Kehdinga George Fomunyam

Durban University of Technology South Africa

Dr. Kehdinga George Fomunyam holds a Ph.D. in Curriculum Studies from the University of KwaZulu-Natal, South Africa (UKZN). He is currently working as a lecturer and researcher at Mangosuthu University of Technology, South Africa. Before this, he was a lecturer and researcher at the Durban University of Technology, University of KwaZulu-Natal and the University of Adam Barka d’Abéché. His research areas are curriculum, pedagogy, quality assurance, research and development, STEM education, social science, teacher education, literature, and higher education. He has presented papers at various national and international conferences, published three peer-reviewed books and several chapters in books. He has also published about 25 peer-reviewed research articles in national and international journals.

1books edited

2chapters authored

Latest work with IntechOpen by Kehdinga George Fomunyam

Theorising STEM Education in the 21st Century is a book that captures the essence of Science, Technology, Engineering and Mathematics and the intricacies of STEM education in the contemporary society. It explores STEM as an interdisciplinary field as well as the individual disciplines that make up STEM. This ensures the field of STEM as a whole is theorised. The book provides critical insight on STEM education from Cairo to Cape Town or from America to Indonesia. With a team of authors from universities across the world, the book is a vital contribution to critical scholarship on STEM education in contemporary times.

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Theorizing STEM Education in the 21st Century

Edited by Kehdinga George Fomunyam

Chapters authored

Students and Institutional Preparedness for Educational Encounters: Views of the Margin

By Kehdinga George Fomunyam

Higher education in South Africa has been plagued by a number of challenges, which different universities have been struggling to handle for the past two decades. Primarily amongst these challenges are student and institutional preparedness for education encounters. The level of preparedness by both the student and the institution determines the kind of educational encounters they have. This chapter explores this phenomenon within a university in South Africa to understand the level of student and institutional preparedness and articulate a pathway for better educational encounters. Designed as a qualitative case study, data was generated using semi-structured interviews and open-ended questionnaires. The data generated was coded and categorised into themes. These themes were social and cultural capital, cognitive skills, educational architecture and institutional culture. These themes revealed that students lack sufficient social and cultural capital needed for knowledge construction in teaching and learning. They also lacked basic cognitive skills required to decipher the knowledge codes within the disciplines which they belong. The findings also reveal that universities lacked a functional institutional culture, which makes for better educational encounters. The educational architecture was also seen as dysfunctional and disenabling as many students found it difficult to navigate their way through it.

Part of the book: Education Systems Around the World

Introductory Chapter: Theorising STEM Education in the Contemporary Society

By Kehdinga George Fomunyam

Part of the book: Theorizing STEM Education in the 21st Century

Kehdinga George Fomunyam

Latest work with IntechOpen by Kehdinga George Fomunyam

Theorizing STEM Education in the 21st Century

Chapters authored

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