TRANSFORMATIVE TEACHING IN ENGINEERING EDUCATION (tTEE)
The TTEE program empowers engineering educators to transform not just their methods, but their identity and impact in the classroom.
A Programme for Co-creating Change
The Transformative Teaching in Engineering Education (TTEE) program is part of the broader IEC initiative funded by the Royal Academy of Engineering, DHET, and UCDP. It invites engineering educators to reimagine teaching as an act of care, leadership, and identity—not just knowledge delivery.
“Good teaching cannot be reduced to technique; it comes from the identity and integrity of the teacher.”
The program shifts focus from content delivery to relational, reflective, and purpose-driven teaching.
The First National TTEE Cohort
In January 2025, 30 academics from diverse disciplines and institutions across South Africa joined the first national TTEE journey—united by a shared commitment to reimagining engineering education.
DURATION
(9 Months)
January – September ’25
FORMAT
Online + In-Person
WHO
30 Academics Across South Africa
Part 1: Me and My Students
The journey begins with a deep reconnection to the self as an educator. In this first phase, participants are invited to reflect on why they teach, how they show up in the classroom, and who their students are—not just academically, but relationally and emotionally. This part focuses on cultivating presence and creating inclusive, supportive learning environments that foster curiosity and growth. Through reflective writing, hands-on tasks, and small-group discussions, participants begin identifying real shifts in their classroom practice. Mentors guide them through tasks such as engaging with students using the CHAT triangle or recording and reflecting on their own teaching. Readings and multimedia resources offer layered perspectives, and each educator begins to explore how their identity influences their teaching. This part sets the foundation for the rest of the TTEE journey by affirming that transformation in education begins with the transformation of the educator.
Part 2: Journey of Becoming
This second phase builds upon the personal insights from Part 1 and turns toward the intentional crafting of student learning experiences. Participants reflect on their own learning histories and begin designing pedagogical encounters that are emotionally resonant and intellectually rich. The emphasis shifts from delivering content to modeling the process of coming to know—inviting students into a co-created learning journey. Educators are introduced to a variety of tools and approaches including storytelling, scenario-based learning, inquiry-driven methods, and structured pedagogical cycles. Frameworks such as Actor-Network Theory and Connectivism help educators understand the complex systems in which they operate and clarify what is within their control, influence, or reach. Additionally, the program explores themes like educator identity, self-confidence, and the role of feedback as a developmental tool. Part 2 culminates in a facilitated experience designed and delivered by each participant, demonstrating their evolving teaching practice and personal transformation.
Part 3: Research and Future Work
The final phase of the TTEE program delves into curriculum and knowledge design, grounded in the same transformative and relational philosophy that underpins the earlier parts. This phase addresses not just what we teach but how and why we teach it. Educators are encouraged to move beyond content delivery toward the facilitation of meaning-making.
The following concepts are explored as tools for structuring curriculum in ways that support deep student engagement:
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Threshold Concepts – the big, often troublesome ideas that transform understanding, | |
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Legitimation Code Theory (LCT) – especially the epistemic plane and semantic waves to understand shifts between abstract and applied knowledge, | |
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The Sydney Model – as a way to organise curriculum design around knowledge practices, | |
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Knowledge Constellations – how ideas, identities, and disciplines intersect in learning, and | |
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Presence in Facilitation – how we express content and intention as educators through voice, stance, and resonance. |
The idea of “Knowledge Constellations” is introduced to help participants understand the intersections between ideas, disciplines, and identities in the classroom. Emphasis is also placed on educator presence—how voice, body, and intention express and shape the learning experience.
This phase supports participants in aligning their subject matter expertise with transformative teaching strategies, preparing them to contribute both as educators and as scholarly voices in engineering education.
Are You Ready to Transform?
We are still piloting this project in 2025, but we will open a call in October/November this year for anyone else that is interested in joining the next TTEE cohort and contributing to a national movement for transformative engineering education.