THEOLOGICAL PEDAGOGIES:Reflections on place, process, person and practices in teaching and learning theology in times of crisis

Abstract

This chapter explores the sociotechnical aspects of theological pedagogy in the South African context. South African higher education institutions (HEIs) have sought to incorporate Information and Communication Technologies (ICTs) into teaching and learning – efforts that must be understood against the backdrop of an unequal higher education (HE) landscape. As a discipline, theology emphasises critical thinking and contextual engagement. However, epistemological foundations of theological education in South Africa often remain disconnected from African social realities, despite repeated calls for decolonised education. The emergence of generative artificial intelligence (GAI) not only raises concerns about academic integrity and plagiarism but also about the contextual dimension of theology. This chapter examines the twofold crises facing theological education in South Africa: The bias of GAI and curriculum transformation. To equip future leaders in the church and society, theology must be deeply rooted in its context, understand the impact of the digital divide for student success and critically discuss the implication of artificial intelligence (AI) bias for the pursuit of an African theological pedagogy.