Browsing by Author "Mukuni, Joseph Siloka"

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    Advocating for Use of Instructional Design and Technology (IDT) As a Contribution to Curriculum Decolonization and Expansion of Access to Higher Education in Africa
    Mukuni, Joseph Siloka; Mukuni, Candido; Asante, Douglas; Mukuni, Kizito (STSL Press)
    The purpose of this paper is to propose an approach to the application of IDT theory and practice to history pedagogies suitable for face-to-face (F2F) and non-F2-F teaching/learning interactions, including teaching by inquiry, cooperative learning, lecture-discussion, and reflection. The paper also proposes systemic innovations that must be made to sustain IDT in Africa’s institutions of higher learning.
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    Analyzing the Use of Technological/Engineering Design-Based Biotechnical Learning Pedagogical Approaches to Promote Change in Concept Knowledge of Eighth Grade Mathematics Students
    Reed, Amanda Marie (Virginia Tech, 2023-12-15)
    The purpose of this research was to document the ways in which the pedagogical approaches of technology/engineering design-based learning (T/E DBL) were shown to promote change in concept knowledge of eighth grade mathematics students. A mixed method, sequential explanatory multiple embedded case study was used to determine the significance between the T/E DBL intervention and bivariate measurement data concept knowledge. Whole Group quantitative data analysis indicated a statistical significance between pretest and posttest scores. Qualitative data (Interactive Engineering Journals and semi-structured interviews) analyses for the Sub-Group confirmed that students did possess the bivariate data concept knowledge as documented through quantitative results and those gains were directly related to experiences students had while engaged in the T/E DBL intervention. This research demonstrated that the utilization of T/E DBL in an eighth-grade mathematics classroom has the potential to foster a change in concept knowledge of bivariate measurement data through informed design decision-making in a 21st century problem context. This study can be used as a guide for mathematics educators and curriculum developers implementing T/E DBL pedagogy allowing students to learn through contextual experiences. Future research should explore the utilization of T/E DBL to teach additional mathematical concepts at different grade levels.
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    Applying Curriculum Treatments to Improve STEM Attitudes and Promote STEM Career Interest in Fifth Graders
    Peterson, Bryanne (Virginia Tech, 2018-04-19)
    The Federal Government has called for an overhaul of STEM education, saying that we as a nation must increase "opportunities for young Americans to gain strong STEM skills" (Office of Science and Technology Policy, 2013, p.1). Economically, these skills expand beyond those that make good doctors, professors, and engineers; there is a world of jobs going unfilled because our students are graduating without the skills or knowledge that such opportunities exist. To increase the future STEM workforce, we first need to increase student awareness of a variety of STEM careers early on (Tai et al., 2006). Career decisions are being made by students as early as middle school (Tai et al., 2006); and very little if any STEM career exploration is occurring before high school. This lack of early exposure to STEM career options means that students are likely making decisions about career choices without accurate information; choosing a path before knowing about all the options. This research is broken into two manuscripts; the first of which examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. It found that there is an upward trend in career interest with the use of these curriculum treatments, but it is not a significant change, likely due to the short time period of the unit and/or small n. The second manuscript examined the effect of a design-based learning curriculum treatment implementation for a single unit on Radford City Schools fifth-grade students' STEM attitudes and interest in STEM careers through a pre/post design. The study showed statistically significant growth in overall STEM attitudes and within the science subtest specifically. Career interest in the general field of science showed a significant increase, while a change of interest in specific career areas was not statistically significant. Collectively, this research serves as a foundation for the effectiveness of having career awareness and career exposure opportunities built into active learning instruction, which does not occur currently. Built on secondary principles, but at a level appropriate for elementary students, using active learning opportunities with embedded career connections has the potential to be an effective solution to students' premature exclusion of STEM-related study and work options identified in the literature. Through preliminary exposure to this unique combination at the elementary level, a stronger foundation can be built for both ability and interest in STEM.
