was a general lack of concern about the safety and security ramifications of disclosing personal sensitive information to audiences outside of the physical church as it was viewed as a potential point of inspiration for others. We recommend that churches develop guidelines around concerns raised by congregants to optimize congregants’ online security and safety, while also providing continuous awareness programs for congregants to protect their security and safety and be ethical users of digital platforms.
Combating fake news, disinformation, and misinformation: experimental evidence for media literacy education
(Informa UK Limited, 2022-12-31) Dame Adjin-Tettey, Theodora
This study investigated the effect of media and information literacy (MIL) on the ability to identify fake news, disinformation and misinformation, and sharing intentions. The experimental approach was selected to study both the control group and experimental group made up of a total of 187 respondents. Comparative analysis of the two groups revealed that although more respondents in the experimental group were able to identify the inauthenticity of information presented to them, some of the respondents in the control group were also able to do the same, even though they did not receive MIL training. Conversely, some respondents in the experimental group, even though they were trained in MIL, could not determine the inauthenticity of information, possibly because the one-off training given to them did not allow them to assimilate all the information in one sitting. Nonetheless, the results of the bivariate correlation computation showed that MIL trained respondents were more likely to determine authenticity or otherwise of information and less likely to share inaccurate stories. This means that when MIL increases, sharing of fake news decreases. This is yet another evidence that MIL enables information consumers to make informed judgments about quality information. It is recommended that MIL is incorporated into mainstream educational modules and consistently revised to reflect the demands of the times. MIL programs must also consider how to effectively reach those without formal education. Actors within the information, communications, and media ecology must contribute to their quota in making information consumers more discerning with the right MIL sensitisation.
Lurking as a mode of listening in social media: motivations-based typologies
(Emerald, 2023-2-2) Adjin-Tettey, Theodora Dame; Garman, Anthea
In this study, the authors aim to probe the relationship between listening and lurking and discuss types of lurking that occur on social media sites based on the motivations driving them. Although listening is a significant practice of online attention, intimacy, connection, obligation and participation as much as voice is, it is yet to receive the kind of attention voice is given in the context of social media. In the rather limited studies on online attention, the concept that has gained consideration is “lurking”, and this practice has often been treated as a derogatory non-activity or as passivity. The interest to study lurking is based on the premise that lurking is a significant ground on which listening occurs in social media and through which voice can be given attention. Design/methodology/approach This study adopted a phenomenological approach to understand motivations for lurking in online spaces. Phenomenological research involves data gathering through inductive, qualitative methods with the aim of explaining specific phenomena from the perspective of research participants. In this research, the lived experience studied was lurking and what drives lurking. A total of 12 members of the Licence to Talk project, a research project based at the School of Journalism and Media Studies, Rhodes University, South Africa, took part in the study. They shared their personal experiences of online lurking through a critical reflective writing. Based on the experiences shared, the authors identified and categorised the various types of lurking based on the varied motivations driving them. Findings Through the phenomenological approach, the study has theorised a more useful understanding of lurking as a form of online listening by identifying and categorising seven lurking behaviours that are nested within the lurking activity. This study, thus, provides a tentative framework for studying online lurking by bringing to bear listening theory and by reasoning that lurking is a needs-based activity that has purpose imbedded within it. Research limitations/implications The authors recognise that this study is limited by its small number of participants. Nevertheless, as researchers with a strong grounding in listening theory, the authors thought it valuable to interrogate their own practices on social media and to develop a more useful understanding of what lurking might entail and, on the lurking-listening relationship. A larger study would provide stronger evidence to test the hypothesis about lurking as a very interesting form of listening with a relationship to complex behaviours and needs. Originality/value It is expected that by conceptualising the various forms of lurking based on the motivations that drive online lurking (listening), it will provide an empirical and theoretical/conceptual basis for further investigations into this pervasive mode of online attention.
Autobiography reflecting on academic leadership and management and doctoral supervision: from childhood to academia
(Academic Journals, 2025-1-31) Thamae, Mamothibe Amelia
My academic leadership journey was challenged by multiple factors, ranging from underprivileged households, poor school, inadequacy of academic writing skills, heavy university loads, and full-time job responsibilities. My academic journey influenced my supervision. It was marred by delayed completion of academic projects and throughput. The primary objective of this autobiography is to reflect on my lived experiences of academic leadership and management, and doctoral supervision journey using Ubuntu Pedagogy. This autobiography is undergirded by an interpretive paradigm, adopting a qualitative case methodology to unpack my lived experiences in academic and postgraduate studies and supervision. I used a mental map to reflect on my lived experiences and revisited my previous diaries, notes, and reflexive reports to compile this autobiography. The research findings reflect a limitation and impediment to doctoral students’ success caused by changes from a well-resourced research environment to a constrained one. I strongly believe in a (modified) one-to-one peer learning approach, as shaped and influenced by my lived experiences from childhood on one-to-one peer learning, as the best method of supervision pedagogy. I recommend that universities should improve the research environment and research provisioning. Furthermore, supervisors should be capacitated and encouraged to adopt Ubuntu Pedagogy in their doctoral supervision journeys.
