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Asheena Singh-Pillay is an Associate Professor of Technology Education in the School of Education at the University of KwaZulu-Natal. She holds a PhD in Science Education, a Postgraduate Diploma in Higher Education, and a Master’s degree in Science Education from the University of KwaZulu-Natal, a BSc from the University of South Africa, and a JSED from Springfield College of Education. Her career at UKZN includes serving as Academic Leader of the Bachelor of Education programme from 2019 to May 2025 and as Academic Leader: Teaching and Learning from June 2025. She has held additional roles such as Discipline Leader in Technology Education, coordinator of the Technology Honours and Master’s programmes, and coordinator of a PhD cohort in the School of Education. Singh-Pillay is a member of professional bodies including SACE, SAARMSTE, SAERA, IOSTE, ISFAR, and Epsilon Pi Tau. Her research focuses on teaching and learning in technology education, practical work, process skills, the design process, integration of natural sciences and technology, education for sustainable development, social justice in STEM, and STEM teacher training and development. She has contributed as a reviewer for journals including the African Journal of Research in Mathematics, Science and Technology Education, the South African Journal of Education, and Discover Education, and has served on curriculum review panels for institutions such as the University of Eswatini, Mancosa, and the University of Limpopo. Singh-Pillay has delivered keynote addresses at international events and has been a visiting scholar at Chandigarh University in India and the Mauritius Institute of Education. Her awards include the Dean’s Award for Teaching and Learning in 2020 and 2024, the Teaching Excellence Award in 2018 and 2019, and recognition as one of the top published researchers in her college in 2018. She has authored book chapters and journal articles on topics including digital pedagogy, pre-service teacher experiences with sustainability in technology education, and mobile technologies in mathematics and technology education.
Her leadership extends to serving as Africa representative to the International Organisation for Science, Technology Education board from 2020 to 2025 and as guest editor of a special issue on advancing sustainable development through STEM education. Singh-Pillay has examined master’s and PhD theses nationally and internationally and moderated modules at multiple South African universities. Her work emphasizes curriculum and policy issues in STEM education and the incorporation of indigenous knowledge systems and technologies in teaching.
A new scientometric study highlights the surge of Indigenous Knowledge Systems (IKS) in higher education, with South African universities like UKZN and NWU driving global networking for sustainable development and SDG alignment.
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