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    Assessing the Career Awareness of Early Adolescent Learners
    Grimshaw, Wendy Sue (Virginia Tech, 2021-06-01)
    In the next five years, millions of jobs in STEM-related occupations will be available, but with only twenty percent of college graduates earning bachelor's degrees in STEM fields, the pipeline problem persists. Research has demonstrated that students' career awareness significantly influences consideration of STEM careers. According to cognitive and career development theory, career awareness (knowledge of the requisites, routines, and rewards of jobs) develops primarily during the elementary school years. Because early detection of low-level career awareness can facilitate programming changes that will minimize premature circumscription of STEM career choices, an instrument that measures a student's level of career awareness at the early adolescent stage of development is warranted. Building on the conceptual framework of the Career Awareness Inventory developed in 1973, the new Early Adolescent Career Awareness Inventory (EA-CAI) was developed to reflect the contemporary context and constructs for measuring the career awareness of early adolescent learners. The viability of the EA-CAI instrument for use in contemporary educational settings was examined in this research. Results from the research showed that the EA-CAI instrument demonstrated correct terminology, content and construct validity, readability, and reliability. Moreover, the research results showed that early adolescent learners could demonstrate aspects of career awareness in response to EA-CAI items, and that the EA-CAI instrument could measure the career awareness of early adolescent learners on a continuum.
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    Collaborative Efforts between Agricultural and Special Education Teachers to Enhance Inclusion of Students with Disabilities into Agricultural Education
    Holder, Morgan Brett (Virginia Tech, 2021-05-14)
    This study was conducted to determine experiences of southwestern Virginia high school agricultural and special education teachers with regards to the collaboration that may or may not exist between them to enhance the learning of students with special needs (SWD) taking agricultural education classes. It also sought to determine factors that motivate or inhibit collaboration, strategies for overcoming the barriers that may exist, and indicators of effective collaboration between these teachers. The following research questions were answered by conducting the study. 1. What is the status of collaboration between agriculture and special education teachers to enhance inclusion of students with disabilities? 2. What factors exist that either motivate or inhibit collaboration between agriculture and special education teachers with regards to enhancing the inclusion of student with disabilities in agricultural education classes and laboratories? 3. If barriers exist that inhibit collaboration between agriculture and special education teachers, what strategies might be implemented to overcome them? 4. What indicators reveal the establishment and continuation of effective collaboration between agriculture and special education teachers with regards to enhancing SWD learning in agricultural education classrooms and laboratories? The researcher used interviews as the qualitative research tool. Convenience, criterion, and purposeful sampling were used by the researcher to identify participants to best answer the studies' research questions. Overall, collaboration between agricultural and special education teachers did exist. The frequency of collaboration depended on many factors. In most schools the frequency was limited due to a number of barriers. Examples of these barriers included, but were not limited to, lack of knowledge of each teacher regarding the other teacher's discipline, case overload for special education teachers, lack of time provided for collaboration, and the physical distance between the agricultural and special education departments. Examples for overcoming the barriers included, but were not limited to, enhanced communication via technology, creative scheduling to allow for collaboration, and provision of professional development to enhance the knowledge of each teacher regarding the discipline of the other teacher.
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    Early Experiences of Accountants Transitioning to Virginia Community College Faculty
    Rolley, Alison Hamblin (Virginia Tech, 2017-12-04)
    Accounting faculty members in community colleges educate a large portion of accounting students each year. Accountants who become accounting faculty are the most common type of accounting instructor in community colleges and they have much to offer because of their prior work experience. Accounting faculty members who have transitioned from industry generally have the knowledge and expertise to be successful in practice but their work experience may not have prepared them for teaching roles in community colleges. The purpose of this research was to obtain information about the experiences and knowledge necessary for the successful transition from industry to teaching. Particular attention was focused on content knowledge, accounting skills, pedagogical knowledge and teaching skills. A basic qualitative research design was used to collect and analyze data for this study. Interviews were used to collect narrative data related to the experiences of accountants as they transitioned to teaching. Data analysis revealed that college academic experiences and on-the-job teaching experiences were influential transition experiences and knowledge of pedagogy was gained through teaching and professional development activities. Pedagogical skills and soft skills are essential skills needed to teach accounting to a diverse group of students. Pre-service teacher preparation and on-going membership was perceived as beneficial for new accounting faculty members. The findings in this study could provide a better understanding of the best ways of supporting entry into the teaching profession in community colleges and could influence recruitment and professional development of accounting educators in community colleges.
