- Senior Secondary Teachers Diploma
- B.Paed. (science) degree.
- B.Ed. degree
- M.Ed. degree
- QTS (Qualified Teacher Status) certificate
- Doctor of Philosophy degree
- Competitive grant R400 000 in 2010 – STAR Programme (Mentorship programme)
- UCDP grant R50 000 Research project (2018)
- I have a very keen interest in student success in higher education, throughput, rurality, along with teacher development, curriculum development and improving teaching and learning.
- Professional Studies
- Jayaluxmi, N., Singh-Pillay, A., Khumalo, S, & Van Wyk, M. (2020). Exploring the Praxis and Traits of Mentor Teachers who are valued by Pre-Service Teachers. Journal of Educational Studies Volume 19(1)2020.
Lungile Masinga, Nomkhosi Nzimande & Samukelisiwe Khumalo (2020) Can the curriculum be a tool to engage pre-service teachers in prevention of discrimination based on sexual orientation and gender identity? A teacher–educator dialogue, Agenda, DOI:10.1080/10130950.2019.1706999.
Khumalo, S (2020) ‘Being in’ and ‘Being of’: Reflections on Being a Rural Working Class Student, and Academic Support Practitioner, in Higher Education. Alternation Journal, 2020. Issue 27. DOI:https://doi.org/10.29086/2519- 5476/2020/v27n2a5
Khumalo, S; Singh-Pillay, A.& Subrayen, R. Reflections on Differently Abled Students’ Challenges with Online
Learning amidst the COVID-19 Pandemic and Lockdown. In Smit, J.A., N. Mkhize, N. Ndimande-Hlongwa & L. Ramrathan (eds.), Alternation African Scholarship Book Series, Volume # 04 – ISBN: 978-0-9869936-5-7. DOI:https://doi.org/10.29086/978-0-9869936-5-7/2020/AASBS04 (pp. 188 – 208). Durban:CSSALL Publishers.
Mngomezulu,S.(2019).Delayed disclosure of disability-related needs: Experiences of ‘at-risk’ students in a South African university. The journal of psychology in Africa, 2019. 29 (3).
Ntombela, S. S., & Mngomezulu, S. (2018). Crossing disciplinary boundaries: Students’ experiences of facilitating a learning support programme at a South African university. The Journal for Transdisciplinary Research in Southern Africa, 14(2), 7.
Mngomezulu, S, Dhunpath, R and Munro, N (2017). Does financial assistance undermine academic success? Experiences of ‘at risk’ students in a South African university. Journal of Education, 2017. Issue 67 http://, http://joe.ukzn.ac.za
Mngomezulu, S and Ramrathan, L, (2015). Academic Intervention Experiences of ‘At Risk’ Students in a South African University. Published by Alternation journal: Interdisciplinary Journal for the study of the Arts and Humanities in Southern Africa, September 2015.
Kalenga, R and Mngomezulu, S (2015). Exploring Psycho-social Challenges of Underperforming Students in the Faculty of Education at the University of Kwa Zulu Natal in South Africa. International Journal of Contemporary and Applied Studies of Man, 2015.
Hlatshwayo, M. N., Khumalo, S. D., & Nzimande, N. (2021). The pandemic is our portal: Re-imagining teaching and learning in the time of Covid-19. African Perspectives of Research in Teaching and Learning, 5, 59-77.
Nnadozie, V., & Khumalo, S. (2023). Self-agency and Academically High-performing Students’ Success: Towards a Praxis for Academic Support in one South African University. Journal of University Teaching & Learning Practice, 20(1).https://doi.org/10.53761/1.20.01.17
Khumalo, S. D., Nnadozi, V., Mahadew, A., Rawatlal, R., Mazibuko, P., & Mpungose, C. (2023). Reimagining the
Success Discourse in a Higher Education Institution in South Africa: Potential Cum Laude and Summa Cum Laude Undergraduate Students’ Perspectives. In The Focus Conference (TFC 2022) (pp. 40-59). Atlantis Press.
- Phumelele Innocentia Nxumalo M.Ed. Graduated 2018 – Exploring grade 7, IsiZulu language learner’s attitudes towards IsiZulu in a multicultural primary school.
- Nobuntu Precious Nkqeto M.Ed. Graduated 2019 – Foundation phase teachers’ formative assessment practices in an overcrowded classroom: A case study of two primary schools in Pinetown District.
- Mngoma Pius Sboniso M.Ed. Graduated 2019 – Exploring teachers’ experiences of teaching Natural Science in grade seven in the Mafukuzela Gandhi circuit.
- Nombuso Rittah Phungula M.Ed. Graduated 2020 – Exploring teachers’ experiences of teaching IsiZulu as a first additional language in three multiracial schools in Isipingo.
- Jeremia Lucky Thabede M.Ed. Graduated in 2020 – Lecturers’ selection of assessment of learning strategies in a Technical Vocational Education and Training College in KwaZulu-Natal.
- Buthelezi Lungile Patience M.Ed. Graduated in 2021 – Novice Teachers and Classroom Management: Exploring Novice Teachers Classroom Management of Disruptive Learner Behaviour in township Secondary School.
- Bonisiwe Mbali Mathenjwa M.Ed. Graduated 2022 – Teachers’ experiences in teaching immigrant learners learning IsiZulu as a language of instruction: A case study of three primary schools.
- Thethiswa Vicky Caine M.Ed. Graduated 2022 – Learners’ experiences of learning IsiZulu as a first additional language in a former model C school
- Serving as a member of Initial Teacher Education Reference Group for Council on Higher Education from 2022.
- Serving as a member of Umalusi QUALIFICATIONS STANDARDS COMMITTEE (QSC).
- Natural Science
- Education and Curriculum Studies