Thuthukile Jita is an Associate Professor in the Department of Curriculum Studies and Higher Education. She is also a Program Director for Teaching Practice and the Research Co-ordinator for the Instructional Leadership and Curriculum Implementation Studies (ILCIS) group in the Faculty of Education at the University of the Free State (UFS). She also serves on the Faculty of Education ethics committee.   Prof Jita is also a previous Teaching Advancement in Universities (TAU) fellow awardee for 2022-2023, an overall winner: UFS Vice Chancellor Award for Teaching and Learning in 2020, a Thuthuka National Research Foundation (NRF) grant-holder from 2017 to 2023 and the previous winner of the 3-minutes thesis competition (3MT) at the University of the Free State in 2016. She serves as a reviewer for many journals and conferences, and she has extensively published research articles and supervised several masters` and doctoral candidates to completion. Prof Jita has many years of involvement in engaged scholarship projects with national and international higher education institutions and she has presented papers at national and international conferences. Her research interests include curriculum studies, pre-service teacher education, use of Information Communication and Technologies (ICT)’s in subject teaching, E-Learning, Work Integrated Learning (WIL), and science education. Thuthukile is a reflective practitioner with a passion for teaching and enjoy transferring knowledge and skills to others.

1. Phiri, M., Jita, L.C. and Jita, T. 2024. “The spirit is willing, but the content is weak?” Enacting the mother tongue policy in teaching information and communication technology to preschoolers in Zimbabwe. Language and Education, 38(3), pp.418-434. https://doi.org/10.1080/09500782.2023.2229795
2. Maraisane, M.J., Jita, L.C. and Jita, T. 2024. The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers. South African Journal of Childhood Education, 14(1), p.1407. https://doi.org/10.4102/sajce.v14i1.1407
3. Maraisane, L., Jita, L. and Jita, T. 2024. Engagement of science process skills for teaching science concepts in early childhood. Journal of Childhood, Education & Society, 5(2), pp.283-293. https://doi.org/10.37291/2717638x.202452387
4. Badmus, O.T., Jita, T. and Jita, L.C. 2024. Exploring Undergraduates` Underachievement in Science Technology Engineering and Mathematics: Opportunity and Access for Sustainability. European Journal of STEM Education, 9(1), p.10. https://doi.org/10.20897/ejsteme/14741
5. Shambare, B. and Jita, T. 2024. TPACK: a descriptive study of science teachers’ integration of the virtual laboratory in rural school teaching. Cogent Education, 11(1), p.2365110. https://doi.org/10.1080/2331186x.2024.2365110
6. Jita, T. and Dhliwayo, A. 2024. Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa. Contemporary Educational Technology, 16(3), ep.520. https://doi.org/10.30935/cedtech/14850
7. Dhliwayo, A. and Jita, T. 2024. Humanizing Pedagogy: The Human-Centric Approach to Technology Integration for Teacher Training. Journal of Ecohumanism, 3(4), pp.563-573. https://doi.org/10.62754/joe.v3i4.3513
8. Dhliwayo, A. and Jita, T. 2024. Reconceptualising ICT Policy Implementation in Secondary School Education in Zimbabwe: A Theoretical Criticism: Reconceptualising ICT Policy Implementation. Artha Journal of Social Sciences, 23(1), pp.23-46. https://doi.org/10.12724/ajss.69.2
9. Thaanyane, M and Jita, T. 2024. Preservice teachers’ competence in Integrating ICT in Business Education in Lesotho: A systematic Literature Review. International Journal of Learning, Teaching & Educational Research, 23(4), pp.462-475. https://doi.org/10.26803/ijlter.23.4.24
10. Thaanyane, M and Jita, T. 2024. Toward Using Technology for Instructional purposes in Lesotho. Journal of Ecohumanism, 3(4), pp.429-437. https://doi.org/10.62754/joe.v3i4.3532