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    Effectiveness of the Provisional Teaching License Route in Virginia for Preparing Business and Information Technology and Marketing Education Teachers
    Shumate, Michael David (Virginia Tech, 2021-06-24)
    The goal of this research was to assess the Virginia three-year provisional teaching license preparation path for earning a teaching license with an endorsement in Business and Information Technology (BIT) and Marketing Education (MKED). The study examined BIT and MKED teacher preparedness as it relates to core teaching and program management competencies for CTE educators who enrolled and completed Virginia's three-year teacher provisional licensure route to determine the effectiveness of the routes themselves. The research studied how the participants teacher preparation path impacted teachers' preparedness and how the elements of the provisional path contributed to the teacher's confidence in teaching. The study had one main research question and two sub-questions. The first sub-question emerged into five themes. They include lack of support system, struggle to implement essential teaching competencies, struggle to implement essential program management competencies, taking coursework while teaching does not work, and slight improvement by third year, but still a struggle. The second sub-question emerged into three themes. They include the need for effective support system, need for increased funding for teacher pay and required college courses, and need for focused training on specific CTE competencies. Three key conclusions from the study were BIT and MKED teachers need specific preparation training focused on core CTE teaching and program management competencies prior to entering the classroom, need a student teaching and/or co-teaching experience prior to entering the classroom by themselves, and need effective and active mentoring as well as administrative feedback and support during the entire three-year provisional licensure process.
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    Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce
    Ajao, Helen Omotayo (Virginia Tech, 2019-06-21)
    The problem of the ineffective curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Africa. Moreover, Nigerian institutions have not adopted the multidisciplinary approach to curriculum, which accommodates various skill wanted in the industry such as information, communication, and entrepreneurial skills. Also, the number of corporate jobs available pales in comparison to the number of graduates applying for such jobs, as opposed to Western countries where there is an abundance of corporate jobs. This challenge, therefore, necessitates a change of approach. However, to propose a change of curriculum, there is a need to conduct empirical research that explores the current curriculum used in higher education, and its effectiveness for preparing graduates for the workforce. The purpose of this study was to explore the process of designing the current curriculum of all the courses that are being taught by professors in the Department of Agricultural Administration at the Federal University of Agriculture, Abeokuta in Nigeria; and determine whether the curriculum aligns with the needs of the industry. The theoretical framework guiding this study is the program planning theory. This study used a phenomenological inquiry into the professors conscientious meaning experience and that of the alumni in the department. A purposive sampling method to select participants since the study relied on individuals who are close to the phenomenon. The sample comprised of nine participants (N=9), which include four professors and five alumni. Data was collected using a standardized open-ended questionnaire. Results indicated four themes from the data analysis: 1) Background information about the department; 2) Professors' role in the development of the curriculum; 3) Process involved in designing the curriculum, and 4) Considerations for designing the curriculum. The result of this study enabled us to make recommendations to help improve the department's curriculum.
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    Factors Inhibiting Completion of a Program of Study at a West Virginia Community and Technical College
    Belcher, Diane Louise (Virginia Tech, 2020-03-31)
    This study was conducted to identify personal and institutional barriers preventing community college students from completing their education goals, whether that was a degree program, diploma program, or credentialing program. It was also conducted to identify strategies that can be used to assist these students in overcoming these barriers. The purpose of this study was to explore the lived experiences of students at one West Virginia Community and Technical College who dropped out of their programs of study. The study sought to identify actions and events that contributed to students choosing to drop out and strategies that can be used to reduce their dropping out. Understanding the students' perspectives concerning their decisions to drop out will assist community college personnel to evaluate the on- and off-campus factors influencing these decisions. This qualitative study sought to directly ask students about their personal lives and also about the people and events on campus that influenced their decision to drop out of Thompson Community and Technical College (pseudonym). The study contains three major research questions: What personal factors contributed to students dropping out of one West Virginia Community and Technical College? What institutional factors contributed to students dropping out of one West Virginia Community and Technical College? What strategies can one West Virginia Community and Technical College implement to enhance student retention and decrease student dropout rates? The basic qualitative research design of conducting one-on-one qualitative interviews was used for this study. Criterion and purposeful sampling were utilized to identify participants. Semi-structured interviewing and document reviewing was utilized to gather data to discover rich information from the participants' lived experiences. Participants were suggested by current or former faculty or staff members at one of the West Virginia Community and Technical College campuses in the state of West Virginia. They were students who had already attended for at least one semester and who had subsequently dropped out of their programs of study. Fifteen participants were interviewed for the study.
