Afrocentric graduate attributes for future-ready graduates: conceptualization in the South African decolonial context

Abstract

The purpose of this study was to investigate how lecturers at a University of Technology conceptualize 21st-century graduate attributes within an Afrocentric framework through their teaching practices. The objective was to explore how academics understand and implement these attributes, considering the imperatives of decolonization and contemporary educational demands. The Fourth Industrial Revolution and decolonization imperatives necessitate reconceptualizing graduate attributes that reflect 21st-century competencies and African philosophical foundations. Despite extensive research on graduate attributes, limited scholarship explores how these can be conceptualized within decolonized curriculum frameworks embracing Afrocentric principles. This study addresses the gap in understanding graduate attributes for future-ready graduates within South African decolonial contexts. A qualitative descriptive case study design grounded in Afrocentricity philosophy was employed. Purposive sampling selected 14 participants: seven academics and seven students from two faculties. Data were collected through semi-structured interviews and classroom observations. Thematic analysis using Atlas. The study generated 36 codes and 57 quotations, resulting in nine categories across three themes: conceptualisation of 21st-century graduate attributes, their importance, and teaching strategies. Findings revealed that lecturers used case studies, role-plays, and interactive discussions to facilitate student engagement, collaboration, critical thinking, and problem-solving while promoting technological literacy. Students confirmed that lecturers used real-world examples and expected active problem-solving engagement to enhance the development of graduate attributes. The study revealed a comprehensive framework for 21st-century Afrocentric graduate attributes. The research demonstrates the effective conceptualization and implementation of Afrocentric graduate attributes in preparing students for contemporary challenges while maintaining their cultural identity. The study recommends integrating 21st-century Afrocentric graduate attributes into institutional teaching, learning, and assessment strategies to guide academic practices systematically.