Teaching Strengths
Dr Chris Chimwayange
Lecturer
School of Education
College of Education, Behavioural and Social Sciences
Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.
Dr. Chris Chimwayange is a Lecturer in Design and Technology Education with the College of Education, Behavioural and Social Sciences at Adelaide University. Chris’ research explores how school and classroom practices in Design and Technology (D&T) education can be reimagined to optimise student learning. His work focuses on the intersection of emergent technologies, educational policy, and pedagogical practice, with an emphasis on transforming D&T workspaces into dynamic environments that support constructivist Problem-Based Learning (PBL) and foster Self-Directed Learning (SDL). His current investigations examine how digital tools and AI-enhanced platforms can reshape teaching and learning in ways that position students as active, creative agents. Chris has also contributed to research on student voice and agency, notably through his involvement in the Teaching & Learning Research Initiative (TLRI)-funded projects Making a Difference in Learning (MAD) and Making Sense of Learning in Aotearoa New Zealand.
Chimwayange, C. (2026). Teacher–GenAI Partnership in Design and Technology Education: From Utility
to Allyship. (Accepted for publication 05/09/2026 - ASCILITE)
Chimwayange, C. (2026). Ally rather than mere utility: Reimagining the teacher and generative artificial
intelligence relationship in design education. In J. Hallström, J. Buckley, N. Kilbrink, L. Lundberg,
M. McDyer, M. McLain, C. Nordlöf, & P. Norström (Eds.), Proceedings of the 43rd International
Pupils’ Attitudes Towards Technology Conference 2026: Technology Education Across Boundaries.
Linköping Electronic Conference Proceedings 213 (pp. 116-131). Swedish National Centre for
School Technology Education (Cetis) and Technology and Science Education Research (TekNaD).
https://doi.org/10.3384/ecp213.XXXX (pp. 8 pages). DOI: https://doi.org/10.3384/ecp213.1463
Chimwayange, C. (2025). Unpacking the concept of ‘Vene’ and ‘Chinhu chedu’ in the ‘Second Republic’
and implications for inclusive politics and development in Zimbabwe. Journal of Asian and
African Studies. https://doi.org/10.1177/00219096251324555
Chimwayange, C. (2024). Promoting student engagement using project-based learning as service based
skills development. International Journal of Technology and Design Education.
DOI: 10.1007/s10798-024-09947-w
Kane, R. G. & Chimwayange, C. (2014). Teacher action research and student voice: making sense of
learning in secondary schools. Action Research. Vol. 12(1) Sage Publications. 52-77. DOI: 10.1177/1476750313515282
Chimwayange, C. (2011). Seventeen life decisions. Xlibris. Illinois.
Kane, R., Maw, N. & Chimwayange, C. (April 2006). Making sense of learning at secondary school: An
exploration by teachers with students”. A final report to the New Zealand Council of Educational
Research (NZCER), January 2006 (78 pages). Making sense of learning at secondary school: an
exploration by teachers with students - Teaching & Learning Research Initiative - TLRI
Chimwayange, C. (2005). Factors affecting fourth form girls’ participation and achievement in design
and technology subjects in selected secondary schools of Zimbabwe: A case study. Thesis
published in fulfillment of the requirements for the degree of Doctor of Philosophy in Education
at Massey University, Palmerston North, New Zealand.
Chimwayange, C. & Davies, J. R. (2004). Girls’ decision processes for participation in design and
technology subjects in Zimbabwe’s secondary schools. In E.W.L. Norman D. Spendlove, P.
Groover & A. Mitchell (Eds.) Creativity and Innovation, (pp. 15-20). Design and Technology
Association (DATA). Wellesbourne: Warwickshire. (6 pages).
Chimwayange, C. (1994). Metalwork: theory, drawing and design. College Press, Harare.