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    Growing Up in a Society Practicing Ubuntu
    Mukuni, Joseph Siloka (IGI Global, 2021)
    In this chapter, the author looks back at his life as a child growing up among a Bantu-speaking society in which life is guided by Ubuntu values. Ubuntu refers to a philosophy that teaches the interconnectedness of humans and the need, therefore, for people to affirm the humanness in each other, to relate humanely with others, and to work harmoniously and cooperatively as brothers and sisters. The philosophy also teaches us to be responsible stewards of the natural and wildlife environment because human survival depends on its sustainability.
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    Identifying Connections between CTE and Academic Programs through Stands of Learning10.5897/IJVTE2016.0195
    Mukuni, Joseph Siloka; Price, William T. Jr. (Academic Journals, 2016-06)
    This article describes a CTE pre-service teacher preparation class project requiring students to identify academic standards of learning relating to the competencies that they teach in their program areas with a view to encouraging interdisciplinary collaboration between CTE teachers and colleagues in academic disciplines. Demonstrating that CTE can contribute significantly to academic growth as measured by SOLs should help in de-stigmatizing CTE.
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    Integrating Global Competencies into Business and Information Technology and Marketing Education Curricula
    Woo, Jihyun (Virginia Tech, 2019-06-21)
    Since the world has become smaller, resulting in the development of a global economy, it is no longer adequate for countries to provide education in silos by country or region. Instead, educators throughout the world need to integrate global competencies into their curricula. However, many teachers generally lack the knowledge of global context 21st century skills and do not have enough global experiences to assist them in providing this context. Although a great deal of effort has been put into providing teachers revised global Career and Technical Education (CTE) curriculum, very little is known concerning how many teachers are integrating global concepts into their curricula. The purpose of this research was to determine the factors that affect the integration of global tasks into Virginia Business Information and Technology (BIT) and Marketing Education (MKED) curriculum as defined by lived experiences of Virginia BIT and MKED teachers. A qualitative research method design was used to collect and analyze data for this study. A purposeful sampling method was chosen to find the best participants for this research. Interviews were used to determine the lived experiences of BIT and MKED concerning the extent to which they integrate global competencies into their curricula. In addition, factors affecting this integration were identified. The findings of this study suggest strategies for overcoming challenges for integrating global competency into the curricula and provide factors to make best practices for integrating global tasks into Virginia BIT and MKED curricula.
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    Level of Workplace Readiness Skills When Entering the Workplace as Perceived by Employers and Recent High School Graduates
    Young, Tabitha Smithson (Virginia Tech, 2024-05-23)
    The purpose of this study was to capture employers' and recent high school graduates' perceptions of employability skills in a rural region in southwestern Virginia. The specific objectives of this study were: a) to describe the employers' perceptions of expected proficiency levels of workplace readiness skills for new employees in the New River Region; b) to describe the recent high school graduates perceptions of the importance of workplace readiness skills for new employees in the New River Region; and c) to describe employers and recent high school graduates; perceived skills gap for new employees in the New River Region. The study used a multi-method QUAN + QUAL methodology. The data were collected using a researcher-created survey instrument and focus groups. The results from this study revealed that employers' perceptions concerning workplace readiness skills are consistent with skills mentioned in the literature. Work ethics was identified as the highest priority need for employers. Other priority needs identified from the literature were accountability, dependability, empathy, punctuality, and work ethic. One pedagogical implication of the study is that career and technical education teachers should emphasize workplace readiness skills because they are essential for securing and retaining employment.
