Innovation in teaching and learning is a journey rather than a destination. It begins with curiosity — the courage to question what we know, to experiment with what we do, and to reimagine what learning can be. The Teaching Innovation Journey captures this ongoing movement of thought and practice across the University of Johannesburg, showcasing educators who are shaping the future of higher education with creativity, care, and purpose. to an AI-enhanced environment marks a significant turning point in postgraduate education. Artificial intelligence enables faster processes, deeper insights into data, and better writing and analysis, but also reveals the ongoing importance of human judgment, ethical responsibility, and critical thinking. The Assessment and psychopathology module within the Master’s in Educational Psychology programme by Ms Athena Clayton and Dr Daphney Mawila-Chauke demonstrated how a strategically designed symposia affordMaster’s in Educational Psychology students the space to grow from academics to responsive and inclusive practitioners. In Innovative learning analytics for virtual reality (LaViR): Reshaping the future of teacher education through immersive learning in a virtual reality classroom Prof Umesh Ramnarain and the LaVIT Team reimagine teacher education through immersive experiences by simulating authentic classroom environments, the VR platform provides a dynamic and interactive context in which PSTs rehearse science teaching practices, engage in reflective observation, and develop pedagogical competencies in a low-risk, yet realistic setting. Reflections on the use of AI and technology in legal education: Teaching and learning In Departure, we start with a renewed focus on student engagement. Enhancing student engagement for student success in online learning: Tools from UJ’s free self-paced online short-learning programmes, Dr Carina van Rooyen and Ms Valerie Kondo highlights how UJ’s self-paced short learning programmes are intentionally designed learning experiences that help students take ownership of their studies, while From passive to participatory: A reflection on the use of gamification as a catalyst for transforming complex module content and student engagement by Dr Farhahana Allie shows how gamification can turn complex content into meaningful interaction within STEM education. These early steps remind us that innovation begins with meeting students where they are and inviting them to be active partners in their learning. Our path continues in Exploration, where technology becomes a tool for transformation. Haptic learning, threedimensional printing, and painting for radiograph appraisal: A chiropractic education innovation by Dr Glen Patton, Ms Janine Correia and Prof Simon Titus-Dawson brings the tactile and visual integration to allow students tomap anatomical regions across modalities, reinforcing their understanding of structure and spatial relationships. Navigating the new era: AI’s role in postgraduate research by Ms Koketso Pila explains how the journey from traditional, manual research methods 7 A Journey of Innovation
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