Pre-service science teachers’ perceptions towards developing Isizulu vocabulary for teaching and learning
(UJ Press, 2024-9-15) Thamae, Mamothibe Amelia
This study investigates pre-service teachers’ perceptions towards developing an isiZulu vocabulary for teaching and learning chemistry in three rural FET schools in KwaZuluNatal, South Africa. It contributes to the ongoing debates around curriculum decolonisation and code-switching in teaching and learning. The study adopts a qualitative interpretivist paradigm, utilizing individual interviews with six (6) isiZulu pre-service chemistry teachers who were purposively selected. The study found that pre-service teachers generally had a positive attitude towards curriculum decolonisation and code-switching for teaching and learning chemistry. This study also found that some pre-service teachers were not keen to develop isiZulu vocabulary, given the challenges and complexities of code-switching in real-life chemistry teaching and learning contexts. Further, the findings indicate developing isiZulu vocabulary can enhance curriculum decolonisation and code-switching for effective teaching and learning of chemistry in this context. The study recommends the need for pre-service teachers to be conscientised about the value of developing isiZulu vocabulary for effective teaching and learning of chemistry lessons. Future research must explore how to effectively empower pre-service teachers to manage code-switching in teaching chemistry in rural contexts.
On the value of vandalism: an appraisal of art and the politics of defacement
(Informa UK Limited, 2025-1-1) Adewumi, Kehinde Christopher
Monuments of culture and history have been either catalysts or casualties of war and crises; they are often vandalised as reactionary acts of protest against dominant powers and oppressive states and history. This reality, juxtaposed with the ongoing vandalism of monuments during global crises, prompts the following questions: Why do cultural monuments bear the brunt of vandals and protesters? What drives vandalism? Is there any value in vandalism? This article explores the tensions between art and vandalism, focusing on elucidating any potential value in the act of destruction. I begin by presenting various theoretical perspectives on art and vandalism to provide a multidimensional view of the act. Next, I delve into the drivers of vandalism, examining the motivations and psychology behind these actions. Finally, I discuss the concept of value in the context of art and vandalism. While vandalism has traditionally been viewed in a negative light, I conclude that it possesses intrinsic value, particularly in how artists have conceptually explored the aesthetics of destruction in their creative processes and in the impact of vandalism on sociopolitical structures of communication.
Rereading art workshops as an interaction ritual for knowledge formation and artists’ development
(Informa UK Limited, 2024-12-31) Adewumi, Kehinde Christopher
Art workshops are organised as a space for artists to share ideas and collaboratively create artwork within a period of two to four weeks. I argue that Collins’ theory of interaction ritual can be adapted in the explanation and understanding of the aims, particularities and developmental impacts of art workshops on participating artists, who are integral members and collaborators in the knowledge and identity formations in the creative community. I draw on the experiences of two Professors of art–Tonie Okpe and Jacob Jat Jari, in their participation in art workshops in different parts of Africa, Europe and the United Kingdom (U.K.), as well as their organisation of art workshops in Nigeria. Collin’s theory offers fresh insights into the participation of artists like Okpe and Jari in these workshops, showcasing how continuous engagement in such intellectually stimulating and culturally rich communities enhances their knowledge and cultural capital. A major recommendation of the study is that artists can strategically supplement their learning through these informal intellectual platforms, given the impacts of art workshops and the rising costs of formal art education globally. The diverse array of experiences gained from such workshops can significantly expand their horizon and shape their worldview.
Understanding the contributing factors of school violence and intervention strategies used in the SADC Region : a scoping review protocol
(Noyam Publishers, 2024-12) Khumalo, Gift; Makhakhe, Nosipho Faith; Lipholo, Bokang Nephtali
Access to quality education, as per the Southern African Development Community’s (SADC) vision is essential for improving the overall economic growth and development of the region. However, this vision is severely hindered by school violence, a pervasive contextual issue across multiple SADC countries. Guided by Arksey and O’Malley’s five-step framework, this proposed scoping review sought to explore the contextual factors that contribute to school violence and examine intervention strategies that have been used to mitigate school violence. Six databases will be used to search for empirical articles, including ProQuest, PubMed, Web of Science, Academic Search Ultimate, PsycINFO and MEDLINE Ultimate. Screening at the abstract, title and full-text level will be conducted by all authors, with further articles being searched on the research list of the final included full-text publications. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) will be used to report on the scoping review processes. It is hoped that this scoping review will contribute to the overall understanding of the contextual factors that contribute to school violence in the context of SADC and the intervention strategies used to curb this phenomenon. The scoping review will also identify gaps in knowledge in literature and gaps in the current intervention practices, as well as influence future research on school violence in the SADC region. Keywords: School Violence, Southern African Development Community, Contextual Factors, Intervention.
Open educational resources as the panacea for the decolonisation of e-learning content in South Africa
(Informa UK Limited, 2024-7-2) Mncube, Siphamandla
Higher education institutions have been following the global trend of advocating open educational resources (OER) for tuition and learning. In the South African context of higher education, there is also an increasingly strong call for decolonisation in educational content. However, there is a lack of knowledge and theories for the decolonisation of learning content. This study sought to establish the possibilities of decolonisation of OER in digital learning. To employ the appropriate lens for the decolonisation of content, the study opted for contextualised theory, contextual knowledge world views, and the African indigenous knowledge frameworks, while following the Transformative Learning Theory. This theory made it possible to follow the decolonisation elements relevant to low-income contexts. Consequently, the decolonisation lesson guided the appropriate systems for the decolonisation of the tuition content. After decolonisation, the concepts of Africanisation and transformative learning were considered by using the Technology Appropriation Model as a guide for adopting and developing OER appropriate for the African context. The study employed the qualitative approach and case study strategy by focussing on one of the largest comprehensive open distance e-learning (CODEL) institutions in South Africa and on the African continent. The study established that CODEL encourages the use of OER for the decolonisation of tuition content. However, there is still a lack of strategies, models, policies, and practical guidelines for the decolonisation of OER. Therefore, the study proposed the decolonisation of an e-learning content model that academia can use to advance the decolonisation of e-learning content.

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