This Women's Month, we're celebrating the academic staff at Stellenbosch 肆客足球 (SU) who are shaping minds and inspiring excellence through their teaching. These remarkable educators bring passion, innovation and dedication to the classroom, helping students thrive and succeed. Their stories reflect the impact of women at the heart of SU's academic community.
Prof Bronwynè Coetzee, an associate professor in the Department of Psychology, holds a prestigious TAU (Teaching Advancement at Universities) Fellowship and is a National Research Foundation (NRF) Y1-rated researcher. With a background in health psychology, her teaching and research centre on youth mental health, critical pedagogy, and inclusive education. Passionate about student growth and ethical engagement, Coetzee combines intellectual rigour with care, using technology and dialogue to create transformative learning environments that empower the next generation of psychologists and educators.
Can you tell us a bit about your background?
My journey in academia began at SU, where I pursued my undergraduate studies in human life sciences and later completed my PhD in psychology. Early on, I became fascinated by the intersection of health and human behaviour, particularly how psychosocial factors influence treatment adherence and mental health in vulnerable populations. Teaching followed naturally from my research interests, but my true passion for it was sparked during my early roles as a tutor and junior lecturer in psychology. I realised then that teaching could be transformative, not just about content delivery, but about opening space for critical thought, debate, and connection. That sense of shared learning continues to drive my passion today.
Did you have any teachers, mentors or role models who left a lasting impression on you?
I've had several mentors and role model over the years. As a student, I was guided by lecturers who encouraged critical thinking and grounded their teaching in the South African context, which helped me see the relevance and responsibility of psychology in our society. Later, as I began to find my own footing in academia, I was especially influenced by colleagues who modelled a relational and student-centred approach to their teaching. They were also thoughtful mentors who encouraged reflection, collaboration, and care in academia. Their example shaped my belief that good teaching is not simply about expertise or performance, but about building trust, making space for difference, and holding on to the human dimensions of education.
Is there a particular aspect of your course or subject area that you especially enjoy teaching?
I teach across both undergraduate and postgraduate levels and view each of these teaching spaces as opportunities to support student growth, curiosity, and confidence. Teaching at these levels has challenged me to think carefully about accessibility and engagement ensuring that every student, regardless of background, feels supported and that they belong. In a context like ours, where higher education has often been experienced as alienating or exclusionary, it's essential that teaching fosters a sense of belonging, and shared purpose. While I value all aspects of my teaching portfolio, I hold a particular passion for postgraduate teaching. In my seminars, students are encouraged to engage deeply with complex and often emotionally charged topics. Many draw on their own experiences and insights, which enriches the learning environment and grounds theory in lived reality. I love seeing them shift from passive learners to actively shaping the conversation and envision how they might use what they learn in practice and in their own lives.
What does it mean to you to be a woman in academia today?
It is both rewarding and challenging. Academia is a space that offers a lot of opportunity, but it also comes with real pressure. For many of us, that sits alongside other responsibilities whether that's raising children, caring for family, or simply trying to live a balanced and full life. Over time, I've learned to be more intentional about how I work and what I prioritise. I've realised that it's possible to lead and teach with empathy and kindness, and that consistency and care often matter just as much as credentials. I've also come to see the value of being honest with students and colleagues about the challenges that come with academic life – not to discourage them, but to make space for real conversations about how we support one another and grow.
How do you incorporate technology in your teaching, and what role do you think artificial intelligence (AI) will play in the future of higher education?
Technology plays an integral role in my teaching practice, particularly in enhancing accessibility and engagement across large and diverse student cohorts. I try to experiment with it in and see what works best for the students and myself. AI is already embedded in the way we work, and I believe it will become increasingly central to the future of higher education. I use AI tools in my own academic work and encourage my students to do the same. That said, the presence of AI in teaching and learning makes it more important than ever to prioritise the development of critical thinking, academic literacy, and ethical reasoning. As educators, our role is not to resist these technological shifts, but to help students navigate them in ways that strengthen learning, uphold academic integrity, and prepare them for an increasingly digital academic and professional world.
PHOTO: Stefan Els
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