Assoc. Prof. Dr. Asheena Singh-Pillay | Sustainability | Best Researcher Award
Associate Professor at University of KwaZulu-Natal, South Africa
Prof. Asheena Singh-Pillay is an Associate Professor of Technology Education and Academic Leader of the Bachelor of Education Programme at the University of KwaZulu-Natal (UKZN), South Africa. With over three decades of experience in education, she is recognized for her leadership in curriculum innovation, academic planning, and pedagogical transformation in higher education. She has been instrumental in national and international educational reforms, STEM advocacy, and professional development initiatives for teacher education.
š¹Professional Profile:
šEducation Background
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PhD in Science Education, University of KwaZulu-Natal (2011)
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Postgraduate Diploma in Higher Education, University of KwaZulu-Natal (2016)
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Masterās in Science Education, University of KwaZulu-Natal (2004)
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Bachelor of Science, UNISA (1994)
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Junior Secondary Education Diploma, Springfield (1985)
š¼ Professional Development
Prof. Singh-Pillay has served as Academic Leader of the B.Ed. programme at UKZN since 2019, and currently also leads Teaching and Learning activities. Her academic career spans roles as Senior Lecturer, Lecturer, and previously as a high school teacher and master teacher in Life and Physical Sciences from 1986 to 2012. She provides strategic leadership in curriculum development, academic monitoring, and quality assurance across undergraduate education programmes. Her international engagements include keynote addresses, faculty exchanges, and contributions to global educational dialogue on sustainability and technology in education.
š¬Research Focus
Her research focuses on Science and Technology Education, Sustainable Development, Curriculum Innovation, STEM Education, and Teacher Development. She has a strong orientation toward integrating Education for Sustainable Development (ESD) with digital transformation and pedagogical strategies for equity and access.
šAuthor Metrics:
Prof. Asheena Singh-Pillay has a Google Scholar h-index of 11, reflecting the influence and citation of her published research in the fields of science and technology education. Her ResearchGate score stands at 361.8, demonstrating active academic engagement and broad readership of her work. She maintains an ORCID profile under the ID 0000-0003-1540-8992 and is also registered with the Web of Science under the ResearcherID AAK-4895-2020. These metrics highlight her consistent scholarly contributions and visibility within both national and international academic communities.
šAwards and Honors:
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NRF C2 Rated Researcher (2025)
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Deanās Award for Teaching and Learning ā UKZN (2020, 2024)
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Top 30 Most Published Researchers ā UKZN (2018)
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Top 10 Most Published Women Researchers ā UKZN College of Humanities (2018)
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Early Career Academic Award ā UKZN (2017)
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Guest Editor ā Discover Education (2025)
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Keynote Speaker ā ISFAR Conference (Zanzibar), Education Webinars (India)
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International Research Award ā Sustainability Journal, SciFat (2024)
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Moderator ā South African Life Sciences and Natural Sciences Olympiads (2014āpresent)
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International Faculty Exchange ā Chandigarh University (2023)
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Independent Peer Reviewer ā SAJEE, Academy of Science of South Africa
šPublication Top Notes
1.Ā Title: Technology Student Teachers Address Energy and Environmental Concerns on Plastic Usage and Disposal Through Experiential Challenge-Based Learning
Author: A. Singh-Pillay
Journal: Sustainability
Volume: 17, Issue: 9, Article: 4042
Year: 2025
Publisher: MDPI
DOI: [If available, can be added]
Abstract: This paper explores how experiential and challenge-based learning enables technology student teachers to address plastic-related environmental and energy issues, promoting sustainability education.
2. Title: Social Justice Implications of Digital Science, Technology, Engineering and Mathematics Pedagogy: Exploring a South African Blended Higher Education Context
Authors: J. Naidoo, A. Singh-Pillay
Journal: Education and Information Technologies
Volume: 30, Issue: 1, Pages: 131ā157
Year: 2025
Publisher: Springer
DOI: [If available, can be added]
Abstract: This study examines digital STEM pedagogy in higher education, focusing on equity and access in the South African context and its implications for social justice.
3. Title: Trainee Teachersā Shift towards Sustainable Actions in Their Daily Routine
Authors: A. Singh-Pillay, J. Naidoo
Journal: Sustainability
Volume: 16, Issue: 20, Article: 8933
Year: 2024
Publisher: MDPI
DOI: [If available, can be added]
Abstract: The paper highlights behavior changes among trainee teachers concerning sustainability, brought about by targeted education strategies within teacher preparation programs.
4. Title: Exploring Science and Technology Teachersā Experiences with Integrating Simulation-Based Learning
Author: A. Singh-Pillay
Journal: Education Sciences
Volume: 14, Issue: 8, Article: 803
Year: 2024
Publisher: MDPI
DOI: [If available, can be added]
Abstract: This research investigates the pedagogical practices and experiences of science and technology teachers using simulations, focusing on their perceptions, benefits, and limitations.
5. Title: The Ethos of Civil Technology Hands-On Assessments in the Revised Curriculum Assessment Policy Statement: A Discipline-Specific Pedagogy
Authors: T. I. Mtshali, A. Singh-Pillay
Journal: Journal of Namibian Studies
Pages: 500ā521
Year: 2024
DOI/Publisher: [Details if available]
Abstract: This study critically evaluates the practical components of Civil Technology assessments under South Africa’s CAPS framework, linking them to curriculum goals and student competency development.
.Conclusion: