The influence of caring pedagogy on student success and access in one school of education in South Africa

Kgomotlokoa Thaba-Nkadimene, Duduzile Mzindle, Cephas Makwara, Mamothibe Thamae and Violet Makwara
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Kgomotlokoa Thaba-Nkadimene: Central University of Technology, Central University of Technology, South Africa
Duduzile Mzindle: Durban University of Technology
Cephas Makwara: Durban University of Technology
Mamothibe Thamae: Durban University of Technology
Violet Makwara: Durban University of Technology

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 3, 304-310

Abstract: The conception and focus of Siyaphumelela Project were on the promotion of student success through the support programmes rolled out by the university’s support units. For the past ten years of the Siyaphumelela Project’s life, academic departments were left out, and they were not involved when data was elicited from student. The primary objective of this conceptual paper was to offer a critical analysis of the impact of Siyaphumelela Project on student access and success and how caring pedagogy influenced student learning and success in one school of teacher education in South Africa. We used Caring Pedagogy as a frame of reference in reflecting on building relationships, compassionate classrooms and promoting student learning. In this study we used desktop research. Firstly, data identified that faculties and units are operating in silos instead of building solid relationships. Secondly, the research findings identified a need to create compassionate classrooms and caring environments. As part of conclusion, the paper recommends the case Teacher Education to adopt Caring Pedagogy perspectives and holistic and inclusive and integrated and empathetic approach. Furthermore, to foster within Siyaphumelela Project compassionate classrooms and caring environment that promotes collegial and collaborative working space and fosters student learning and success. Key Words:Caring Pedagogy, Higher Education, Holistic and inclusive approach, Integrated and empathetic approach, Student success, Teacher Education

Date: 2025
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