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    Levels of Virginia Tech Graduate Student Perceived Connectedness Across Different Modes of Online Learning: Association to Student Perceived Learning and Retention
    Millner, Gerald Maronda (Virginia Tech, 2023-04-10)
    This descriptive, survey research study was conducted using a quantitative, non-experimental, correlational, research design. Given the ever-increasing numbers of students taking online learning courses both before and during the COVID-19 pandemic, this study sought to explore this phenomenon by measuring the levels of online graduate student preceived connectedness at Virginia Tech. Bolliger and Inan (2012), validated their Online Student Connectedness Survey (OSCS) instrument in a research study that focused only on connectedness, and was limited to just one subject area, computer engineering. Permission was granted for the use of their OSCS instrument for this study, and the focus was expanded to include various subject areas, and to explore the associations between graduate student peceived connectedness and graduate student perceived learning and retention. Specifically, this study sought to find out whether there were indicators that an association existed between graduate student perceived connectedness and graduate student perceived learning and retention across the different modes of online learning (e.g., asynchronous, synchronous, and blended asynchronous/synchronous). The total sample for this research study was comprised of 67 research participants (32 males and 35 females), and their modes of online learning were asynchronous (n = 22), synchronous (n = 30), and blended asynchronous/synchronous (n = 15). Results indicated no statistically significant differences in graduate student perceived connectedness across the three online learning modes. There was a statistically significant association between graduate students' level of perceived connectedness and graduate student perceived learning and retention. As the level of graduate student perceived connectedness rose, so did graduate student perceived learning and retention. Furthermore, the results revealed that there were no statistically significant differences in the levels of graduate student perceived connectedness across the two types of online courses (e.g., pandemic online learning courses and regular online learning courses). This indicated that at Virginia Tech online graduate students felt connected whether they were in a pandemic online learning course or a regular online learning course.
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    Motivation of Youth Program Volunteers
    Mutts, Justyn; Westfall-Rudd, Donna M.; Drape, Tiffany A.; Mukuni, Joseph Siloka (Virginia Tech, 2021-08-13)
    This study is focused on the motivation behind youth program volunteers. Specifically, research centered on what motivated volunteers to get involved with the My Turn organization as well as what motivated them to stay involved with the program after their initial engagement. The Herzberg Two-Factor theory provided a framework for this study. A total of eight participants were interviewed using a qualitative research method. Each participant was a current or former Virginia Tech athlete who volunteered with the My Turn organization in some way since its creation in 2020. After a thorough analysis of the data, the five themes that emerged were: caring for the youth, self-actualization, serving community/giving back, building substantial relationships, and mentorship. These factors were highlighted numerous times throughout the data collection process. These were the aspects that were most significant to volunteers and impacted their decisions to both get involved and stay involved. Based on these findings, recommendations were made to current and future youth organization administrators. These recommendations include adding some kind of training requirement for the volunteers. Training such as sensitivity training or mental health workshops could really help to make volunteers a much better resource to the youth. The information from this research could be utilized to bring in effective, caring volunteers to assist in the ultimate goal of youth development.
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    Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender
    Tomlinson, Diane C. (Virginia Tech, 2019-06-28)
    The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Act legislation which encourages non-traditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to non-traditional enrollment in CTE and also obtained participants' ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students' career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing non-traditional enrollment in CTE courses and programs at the career center.
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    Perceptions of Technology/Engineering Education Influence on Integrated STEM Teaching and Learning
    Greene, Clark Wayland (Virginia Tech, 2024-06-27)
    The dynamics of successfully integrating science, technology/engineering and math content, practice, and delivery in K-12 education is still evolving. "A number of questions remain about the best methods by which to effectively teach engineering at the K-12 level and how they play into the integration of other STEM disciplines" (Moore, Glancy, Tank, Kersten, Smith, and Stohlmann, 2014). The International Technology and Engineering Educators Association (ITEEA) has declared that technology and engineering within STEM education as delivered by the technology education content area is defined by the Standards for Technological Literacy™ (ITEEA, 2000). Lack of applied technology/engineering pedagogical content knowledge via technology teacher collaboration may be excluding valuable contributions to more effective STEM teaching and learning. Absence of developed and identified perceptions resulting from such collaborations could be an impediment to application of valuable technology/engineering practices, beliefs, content, and structure within integrated STEM instruction. Collaboration inclusive of all STEM subject teachers is critical to effective practice and delivery of integrated STEM teaching. To achieve this, integrated STEM experiences need "to be researched and evaluated to build knowledge and understanding about the effectiveness of these experiences in promoting STEM learning and engagement within and across disciplines." (Honey et al., 2014). The purpose of this study was to examine and identify science, math, and technology education teacher perceptions of technology/engineering education influence within existing STEM collaborations. The objective was to provide useful information pertinent to further improving STEM education practice and effectiveness. A three round, mixed method, Delphi approach was employed to determine common perceptions among all STEM teachers included in this study. Consensus among study participants identified strategies specific to technology/engineering education that were perceived to positively impact STEM education. The results of this study illustrate that content, practice, and pedagogical attributes specific to technology education do exist and that those attributes are perceived to enhance student learning of STEM content and practice. Synthesized from initial qualitative responses in Round One, of the 28 presented technology/engineering strategies, 24 achieved consensus as determined by an applied two factor threshold of a 7.5 median agreement score and interquartile rating of 2.0 or less from among all participants. In a comparison of represented STEM subjects taught, there also appeared significant agreement among all groups. The level of agreement between science and the other groups was weakest, although still sizeable. Engineering design knowledge, skilled use of tools and materials to produce models and prototypes, promotion of designerly critical thinking and problem-solving skills, and both tacit and contextual knowledge of technology and engineering applications were found to be general themes specific to technology/engineering education teachers.
