| EMPOWERING RURAL STUDENTS IN SOUTH AFRICA: INTEGRATING SOCIAL JUSTICE, ENTREPRENEURSHIP, AND 21ST CENTURY SKILLS INTO TRANSFORMATIVE HIGHER EDUCATION CURRICULA |
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Tebogo Lekota[1], Oluwatoyin Ayodele Ajani[2], Abstract The study investigates the integration of social justice, entrepreneurship, and 21st-century skills into higher education curricula to empower rural students in South Africa. The study reviews the systematic literature for peer-reviewed published papers between 2000 and 2024 on how curriculum transformation could address socio-economic inequality problems while including a learning skills approach. An analysis of 78 relevant sources was undertaken, filtered through PRISMA guidelines, whereby thematic analysis was used to deduce the trends with regards to curricular design, pedagogical approaches, and policy frameworks. It was found that socially responsive curricula imparting entrepreneurial education and digital competencies provide enhanced student agency, employability, and community engagement. However, the situation continues to be hampered by old barriers like the digital divide, outdated teaching methodologies, and the marginalization of indigenous knowledge. The study argues that a transformative curriculum that is contextually aware, technology-oriented, and equity-based is vital for supporting rural learners. This review thus provides a conceptual underpinning for any future curriculum reform process while also adding to the scholarly conversation around decolonization of education and the pursuit of educational equity in post-apartheid South Africa. Keywords: transformative curriculum, rural education, entrepreneurship education, social justice, 21st-century skills, South Africa, higher education, educational equity [1] Tebogo Lekota, Dr, is a seasoned academic at the Centre for Academic Excellence, university of Limpopo. Contact email address: This e-mail address is being protected from spambots. You need JavaScript enabled to view it [2] Oluwatoyin Ayodele Ajani, Dr, is a seasoned academic at the Curriculum/Education Studies, University of KwaZulu-Natal, South Africa. Contact email address: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Cite this article: |
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