The Role of NQF Level Descriptors in Fostering Transformative Pedagogy in Higher Education: A Literature Review

This systematic literature review explores the potential of using National Qualifications Framework (NQF) level descriptors to facilitate transformative pedagogy in higher education. The study analyzes the strengths, weaknesses, and implications of utilizing NQF-level descriptors to promote student-centered learning, critical thinking skills, transversal skills, and student engagement. It examines the current literature and explores how NQF-level descriptors can effectively cultivate a student-centered learning culture, incorporating transformative and innovative pedagogical strategies. The study also covers the alignment between NQF-level descriptors, learning outcomes, assessment tasks, and teaching approaches, drawing on Biggs' constructive alignment theory. Through this analysis, the research contributes to the existing knowledge on transformative pedagogy, especially for universities seeking to address challenges in curriculum transformation. Additionally, the study sheds light on the practical implications and effectiveness of using NQF-level descriptors to foster innovative pedagogies. The anticipated findings hold the potential to enrich our understanding of transformative pedagogy in higher education and provide valuable insights for institutions striving to implement student-centered approaches. This research has significant implications for curriculum design and teaching practices, offering guidance on how NQF-level descriptors can be powerful tools to enhance learning experiences, critical thinking, and student engagement. Ultimately, the study aims to advance the field of transformative pedagogy and contribute to more effective and innovative teaching practices in higher education institutions.