Utilisation of PsyCad (Mental Health Services) Figure 4 shows that most students never utilised PsyCad, while a small proportion use it often (3.3%) or very often (3.3%). Almost 24% of students reported using PsyCad sometimes. Utilising mental health services reflects students’ awareness of the importance of psychological wellbeing in their academic journey. Effective learning requires a stable mental state, creativity, and resilience – all of which can be impacted by mental health challenges. Students who proactively use these services will likely have better coping strategies, enabling them to navigate academic pressures more effectively. This demonstrates a commitment to self-care that can translate into their learning practices, promoting a supportive and understanding environment for future students. Utilisation of Tutorials and Academic Support Services Figure 5 indicates that 37.75% of students who responded to the survey use the tutorials very often, while 14.57 % never used the service. Overall, this suggests that many students find this support service helpful. Figure 6 shows students’ reported utilisation of Academic mentoring. The majority of the students (67%) have never utilised academic mentoring as a support service, and a small proportion (3.4%) use the service very often. Figure 7 shows that a large proportion of students who responded to the survey, over half 55.3%, never utilised the academic writing centre, while 30% use the service occasionally, a smaller proportion (8.7%) often use the centre, and the smallest proportion 6% utilised the service very often. Figure 8 Indicates that 36.18% of the students who responded to the survey sometimes utilised library services, while similar proportions of students utilise library services often (26.97%) and very often (27.63%). Few students have never utilised the library services (9.21%). The frequency of tutorial attendance and engagement with academic support services (writing centres, mentoring, and library services) indicates how actively students seek academic assistance and seek to improve their skills. Those who utilise these resources are likely to develop stronger critical thinking and research skills, which are essential for fostering innovation. For example, participation in academic writing centres can enhance students’ writing skills, allowing them to express innovative ideas more clearly. Similarly, academic mentoring provides personalised guidance that can inspire students to adopt innovative approaches to their studies. The satisfaction levels with these services further indicate their effectiveness; high satisfaction correlates with positive learning experiences that can equip students to teach creatively. Figure 4: Responses to Utilising PsyCad Figure 5: Responses to Utilising Tutorials Figure 6: Responses to Utilising Academic Mentoring Figure 7: Responses to Utilising the Academic Writing Centre Figure 8: Responses to Utilising Library Services Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 54
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