https://unisa.edu.au/media-centre/Releases/2025/problem-based-learning-helps-students-stay-in-school/ Scienmag, Science Daily and PhysOrg. Research featured in The Nation
| Date | Position | Institution name |
|---|---|---|
| 2022 - ongoing | Lecturer - Design and Technology | University of South Australia |
| 2005 - 2005 | Research Assistant | Massey University |
| 2000 - 2001 | High School Deputy Principal - Victoria High School, Zimbabwe | Victoria College |
| Date | Type | Title | Institution Name | Country | Amount |
|---|---|---|---|---|---|
| 1996 | Research Award | Western Australian Institute for Educational Research medal (WAIER) | Murdoch University | Australia | - |
| Language | Competency |
|---|---|
| English | Can read, write, speak, understand spoken and peer review |
| Shona | Can read, write, speak, understand spoken and peer review |
| Date | Institution name | Country | Title |
|---|---|---|---|
| 2001 - 2005 | Massey University | New Zealand | Doctor of Philosophy |
| Year | Citation |
|---|---|
| 2025 | Chimwayange, C. (2025). Unpacking the concepts of 'Vene' and 'chinhu chedu' in the 'Second Republic' and Implications for inclusive politics and development in Zimbabwe. Journal Of Asian And African Studies, online(3), 1-16. Scopus1 |
| 2024 | Chimwayange, C. (2024). Promoting student engagement using project based learning as service-based skills development. International Journal of Technology and Design Education, 35(4), 1429-1446. Scopus7 WoS6 |
| 2014 | Kane, R. G., & Chimwayange, C. (2014). Teacher action research and student voice: Making sense of learning in secondary school. Action Research, 12(1), 52-77. Scopus45 WoS28 |
| Year | Citation |
|---|---|
| - | Chimwayange, C. (2026). Ally Rather Than Mere Utility: Reimagining the Teacher and Generative Artificial Intelligence Relationship in Design Education. In Linköping Electronic Conference Proceedings Vol. 218. Linköping University Electronic Press. DOI |
Courses I teach
- 2022-2025 EDUC 2071 Materials Technologies 2
- 2022-2025 EDUC 2069 Design and Production 2
- 2022-Present EDUC 2032 Design and Technology Workshop Knowledge
- 2024-Present EDUC 1067 Technologies Curriculum 2
- 2022-Present EDUC 1073 Advanced Manufacturing
- 2022-2025 EDUC 4245 Professional Experience 4 Curriculum, Pedagogy and Assessment
- 2026-Present EDUC 2901 Professional Experience 2 Curriculum, Pedagogy and Assessment
- 2026-Present EDUC X306 Technologies Education
| Date | Role | Research Topic | Location | Program | Supervision Type | Student Load | Student Name |
|---|---|---|---|---|---|---|---|
| 2026 - ongoing | Principal Supervisor | Cultivating confidence through coaching: An examination of teacher efficacy as an outcome of instructional coaching | Adelaide University | - | Master | Full Time | Andrew Clark |
| 2025 - ongoing | Co-Supervisor | Investigating the influence of mixed and diverse pedagogies within inquiry and problem-based learning to improve pre-service teacher, teacher and student engagement in STEM education | Adelaide University | - | Doctorate | Part Time | Karl Grice |
| Date | Role | Editorial Board Name | Institution | Country |
|---|---|---|---|---|
| 2023 - ongoing | Member | College of Reviewers (CoR) | The International Journal of Art and Design Education | United Kingdom |
| Date | Office Name | Institution | Country |
|---|---|---|---|
| 1993 - 1994 | Technical Subjects National Task Force Leader | Ministry of Education | Zimbabwe |
| Date | Topic | Presented at | Institution | Country |
|---|---|---|---|---|
| 2026 - 2026 | Teacher–GenAI partnership in design and technology education: From utility to allyship | ASCILITE Conference 2026: The future is connection - Collaboration, creativity and compassion in a digital society | ASCILITE | Australia |
| 2026 - 2026 | Orchestrated co-agency: Reimagining the Teacher and Generative Artificial Intelligence Relationship in Design Education. | 12th Asian Conference on Education & International Development | ACEID | Japan |
| 2025 - ongoing | Teacher and Generative Artificial Intelligence Relationship in Design Education | Teaching and Learning Research Symposium at UniSA City West | University of South Australia | Australia |
| 2025 - 2025 | Ally Rather Than Mere Utility: Reimagining the Teacher and Generative Artificial Intelligence Relationship in Design Education. | UNISA TEACHING AND LEARNING SYMPOSIUM 2025 | University of South Australia | Australia |
| 2024 - 2023 | Unpacking the concept of ‘Vene’ and ‘Chinhu chedu’ in the ‘Second Republic’ and implications for inclusive politics and development in Zimbabwe | International Post Colonial Perspectives on Sovereignty, Self-Determination, Voice ad Citizenship | University of South Australia | Australia |
| 2023 - 2023 | Promoting student engagement using project based learning as service-based skills development | UNISA TEACHING AND LEARNING SYMPOSIUM 2023 | University of South Australia | Australia |
| 2004 - 2004 | Girls’ decision processes for participation in Design and Technology subjects in Zimbabwe’s secondary schools. | Design and Technology Association (DATA) Conference | Sheffield Hallam University | United Kingdom |
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