Dr Gita Mistri

BIOGRAPHY

Gita Mistri holds a PhD in Education, bringing a wealth of experience in academic professional development in educational technology and higher education development. She is a recipient of the prestigious Teaching Advancements at Universities (TAU) Fellowship. Her research focuses on the sociology of education and the effective use of technology to improve learning-teaching interactions in universities. As a TAU fellow she examined digital competence frameworks through a social justice lens and developed an artefact exploring the perspectives of academics on the arrival of generative artificial intelligence in higher education.

Gita Mistri plays a vital role within the eLearning unit at the Centre of Excellence in Learning and Teaching, by coordinating professional development programmes for academics, supervising Master’s students and contributing to national initiatives in higher education. Her expertise lies in ensuring the meaningful integration of digital tools into the classroom to enhance the learning experience. Her research has been published in journals such as Higher Education and Postdigital Science and Education. Her work explores topics such as social reflexivity in collaborative research and the impact of technology on educational equity.

PUBLICATIONS AND CONFERENCES

Lewis, J., Mistri, G., Pritchard, M., Blose, M., De Villiers, F., Joubert, V., (2023) Learning Technologies for Today and Tomorrow: A Digital Collection of Insights and Tips for Academics. Virtual presentation at the IAFOR Asian Conference on Education, Tokyo.

Czerniewicz, L., Mistri, G., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., . . . Wissing, G. (2020). A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education, 2(3), 946-967. doi:10.1007/s42438-020-00187-4

Leibowitz, B., Bozalek, V., Farmer, J., Garraway, J., Herman, N., Mistri, G., . . . Winberg, C. (2017). Collaborative research in contexts of inequality: the role of social reflexivity. Higher Education, 74, 65-80.