Transforming Mathematics Education in TVET Colleges Through Humanising Pedagogy: An Exploration of Teaching Approaches, Student Engagement, and Real-life Examples

Abstract

This study investigates the potential of humanising pedagogy (HP) in the context of mathematics education in Technical and Vocational Education and Training (TVET) colleges. The research explores the impact of HP on teaching approaches, student engagement, and the use of real-life examples. The study employs a qualitative approach, incorporating classroom observations and interviews with lecturers and students. The findings reveal that prior to implementing HP, lecturers predominantly employed traditional teaching methods, focusing on exams, and neglecting students' lived experiences. Limited student engagement and passive learning were observed. However, after adopting HP, lecturers shifted towards a student-centered approach, initiating discussions, and incorporating real-life examples. This transformation fostered increased student engagement, active participation, and enhanced relevance of mathematics to students' lives. The study underscores the importance of professional development for lecturers and curriculum adaptations to support the implementation of HP in TVET colleges. Future research should focus on longitudinal studies, teacher professional development, curriculum design, student perspectives, comparative studies, and scaling up strategies to further advance mathematics education in TVET colleges. These research endeavours can contribute to the improvement of pedagogical practices and create more engaging and inclusive learning environments for TVET college students.