11. Badmus, O., Jita, T. and Jita, L.C. 2023. Evaluation of Undergraduates and Postgraduates` Utilisation of Internet for Academic Purpose in STREAM Fields. International Journal of Research in STEM Education, 5(1), pp.67-84. https://doi.org/10.33830/ijrse.v5i1.1271
12. Filita, N., and Jita, T. 2023. The use of information and communication technology in the teaching of Sesotho as a home language: Journal of Education, (91), pp.3-14. https://doi.org/10.17159/2520-9868/i91a01
13. Ramantsi, B.M.L., Rasengane, T.A. and Jita, T. 2023. Foundation Phase teachers knowledge on common visual problems affecting children. South African Journal of Childhood Education 13(1), a1106. https://doi.org/10.4102/sajce.v13i1.1106
14. Ncala, L., Tsakeni, M. and Jita, T. 2022. INQUIRY-BASED LEARNING PRACTICES IN LIFE SCIENCES CLASSROOMS: A SOUTH AFRICAN CASE STUDY. In Simuja, C., Chitiyo, G., Ugwuanyi, C. and Che, J. (Eds.), Proceedings of the South Africa International Conference on Education SAICEd 2022. Rethinking Teaching and Learning in the New Normal, (pp.220-230). Arcadia: African Academic Research Forum. [Accessed 13 September 2024] https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=inquiry-based+learning+practices+in+life+sciences+classrooms&btnG=
15. Sintema, E.J. and Jita, T. 2022. Gender Differences in High School Students’ Beliefs about Mathematical Problem Solving. International Journal of Learning, Teaching and Educational Research, 21(10), pp.395-417. https://doi.org/10.26803/ijlter.21.10.22
16. Jita, T. and Sintema, E.J. 2022. Exploring Classroom Use of ICT Among Pre-service Science Teachers in Selected SADC Countries. African Journal of Research in Mathematics, Science and Technology Education, 26(3), pp.218-236. https://doi.org/10.1080/18117295.2022.2139105
17. Jita, T., and Sintema, E. J. 2022. Pre-service teachers’ self-concept and views toward using ICT for teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 18(9), em2154. https://doi.org/10.29333/ejmste/12396
18. Koloti, A.C. and Jita, T. 2022. Curriculum Implementation in Early Childhood Education: A Case of Selected Lesotho Grade R Classrooms. The International Journal of Early Childhood Learning, 29(1), pp.13-24. https://doi.org/10.18848/2327-7939/cgp/v29i01/13-24
19. Makuru, B and Jita, T. 2022. Information and Communication Technology Practices in Biology Teaching in Lesotho High Schools. International Journal of Information and Education Technology, 12(7), pp.668-677. https://doi.org/10.18178/ijiet.2022.12.7.1669
20. Jita, T. and Munje, P. N. 2022. Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program. International Journal of Higher Education, 11(1), pp.140-150. https://doi.org/10.5430/ijhe.v11n1p140
21. Jita, T. 2022. Blended to Remote Learning: Preservice Teacher Experiences of a Redesigned Work Integrated Learning (WIL) Course. The International Journal of Technologies in Learning, 29 (1), pp.79-93. https://doi.org/10.18848/2327-0144/cgp/v29i01/79-93
22. Filita, N., and Jita, T. 2021. Teachers` perspectives on the use of ICT in the teaching of a South African home language, Sesotho. Journal for Language Teaching, 55(2), pp.219-241. https://doi.org/10.4314/jlt.v55i2.9
23. Dube, B., Jita, L., and Jita, T. 2021. Xenophobia and Religious Education: Evoking an Education that Takes Responsibility in South Africa. Paper presented at the 2021 annual meeting of the American Educational Research Association. https://doi.org/10.3102/1684855
24. .Munje, P.N. and Jita, T. 2021. Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program. International Journal of Learning, Teaching and Educational Research, 20(5), pp.159-176. https://doi.org/10.26803/ijlter.20.5.9
25. Jita, T. and Akintunde, M.A. 2021. Pre-Service Teachers’ Perceptions towards the Use of ICTs during Work-integrated Learning (WIL). In E. Langran and L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1441-1446). Online, United States: Association for the Advancement of Computing in Education (AACE). [Accessed on 12 September 2024]. https://www.learntechlib.org/primary/p/219302/
