Degrees Held
- BSc. Data Communication Technology(UNIZUL)
- Postgraduates Certificate In Education(UNISA)
- B.Ed Hons(UP)
- M.Ed. (UKZN)
- PhD (UKZN)
Profile
Experience
- 10 years high school teaching experience (Physical sciences and Information Technology);
- 5 years University experiences (Curriculum studies modules).
Accomplishments
- Link 1: https://coh.ukzn.ac.za/news/2020/08/college-of-humanities-announces-andrew-w-mellon-foundation-early-career-scholars/
- Link 2: https://cies.org/grantee/cedric-bheki-mpungose and https://soe.ukzn.ac.za/news/2019/07/fulbright-scholarships-awarded-to-education-academics/
- Link 3: https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol8-Issue40/Taking%20Education%20to%20the%20Next%20Level%20Online%20During%20and%20Post%20COVID19/
- Link 4: https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol6-Issue28/Celebrating%20Staff%20Achievement%20/
- Link 5: https://ndabaonline.ukzn.ac.za/UkzndabaStory/Vol4-Issue11-COH/Ten%20Education%20Students%20Graduate%20Together/
- Link 6: https://scholar.google.co.za/citations?user=D6MCWS4AAAAJ&hl=en
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)
Research Interests
- Educational technology
- Curriculum studies
- Decolonization
- Physical science education
- Qualitative research
- Critical theory
Teaching interests
- Curriculum Studies, Educational Technology, Mathematics, Science, IT and Research,
Selected
Publications
Journal Articles
- 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.
- 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
- 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. (2020). Is Moodle a platform to decolonize the university curriculum? Lecturers reflection, Africa Education Review, 17 (1), 100-115, doi: 10.1080/18146627.2018.1479645
- Mpungose, C.B. (2020). Is Moodle or WhatsApp the preferred e-learning platform at a South African university? First-year students’ experiences. Education and Information Technologies, 25 (2), 927-941.
- Mpungose CB. (2020). Beyond limits: lecturers’ reflections on Moodle uptake in South African universities. Education and Information Technologies, 1-20.
- Mpungose CB. (2020). Student Teachers’ Knowledge in the Era of the 4th Industrial Revolution. Education and Information Technologies, 1-17.
- Mpungose CB. (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.
- Mpungose, C.B., & Khoza, S. B. (2020). Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System. Technology, Knowledge and Learning, 2020(4), 1-18.
- Khoza, S.B., & Mpungose, C.B (2020). Digitalised Curriculum to the rescue of a Higher Education Institution. African Identities, 18(4), 1-21.
- Mpungose CB. (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), 300-31.
- Mpungose, C.B. (2020). Inner-self in the Teaching of Physical Sciences Curriculum and Assessment Policy Statement (CAPS) in South African schools. African Identities, 1-17.
- Mpungose CB. (2019). Can lecturers reflect on the influence of Moodle curricular on students’ success? The Educational Review, USA, 3(9), 127-134.
- Mpungose-, C. (2016). Rationale of Teaching Physical Sciences Curriculum and Assessment Policy Statement Content: Teachers’ Reflections. International Journal of educational science, 14(3), 256-264.
Chapters in 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.
M.Ed. Thesis
- Mpungose, C. (2016). Teachers’ Reflections of the Teaching of Grade 12 Physical Sciences CAPS in Rural Schools at Ceza Circuit. (M. Ed. Thesis), University of KwaZulu-Natal, Durban. Available online: https://www.amazon.com/Teachers-reflections-teaching-physical-sciences/dp/3659870579
Conference Proceedings
- Khoza, S.B. & Mpungose, C.B. (2018). Lecturers’ Needs of the Moodle Curriculum at a South African University. Proceedings of the 13th International Conference on E-Learning (ICEL), held at the Cape Peninsula University of Technology (CPUT), in Cape Town, South Africa on the 5th – 6th July 2018. Published by Academic Conferences and Publishing International Limited, 1(2018), 171-178.
- Khoza, S.B. & Mpungose, C.B. (2017). Can self, them and/or it come to academics’ rescue of Turnitin? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26th April 2017. Published by African Academic Research Forum, 1(2017), 1-11.
- Mpungose, C.B (2017). Can lecturers reflect on and in the use of Moodle platform on student success, Proceedings of the South African International Conference on Education (SAICEd), held in Manhattan hottel, Pretoria, South Africa on the 18th – 20th September 2017. Published by African Academic Research Forum, 1(2017), 89-100
Students
Supervision
Supervises at Honours and Masters levels
Honours
- Arasomwan, A.D. (2016). Exploring foundation phase lecturers’ experiences in using formative assessment to assess student-teachers (216074145) ( BEdHons).
- Ngubane, L (2016). Exploring the influences of formative assessment on lecturers’ professional development (210502450) ( BEdHons).
- Cele, A.S. (2017). Exploring first-year students’ experiences of using Moodle in learning Accounting undergraduate module. (213508873) ( BEdHons).
Masters
- Zungu, S.A. (2019). Exploring principals’ practices to manage the Curriculum and Assessment Policy Statement in the rural secondary schools at Khanyisa circuit in Zululand District, KwaZulu-Natal. (UKZN 210556152)( M.Ed.).
- Biyela, T.A. (2019). Exploring teachers’ experiences of the teaching of Mathematics in the Intermediate Phase in (Grade 4-6) Nongoma Circuit. (UKZN 207522305)( M.Ed.).
- Mbhele, A. (2019). Exploring lecturers’ strategies to decolonise English curriculum at a South African University. (UKZN 213527952) (M.Ed.).
- Nhlanzi, N.C. (2019). Exploring strategies used by secondary schools’ principals in managing CAPS, FET phase at Mahlabathini circuit secondary schools. (UKZN 207529280) M.Ed.).
- Cele, S.A. (2019). Exploring First-year students’ Experiences in the use of Moodle in Learning Accounting Undergraduate Module at a South African University. (UKZN 213508873) (M.Ed.).
- Mkhwanazi, T.W. (2019). Exploring the use of teaching resources by grade 12 teachers in teaching Business Studies at Umlazi District. (UKZN 208526962) (M.Ed.).
- Mathunjwa, L.N. (2019). Exploring Teachers’ Reflection in the teaching of cash flow statement in grade 12 Accounting. (UKZN 216077081) (M.Ed.).
- Nani, M.T (2019). Exploring Teachers’ Experiences of Teaching Economics Threshold Concepts in Grade 10 FET Phase at Ugu District. (UKZN 215075148) (M.Ed.).
- Shezi, M.N. (2019). Experiences of first-year students on the use of Moodle to learn Business Studies at a South African university. (UKZN 216075179) (M.Ed.).
- Zulu, B.L. (2019). Exploring teachers’ reflections on the teaching of mathematics in grade 4 in Nongoma Circuit Management Centre. (UKZN 218086286) (M.Ed.).
- Khuzwayo, E.M. (2018). Assessment strategies used by Grade 9 Technology Educators in Umbumbulu Schools. (UKZN 9805884)( M.Ed.).
- Mthembu, N.G. (2018). Teachers’ perceptions towards the integration of computer technology in School (UKZN 206519012) (M.Ed.).
- Buthelezi, M.P. (2017). Music Education in South African Schools: Exploring teachers’ experiences in the teaching of traditional African music. (UKZN 211556503) (M.Ed.).
Community Involvement
- Different activities in Royal Mansion FC (UKZN Edgewood campus league)
- Running Endnote program at Edgewood campus.