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    Place-Based STEM Education for the Agricultural Workforce
    Mukuni, Joseph Siloka; Glasson, George E. (2020-11-26)
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    Portability of Technical Skills Across Occupations
    Mukuni, Joseph Siloka (Virginia Tech, 2012-03-23)
    In the literature, much has been reported about skill shortages in the labor market and many solutions have been suggested but most of them do not appear to work well for developing countries. This study investigated the place of portable technical skills as an option for addressing skill shortages, particularly in developing countries. The objective of the study was to determine whether different occupations have portable technical skills, which graduates of workforce development programs can carry with them as they transfer from one occupation to another. Although in the literature the importance of portable skills has been recognized, research has tended to focus on the portability of soft skills such as communication and problem-solving. This study is unique in that in addition to soft skills, it explores the existence and usefulness of portable technical skills such as maintenance of equipment and use of hand tools. The study methodology comprised analysis of documents followed by focus group discussions with instructors and employers. The researcher examined competency lists drawn from three different occupational clusters, taking three occupations in each cluster. Analysis of correlation between pairs of occupations in each cluster revealed the existence of portable technical skills within occupational clusters. For example, within the Mechanical Engineering cluster, there were 504 technical skills that Fitting and Machining had in common. Furthermore, the study discovered 152 technical skills that were portable across all the occupations in the sample. According to an instructors' focus group, one of the pedagogical implications of the findings of this study was that training institutions could promote inter-disciplinary collaboration through joint preparation of syllabi and team-teaching. An employers' focus group confirmed that portable technical skills have long been used effectively and efficiently in the Informal Micro-Enterprise sector and training providers should, therefore, promote the teaching of portable technical skills with special emphases on entrepreneurship development to make students more flexible in their career development. In addition to policy recommendations for the promotion of portable technical skills, the study recommends that further studies should be done to determine the full extent of portable technical skills across a wider range of occupations.
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    Promoting Instructional Design and Technology (IDT) Pedagogies: A Contribution to Curriculum Decolonization and Expanding Access to Higher Education
    Mukuni, Joseph Siloka; Mukuni, Candido; Asante, Douglas; Mukuni, Kizito (2021-10)
    After a long history of colonization and dependence on the West, Africa's education systems need decolonization. In recent years, African scholars have been sharing their thoughts about the need to decolonize African education (See for instance Heleta, 2016; Mbembe, 2016; Nyoni, 2019; Moosavi, 2020; Foveti, 2021). They have observed that although African states have been independent for several decades, the ghost of colonialism still lingers on in the curricula of most African education systems. As African scholars of history (and those of other disciplines) look forward to changing the curriculum to make it more relevant and meaningful for students, the field of instructional design will prove to be very instrumental. According to the University of Arizona (2018), IDT or instructional design technology is “The practice of designing, creating, and delivering digital and physical instructional experiences and products for those who need it.” Lecturers, and professors of history, like other academicians in all disciplines, could benefit from the theory and practice of instructional design technology (IDT) to enhance the teaching of decolonized history. The purpose of this paper is to propose an approach to the application of instructional design technology (IDT) theory and practice to history pedagogies suitable for (face to face) F2F and non-F2-F teaching/learning interactions, including teaching history by inquiry, cooperative learning, lecture-discussion, and other student-centered methods. The aim is to provide support to for increasing the content related to colonized and marginalized peoples and challenging how history has been conventionally taught (Jackson, 2021). The paper also proposes systemic innovations that must be made to sustain IDT in Africa's institutions of higher learning.