26. Dube, B., Maphosa, V. and Jita, T. 2021. Mobile Learning App In The Covid-19 Crisis Among High School Students In Zimbabwe: Construction Of New Learning Conditions. Multicultural Education, 7(3), pp.251-258. https://doi.org/10.5281/zenodo.4633715
27. Muyengwa, B. and Jita, T. 2021. Contexts of work-integrated learning in schools for preservice teachers: Experiences of field placement in Zimbabwe. International Journal of Work-Integrated Learning, 22(1), pp.107-119. [Accessed on 12 September 2024] https://www.ijwil.org/files/IJWIL_22_1_107_119.pdf
28. Jita, T. and Akintunde, M.A. 2021. Pre-Service Teachers’ Competence to Teach Science through ICTs: A Case Study of Lesotho. The International Journal of Science, Mathematics and Technology Learning, 28 (1), pp. 27-40. https://doi.org/10.18848/2327-7971/cgp/v28i01/27-40
29. Moeketsane, M., Jita, L. and Jita, T. 2021. Correlates of South African subject leaders’ perspectives and their perceived competence on instructional leadership. South African Journal of Education, 41(1), pp.1-10. https://doi.org/10.15700/saje.v41n1a1811
30. Maphosa, V., Dube, B. and Jita, T. 2021. Sustainable Information and Learning Access at a Rural University in Zimbabwe through a Mobile Application. International Journal of Information and Education Technology, 11 (2), pp.82-87. https://doi.org/10.18178/ijiet.2021.11.2.1493
31. Guvhu, R., Jita, T. and Akintunde, M.A.O. 2021. School principals` perceived knowledge towards information and communication technology in teaching and learning in Zimbabwean secondary schools. International Journal of Management in Education, 15(6), pp.507-522. https://doi.org/10.1504/IJMIE.2021.119344
32. Koloti, A.C. and Jita, T. 2021. Grade R teachers` experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho. South African Journal of Childhood Education, 11(1), pp.1-10. https://doi.org/10.4102/sajce.v11i1.957
33. Jita, T., and Munje, P. N. 2020. Teaching science through Information and Communication Technologies: ‘Enablers’ and ‘constraints’ on beginning teachers. The Independent Journal of Teaching and Learning, 15(2), pp.107-120. [Accessed on 13 September 2024] https://hdl.handle.net/10520/ejc-jitl1-v15-n2-a9
34. Munje, P.N. and Jita, T. 2020. The impact of the lack of ICT resources on teaching and learning in selected South African primary schools. International Journal of Learning, Teaching and Educational Research, 19(7), pp.263-279. https://doi.org/10.26803/ijlter.19.7.15
35. Maphosa, V., Jita, T. and Dube, B. 2020. Students’ perception and use of Moodle as the E-Learning system implemented at a rural University in Zimbabwe. In Proceedings of EdMedia + Innovate Learning (pp. 175-182). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). [Accessed on 13 September 2024] https://www.learntechlib.org/primary/p/217300/
36. Maphosa, V., Dube, B.and Jita, T. 2020. A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery during the COVID-19 Lockdown at a Zimbabwean University. International Journal of Higher Education. 9(5), pp.84-93. https://doi.org/10.5430/ijhe.v9n5p84
37. Jita, T. 2020. Engaging the 4th Industrial Revolution: Learning to use ICTs for science teaching in Southern Africa. In D. Schmidt-Crawford (Ed.),Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1171-1176). Online: Association for the Advancement of Computing in Education (AACE).  [Accessed on 13 September 2024] https://www.learntechlib.org/primary/p/215904/
38. Muyengwa, B. and Jita, T. 2020. Improvements in mentoring of pre-service teachers: Experiences of field placement. Journal of Studies in Social Sciences and Humanities, 6(1), pp.20-28. [Accessed on 13 September 2024] https://api.core.ac.uk/oai/oai:doaj.org/article:cdca1758d6ca4efa9ba0f1e7e6034123
