CUT举办第12届SoTL国际会议，公布2026年会议日期与主题

Central University of Technology, Free State (CUT)举办第12届Scholarship of Teaching and Learning (SoTL)国际会议，会议日期为2026年10月7日至9日。

The Central University of Technology, Free State (CUT) is bringing together scholars from South Africa and abroad to shape the future of teaching and learning at the 12th International Conference on the Scholarship of Teaching and Learning (SoTL), taking place from 7 to 9 October 2026.

会议主题为“Advancing Student Success through SoTL and Curriculum as Praxis”；会议共收到来自25所院校的196场报告。

Held under the theme “Advancing Student Success through SoTL and Curriculum as Praxis,” the conference attracted 196 presentations from 25 institutions, highlighting the growing influence of Scholarship of Teaching and Learning as a national and international platform for advancing educational practice.

会议内容涉及以证据为基础、包容且创新的教学方法，并讨论学生成功、课程转型和去殖民化。

He highlighted the role of SoTL in helping universities develop evidence-based, inclusive and innovative approaches to teaching and learning that position students as active participants in their educational journeys. Delivering the keynote address, Prof. Siphamandla Zondi, Director of the Institute for Pan-African Thought and Conversation at the University of Johannesburg, challenged higher education institutions to look beyond individual student performance and confront the systemic factors that shape student outcomes. “Student success is not simply about getting students through the system. It is about transforming the system so that it enables students to succeed.” Prof. Zondi called for a shift away from a student-deficit perspective towards greater institutional responsibility, urging universities to critically examine their cultures, curricula, language, pedagogy and assessment practices. “We must move from a student-deficit perspective to institutional responsibility by asking not what is wrong with students, but what is wrong with the systems that cause students to struggle.” His address also placed curriculum transformation and decolonisation at the centre of conversations about the future of higher education. He challenged institutions to interrogate whose knowledge is recognised, reproduced and prioritised within academic spaces. “Decolonisation is not about adding an African author to a reading list. It is about asking whose knowledge is valued, whose knowledge is reproduced, and whose future education serves.”