CPUT has achieved significant national recognition through the 2026 National University Teaching Awards (NUTA), with two Faculty of Education academics, Dr Kobie Meiring and Dr Adrienne van As, named among this year’s winners.
Meiring and Van As's team are to receive a Group Teaching Award amongst the six winners of the 2026 National University Teaching Awards. Dr Xena Cupido, the Director of the Fundani Centre for Higher Education Development (Fundani CHED), said these awards affirm the quality, creativity and impact of teaching at CPUT. Cupido noted that the national adjudication panel particularly recognised the recipients’ innovative, inclusive and evidence-informed teaching practices, as well as their influence beyond the classroom at departmental, institutional and international levels.
In his statement, Prof Clever Ndebele, Chair of South African University Teachers, noted that “the NUTA Panel found the team to be highly committed and influential teachers. “You employ innovative teaching and learning practices, which have led to significant changes beyond your individual teaching to the departmental, institutional, and global contexts. Your pedagogical approaches are creative, thought-provoking and inclusive, and your portfolio contains sufficient evidence to demonstrate that your teaching methods are effective and appreciated by your students.”
The team began with two lecturers from different disciplines asking what might happen if Art and History entered the same learning space. Over time, the collaboration created ripples they could not have anticipated — through their students, teaching, scholarship and relationships with the community. They both say the award is a meaningful recognition of that journey, but “we are still curious about where those ripples might lead next”.
In their immediate reaction when they found out they won the Group Teaching Award, they were overwhelmed and quite surprised. There was a moment of disbelief. For them, the award is not simply recognition of two individuals. It represents years of collaboration with their students, colleagues, community partners, and the many people who have contributed to the projects they have developed together.
In a joint statement, they said: “We were incredibly proud, but also very humbled by the recognition.”
Van As’ parents were the first people she shared the good news with “because they were actually in the room with me when we found out”. Kobie and I then phoned each other straight away, both of us still trying to take in the news. After that, we started sharing it with the colleagues and people who have been part of this journey with us.”
To have their collaborative efforts recognised at this level, Meiring says it’s incredibly meaningful. “Teaching can sometimes feel like very quiet work. You see the impact in a student’s confidence, in a conversation after class, or in the moment when a student suddenly sees History differently, but those moments are not always visible beyond the classroom. To have our collaborative approach recognised at a national level has been both affirming and humbling.
“More importantly, it reminds us that collaboration in teaching is not simply an optional extra. It can fundamentally change what is possible for students. This award also belongs to the students and colleagues who have contributed to the work with us.”
Their partnership began in early 2024, when they realised that their BEd 2 students could do something different by bringing History and Art together in an interdisciplinary project. They saw an opportunity to move beyond teaching the two subjects separately and to allow students to explore History through creative expression. Beginning with the ǀhaos Project in 2024, students explored family histories and identity through historical inquiry and Visual Arts processes. In Sit Stories 2025, the work moved further into oral history, community stories, visual storytelling and public engagement, including the transformation of discarded chairs into story objects, with QR codes connecting physical artworks to recorded narratives.
By 2026, the work had expanded further across disciplines, year groups, institutional spaces and community-facing activities. One of the most memorable moments has been when students initially resisted an unfamiliar way of learning and then discovered its purpose through the process.
Advising other educators looking to build successful teaching partnerships, the team advised them to make time for conversation, trust each other's expertise, be willing to experiment, and critically reflect when something does not work. “Most importantly, allow the collaboration itself to change you. We have learnt as much from one another as we have contributed individually.”
They see the award as an opportunity to continue the work rather than as an endpoint. The pair would like to strengthen the research and Scholarship of Teaching and Learning emerging from these projects, particularly by developing stronger evidence of how students' learning develops over time. They will be presented with their award at the NUTA Gala Awards Ceremony on 20 November 2026, at the Emperor’s Palace in Johannesburg.
Written by Aphiwe Boyce
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