In higher education, assignments are often viewed as straightforward tools assessment – a means to measure a student’s grasp of a subject. However, occasionally, a task surpasses its initial purpose, becoming a profound and transformative experience. This was precisely the case with two second-year BEd Teaching Practice and Life modules at the University of the Free State (UFS). What began as a simple cultural presentation activity for Heritage Day, including African proverbs presentations, evolved into a powerful critical pedagogical tool, an experience that did more than just evaluate knowledge; it instilled the core values of social justice and inclusivity essential for future educators.

For the first module, the initial prompt was straightforward: students in the Foundation Phase Teaching Practice Module (TPRF 2502) were assigned a class project centred on celebrating their Heritage. On the surface, this could have been a predictable exercise, a presentation of traditional clothing, food, or music. However, the module’s design and the students’ innovative approach pushed beyond these superficial boundaries. It created an environment where learners were not merely passive recipients of information about different cultures, but active participants in understanding, analysing, and advocating for them. This transformation from a conventional assignment to a critical pedagogical tool is deeply significant. It redefines the purpose of education, shifting it from a simple transfer of knowledge to a process of social and political awakening. 

For the second module, Life Skills Module (LSCF 2604), students incorporated an innovative storytelling assignment where they created short videos based on African proverbs to extend this experiential learning. Working in groups, the second-year cohort used drama, music, and movement to translate the moral lessons embedded in these proverbs into engaging performances. This multimodal task aligned with the Life Skills curriculum’s Creative Arts component by integrating oral tradition, digital literacy, and collaborative learning into a single pedagogical experience. As students developed scripts, enacted roles, and presented their narratives, they were not only learning performance techniques but also engaging deeply with Indigenous knowledge systems, cultural Heritage, and the role of language and arts in shaping identity. The presentations provided a platform for students to perceive themselves as knowledge creators and cultural mediators, embracing the power of social justice and inclusivity. 

The power of social justice and inclusivity

The assignments were transformed into transformative experiences focusing on social justice and inclusivity. These are not just buzzwords but foundational principles for creating meaningful change. The assignments became a vehicle for social justice and inclusivity. They had to investigate the historical and social contexts of their chosen Heritage. They were challenged to consider the concepts of cultural identity, the complexities of shared history, and how Heritage is both a source of pride and a site of struggle. This deeper engagement forced them to confront their biases and assumptions, preparing them to enter classrooms with empathy and a broadened perspective.

What was exciting was the collaborative effort as students worked in groups, requiring them to listen to, learn from, and respect their peers’ experiences. This collaborative effort mirrored the inclusive and supportive environments they would be expected to create as future teachers. It taught them that authentic learning often happens through dialogue and mutual understanding, not just through a teacher’s lecture. They learned that the most effective teachers are not just experts in their field, but also facilitators of human connection.

From self-reflection to action

The presentations recontextualised cultural narratives to merge with Vision 2030, a forward-thinking framework. The task prompted profound self-reflection and personal discovery by requiring students to explore their Heritage and present it as an assignment. This process is a fundamental step in critical pedagogy, enabling individuals to understand their positionality and cultural frame of reference. The presentations enabled the process of deconstructing biases, complementing self-discovery. This open exchange naturally disrupted stereotypes, moving learning beyond textbook content.

The synthesis of theory and practice

Integrating the Teaching Practice and the Life Skills modules demonstrates how lecturers can purposefully bridge the gap between theory and practice to prepare students for a quality education that aligns with the transformative goals of UFS Vision 2030. These assignments were set to also merge with UFS graduate attributes by developing critical thinking, creativity, social responsibility, effective communication, and ethical citizenship. The success of these modules is a testament to the UFS’s commitment to a forward-looking vision for education. The university recognises that preparing teachers for the 21st century requires more than academic rigour. It requires cultivating a new kind of educator who is culturally competent, socially aware, and committed to justice. By integrating these values into the very fabric of its curriculum, the UFS is ensuring that its graduates will be ready to meet the complex challenges of a diverse society. They will be equipped not just with disciplinary knowledge but with the moral and ethical compass needed to guide the next generation.

Conclusion: A blueprint for teacher education