AOSIS scholarly books

Ubuntu

2026-03-23T09:29:31+02:00

Ubuntu: A multidisciplinary perspective to understanding and application is a timely and significant contribution to contemporary African scholarship. This edited volume brings together a diverse group of scholars and practitioners who engage critically and creatively with Ubuntu as both a philosophical lens and a practical framework for transformation.

Spanning multiple disciplines, the book demonstrates the enduring relevance of Ubuntu across varied social, educational and health contexts. Rather than presenting Ubuntu as a static cultural ideal, the chapters explore its evolving meaning and application in response to complex contemporary challenges. Themes such as digital mourning, feminist mentorship, tele-audiology, early childhood development and community care illustrate how Ubuntu informs inclusive practice, ethical leadership and socially responsive scholarship.

Rooted in interconnectedness, compassion, dignity and solidarity, Ubuntu is positioned as a living and dynamic framework that shapes individual and collective responses to crisis, including the COVID-19 pandemic. The volume combines philosophical depth with thoughtful social critique, offering African-centred perspectives on justice, resilience and social cohesion in a rapidly changing world.

This book will be of value especially to scholars, but also to postgraduate students and research-practitioners seeking rigorous, contextually grounded approaches to equity, healing and institutional transformation.

Theological pedagogies

2026-03-20T10:32:48+02:00

In times of crisis, the role of theology in education becomes increasingly vital. The ability to navigate these challenging times requires innovative and effective teaching practices that are grounded in both traditional and contemporary pedagogical insights. This scholarly book seeks to explore changing theological pedagogies in teaching theology, with a particular focus on the person, place, process and practices involved in teaching and learning theology during times of crisis. The following themes are explored:

Person: How does the identity and background of the teacher and learner influence the teaching and learning of theology in times of crisis?
Place: How does the physical, cultural and social context of teaching theology impact pedagogical approaches during crises?
Process: What teaching methods and strategies are most effective in facilitating theological learning and reflection during times of crisis?
Practices: What are the best practices for integrating theory and practice in teaching theology, especially in times of crisis?

Empowering self-directed learners through digital innovation and open educational practices

2026-03-24T08:33:01+02:00

Empowering self-directed learners through digital innovation and open educational practices explores the interplay between self-directed learning (SDL), open educational practices (OEPs) and digital innovation in education. It represents an academic contribution to the field of education, specifically addressing the transformative potential of OEPs and digital technologies in fostering SDL. By exploring these aspects, it contributes to the scholarly discourse on integrating SDL into digital and open learning environments, thereby supporting the advancement of research and practice in these domains. The chapters collectively explore how SDL can be supported and enhanced through OEPs and digital innovation.

The book incorporates a variety of research methodologies, including a literature review, a systematic literature review, theory synthesis and both quantitative and qualitative research. These diverse methodological lenses provide a robust analysis of the topic, ensuring the work contributes original, evidence-based insights to the academic community.

The unique contribution of Empowering self-directed learners through digital innovation and open educational practices lies in its detailed exploration of how OEPs and digital innovation promote SDL, presenting novel frameworks, strategies and guidelines for educators, facilitators and researchers. By emphasising the practical and theoretical implications of these intersections, the book addresses critical gaps in existing research while aligning with Sustainable Development Goals (SDGs) 4 and 9. Specifically, the focus on fostering inclusive and equitable education to support lifelong learning (SDG 4), while the strategic application of digital technologies to improve teaching efficiency and transform educational practices, addresses innovation and infrastructure goals (SDG 9).

The target audience includes higher education researchers, academics, educators and postgraduate students specialising in SDL, OEPs and digital innovation in education. By addressing this specialised audience, the book remains firmly within the scholarly domain, advancing academic discussions and providing actionable insights for future research and practice.