Introduction As we progress further into the 21st century, educational institutions are increasingly tasked with re-evaluating their pedagogical approaches to meet the demands of a rapidly changing global landscape (Kovacs, 2017, 46). Universities hold the responsibility not only to thrive in a world characterised by constant change (Kovacs, 2017, 47). The University of Johannesburg (UJ), known for its commitment to academic excellence, transformation, diversity and vibrant environment, promotes interdisciplinary learning, and humanities students are encouraged to engage with other faculties and apply their knowledge in practical settings. This approach can stimulate innovative teaching methods and curriculum development, preparing graduates to enter the workforce and become thought leaders and agents of change in their communities. Humanities disciplines, including philosophy, history, literature, and cultural studies, foster critical thinking, creativity, and a deep understanding of human experiences and societal dynamics. These attributes are essential for innovation, which requires an ability to think critically about existing paradigms, imagine new possibilities, and understand the social implications of technology and industrial advancements. Critical thinking is the cornerstone of any innovative educational approach. UJ Humanities students are trained to question assumptions, evaluate arguments, and synthesise information from multiple sources. This rigorous analytical training positions them to serve as educators who inspire students to think critically about the world around them. Moreover, the Humanities foster empathy and cultural awareness. In an increasingly interconnected world, understanding and appreciating various cultural narratives is crucial. UJ Humanities students emerge as culturally literate individuals who can draw upon a rich tapestry of human experiences, making them well-suited to teach in ways that resonate with diverse audiences. 1 The research project has not concluded yet, hypotheses testing is being conducted. To comprehensively understand the profile of humanities students at UJ and their readiness to foster innovation, selected results from a quantitative study following a stratified sampling method will be presented. This sampling method was selected to ensure that various subgroups within the broader population of humanities students were adequately represented, facilitating insights towards teaching and innovation. The stratification framework included all levels of undergraduate and postgraduate students enrolled in humanities disciplines at UJ. By stratifying student groups based on their level of study, the study ensured that various perspectives and experiences were captured. This stratification was critical in drawing meaningful comparisons between the levels of education and understanding that students’ experiences might influence innovation in teaching. An online structured questionnaire was developed as part of the Sociology Honours research course to gather quantitative data from the participants. The questionnaire consisted of several sections aimed at capturing demographic information, students’ attitudes towards innovation, preferred teaching methodologies, and their perceived competencies in fostering creative thinking among peers. Questions were closed-ended, designed to quantify responses on a Likert scale (ranging from “strongly disagree” to “strongly agree”), allowing for easy aggregation and statistical analysis. The questionnaire was distributed electronically to maximise reach and accessibility. Invitations to participate were sent through university email lists and questionnaire link sent via Moodle learning system, encouraging participation from both undergraduate and postgraduate students. A follow-up reminder was also sent to enhance response rates, thus ensuring a robust dataset. Of the 1583 students who were invited to participate, 152 responded to the survey. Data was prepared for computer entry, cleaning and processing using the Statistical Package for Social Sciences (SPSS) version 29. Descriptive statistics were generated to outline general trends in the data, while ongoing inferential statistical analysis will enable comparisons between different demographic groups1. This analysis allowed for results related to students’ experiences, which might have implications for their readiness to be taught innovatively and engage with diverse learning environments. A description of selected findings that could influence how innovation in learning and teaching is planned and implemented in the UJ context is presented below. UJ Humanities students are trained to question assumptions, evaluate arguments, and synthesise information from multiple sources. This rigorous analytical training positions them to serve as educators who inspire students to think critically about the world around them. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 52
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