The DOI matches its Crossref record; 50 of the 51 references it cites were found in a registry or an index, and 1 are not checked yet.
Insights and experiences of students about the factors that enhance relational pedagogy in higher education
Open accessAbstract
This study examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, natural care, respect, and mattering. Conversely, factors such as academic achievement support, trust, and teacher responsiveness showed comparatively weak effects on students’ perceptions of relational pedagogy. Similarly, the qualitative data analysed revealed that participants perceived teacher-student interaction and communication, mattering and teacher immediacy, and the ethics of care as the most significant themes that serve to enhance relational pedagogy in the learning environment. The study concludes by highlighting the implications of using relational pedagogy as a tool to address the social, cognitive, and cultural gaps in the teaching and learning processes.
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“Active learning and relational pedagogies are conducive to partnership ethics (see Owusu-Agyeman & Pillay, 2023;Sagy et al., 2019).”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Owusu-Agyeman & Pillay, 2023
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Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
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Research works printed but not linked: 2
- Keyser, W., Unus, W., Harvey, J., Goodlett, S. C., Day, D., Tracy, K. G., Tyner, S., & Budd, E. (2022). Empathy inaction: Developing a sense of belonging with the pedagogy of 'real talk'. Journal of University Teaching & Learning Practice, 19(4). https://ro.uow.edu.au/jutlp/vol19/iss4/10
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Cited by
Aziz, R., Mukhibat, M., Fitri, A. Z., Nurhasanah, N., & Syarifuddin, S. (2026) · Journal of Pedagogical Sociology and Psychology · doi:10.33902/jpsp.202642144 · Cited by 4
Inclusive Human Rights Education
Johnsson, C. (2025) · Globalisation, comparative education and policy research · doi:10.1007/978-3-031-88615-7_2 · Cited by 3
Chakravarty, D., & Satpathy, I. (2026) · Information and Learning Sciences · doi:10.1108/ils-08-2025-0141 · Cited by 3
Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education
Gillette, M., Wackenhut, A., & Olsson, E. (2026) · Journal of University Teaching and Learning Practice · doi:10.53761/yf2gt848 · Cited by 1
Nudelman, G. (2026) · Higher Education Research & Development · doi:10.1080/07294360.2026.2627881 · Cited by 1
Metadata
- Authors
- Owusu-Agyeman, Y., & Pillay, S.
- Affiliations
- University of the Free State (ZA)
- ORCID
- Pillay, Semira
- Venue
- Journal of University Teaching and Learning Practice
- Publisher
- Open Access Publishing Association
- Published
- 2023-08-03
- Volume
- 20
- Issue
- 6
- ISSN
- 1449-9789 (ISSN-L)
- OpenAlex
- W4385952949
- Cited by
- 4
- References
- 50
- Citations by year
- 2026: 3 · 2025: 1
- FWCI
- 2.96
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of University Teaching and Learning Practice (publishedVersion)
- Research Online (University of Wollongong) (submittedVersion)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Educational Environments and Student Outcomes
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- relational pedagogy, student perceptions, care ethics, teacher-student relationship, mattering, teacher immediacy, interpersonal communication, teacher responsiveness, trust, higher education teaching and learning, South African universities
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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