Lwazi Mkhwebane

Mr Lwazi Nsindiso Mkhwebane is a lecturer in the Department of Mathematics, Natural Science, and Technology Education at the University of the Free State. He teaches modules in Life Sciences and Natural Science Education and is dedicated to advancing innovative, inclusive, and contextually relevant science education in South Africa. His research interests focus on integrating Indigenous Knowledge Systems (IKS), Education for Sustainable Development (ESD), and Information and Communication Technologies (ICTs) in teaching and learning.

Between 2020 and 2024, Mr Mkhwebane gained extensive teaching experience as a tutor, senior tutor, and high school Geography teacher, before serving as a Junior Lecturer in the Faculty of Education at the University of Johannesburg in 2024. These roles strengthened his passion for teacher development and pedagogical innovation in science and geography education.

He holds a Bachelor of Education degree with specializations in Geography, Life Sciences, and Natural Sciences, a Bachelor of Education Honours in STEM Education, and a Master of Education in Science Education. He is currently pursuing a PhD in STEM Education, focusing on transformative and decolonised approaches to science learning and teacher education.

Mr Mkhwebane has published in leading international journals, including the Eurasia Journal of Mathematics, Science, and Technology Education and the International Journal of Learning, Teaching and Educational Research. He has also presented at renowned conferences such as EDULEARN 24 and the END 2025 Conference, contributing to global dialogues on sustainable and indigenous knowledge-driven science education.

He has received several academic merit awards, including the UJenius Award (2019), recognition among the GradStar Top 500 students, Top 10 performance in Geography modules (2018 and 2019), and membership in the Golden Key International Honour Society.

Mr Mkhwebane is an active member of the South African Education Research Association (SAERA), where he contributes to scholarly engagements promoting decolonised, inclusive, and sustainable science education. His work reflects a deep commitment to transforming science education through research, innovation, and community-rooted pedagogy.