Developing Spiritually Grounded Lecturers through Supportive Higher Education Environments = Die ontwikkeling van geestelik gegronde dosente deur middel van ondersteunende hoëronderwysomgewings
Integrating faith and learning in higher education presents significant challenges for lecturers. This task often involves integrating secular content with biblical principles, creating tension when attempting to deliver content from a Christian perspective. As a result, many Christian lecturers opt...
| Subtitles: | Die ontwikkeling van geestelik gegronde dosente deur middel van ondersteunende hoëronderwysomgewings |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2026
|
| In: |
Koers
Year: 2026, Volume: 91, Issue: 1, Pages: 1-14 |
| Further subjects: | B
Christian worldview
B Great Commission B Christian higher education institutions B institutional support B faith integration |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Integrating faith and learning in higher education presents significant challenges for lecturers. This task often involves integrating secular content with biblical principles, creating tension when attempting to deliver content from a Christian perspective. As a result, many Christian lecturers opt to present material pedagogically without critically evaluating it through a Christian worldview. Consequently, Christian higher education institutions may lack a coherent framework aligned with the Great Commission outlined in Matthew 28:19-20. Christian higher education institutions can support lecturers in integrating faith and learning within their subject content. This study employs a qualitative research design to conduct a thematic analysis of documents on the integration of faith and learning. The study revealed that faith integration in Christian higher education institutions is most effective when institutionally scaffolded and spiritually embodied. Key institutional support structures such as reformed biblical frameworks, reflective practice, academic staff, academic staff development, and communal accountability enable lecturers to align their academic teaching with the transformative mission of the Great Commission." Therefore, this article argues that Christian higher education institutions should provide institutional support to lecturers through clear policies, dedicated resources, and targeted training. Such support can help reduce tensions and foster greater coherence in educational approaches. Moreover, when teaching is aligned with the Great Commission, a holistic environment is created, which leads to a supportive community of lecturers who can share practices and strategies for effective faith integration. This research highlights the role of institutional support in overcoming the challenges of faith integration in Christian higher education. It also provides a framework for faith-learning integration, which Christian higher education institutions can explore to equip their lecturers better to fulfil their educational purpose while staying true to biblical foundations. | ||
| 520 | |a Die integrasie van geloof en leer in hoër onderwys skep unieke uitdagings vir dosente. Hierdie proses vereis die koppeling van sekulêre inhoud met bybelse beginsels, wat dikwels spanning veroorsaak wanneer inhoud vanuit ’n Christelike perspektief aangebied word. Juis hierom verkies heelwat dosente om materiaal pedagogies aan te bied sonder om dit krities vanuit ’n Christelike wêreldbeskouing te evalueer. Gevolglik beskik Christelike hoëronderwysinstellings nie altyd oor ’n samehangende raamwerk wat die Groot Opdrag weerspieël wat in Matteus 28:19-20 gegee word nie. Hierdie studie gebruik ’n kwalitatiewe navorsingsontwerpe ten einde die integrasie van geloof en leer te ondersoek. Dit geskied deur ’n tematiese analise van dokumente. Die bevindinge toon dat geloofsintegrasie die doeltreffendste plaasvind wanneer dit institusioneel gestruktureer en geestelik beliggaam word. Belangrike ondersteuningsmeganismes sluit in: gereformeerde bybelse raamwerke, reflektiewe praktyke, ontwikkeling van akademiese personeel en gemeenskaplike aanspreeklikheid. Hierdie strukture stel dosente in staat om hul onderrig met die transformerende missie van die Groot Opdrag te belyn. Die studie voer dus aan dat Christelike hoëronderwysinstellings institusionele ondersteuning behoort te verskaf deur middel van duidelike beleide, toegewysde hulpbronne en toegespitste opleiding. Sodanige ondersteuning kan help om spanning te verminder, en dit kan samehang tussen opvoedingsbenaderings versterk. Bowendien, wanneer onderrig met die Groot Opdrag belyn word, word ’n holistiese gemeenskap geskep, wat tot ’n ondersteunende akademiese gemeenskap bydra. Sodanige gemeenskap kan praktyke en strategieë met die oog op doeltreffende geloofsintegrasie deel. Hierdie navorsing beklemtoon dus die rol van institusionele ondersteuning. Dit bied ook ’n raamwerk vir geloof-leerintegrasie wat Christelike hoëronderwysinstellings kan gebruik om hul dosente beter toe te rus om hul roeping in die onderwys te vervul terwyl hulle getrou aan Bybelse grondslae bly. | ||
| 601 | |a Spiritual | ||
| 601 | |a Environment | ||
| 650 | 4 | |a Christian higher education institutions | |
| 650 | 4 | |a Christian worldview | |
| 650 | 4 | |a Great Commission | |
| 650 | 4 | |a faith integration | |
| 650 | 4 | |a institutional support | |
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