39. Jita, T. and Jita, L.C. 2019. A descriptive analysis of preservice teachers’ opportunities to learn to teach science using ICTs in South Africa. In: Lamanauskas V. (Ed.). Science and technology education: Current Challenges and Possible Solutions: Proceedings of the 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019, (Šiauliai, 17-20 June, 2019) (pp. 81–85). Šiauliai: Scientia Socialis, UAB. https://doi.org/10.33225/balticste/2019.81
40. Jita, T. 2019. Preservice teachers’ decisions on the use of ICTs to teach science during teaching practice. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 120-127). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). [Accessed on 13 September 2024] https://www.learntechlib.org/primary/p/208485/
41. Tsakeni, M. & Jita, T. 2019. CLASSROOM INFORMATION AND COMMUNICATIONS TECHNOLOGY INTEGRATION BY PRE-SERVICE AND IN-SERVICE TEACHERS IN RURAL ECOLOGIES. In Ramorola, M.Z. and Ogbonnaya, U.I. (Eds.), Proceedings of the South Africa International Conference on Education SAICEd 2019. Rethinking Teaching and learning in the 21^st Century, (pp.1-11). Arcadia: African Academic Research Forum. https://aa-rf.org/wp-content/uploads/2023/06/saiced-2019-proceedings.pdf
42. Oguoma, E., Jita, L. C. and Jita, T. 2019. Teachers’ Concerns with the Implementation of Practical Work in the Physical Sciences Curriculum and Assessment Policy Statement in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 23(1), pp.27-39. https://doi.org/10.1080/18117295.2019.1584973
43. Ige, O.A., Jita, L.C. and Jita, T. 2019. Major personality traits influencing environmental knowledge: a case of urban learning ecologies. Problems of education in the 21st century, 77(1), pp.39-54. https://doi.org/10.33225/pec/19.77.39
44. Agyei, E. D., Jita, T., & Jita, L. C. 2019. Examining The Effectiveness Of Simulation-Based Lessons In Improving The Teaching Of High School Physics: Ghanaian Pre-Service Teachers` Experiences. Journal of Baltic Science Education, 18(6), pp. 816-832. https://doi.org/10.33225/jbse/19.18.816
45. Lisene L.N.Jita L. and Jita, T. 2019. Teachers’ concerns on integration of information and communication technologies into Physical Science in Lesotho. In Kriek, J. (ed.) Proceedings of 2019 UNISA/ISTE International Conference on Mathematics, Science and Technology Education. Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology Education. Pretoria: UNISA. [Accessed on 13 September 2024] https://uir.unisa.ac.za/handle/10500/26054
46. Dube, B. and Jita, T. 2018. Rethinking healthy school relations for curriculum change in Zimbabwe: A relational leadership approach. Issues in Educational Research, 28(4), pp.901-917. [Accessed on 13 September 2024] https://www.iier.org.au/iier28/dube.pdf
47. Lisene, L and Jita, T. 2018. Exploring the integration of modern technologies in the teaching of physical science in Lesotho: Perspectives in Education, 36(1): pp.111-127. https://doi.org/10.18820/2519593x/pie.v36i1.8
48. Jita, T. 2018. Exploring pre-service teachers’ opportunities to learn to teach science with ICTs during teaching practice: Journal of Education, 71, pp73-90. http://dx.doi.org/10.17159/2520-9868/i71a05
49. Jita, T., 2016. Pre-service teachers’ competence to teach science through information and communication technologies in South Africa. Perspectives in Education, 34(3), pp.15-28. https://hdl.handle.net/10520/EJC199657     

Book Chapter

1. Jita, T. and Dhliwayo, A. 2024. Narratives of Teacher Educators on the Integration of Information and Communication Technologies to Prepare Pre-service Teachers in Specific Subjects. In Chigona, A., Crompton, H. and Tunjera, N. (Eds.) Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies, (pp. 60-74). New York: Routledge. https://doi.org/10.4324/9781003406631-5

Information and Communication Technology in education;

Digital transformation in higher education

Instructional Design;

Teaching practice or Work integrated learning

Teacher education.

Information and Communication Technology;

Instructional Design and Technology

Curriculum Studies