Ubuntu as a Humanising Pedagogy in Nursing Education: A Meta‐Synthesis

This article explores the key elements and application of Ubuntu as a humanising pedagogy within nursing education, highlighting its potential to foster culturally responsive and inclusive learning environments. Although indigenous philosophies like Ubuntu have historically been marginalised in formal nursing education in South Africa, they provide a powerful framework for restoring students’ identities and bridging the gap between traditional curricula and the expectations of patients for culturally informed care. Rooted in African traditions of communal interconnectedness, Ubuntu holds significant promise for addressing the health needs of diverse populations by cultivating empathy, compassion and social justice. A systematic search strategy, using keywords related to Ubuntu as a humanising pedagogy in nursing, was applied across multiple databases to identify relevant qualitative research. A meta‐synthesis of 14 studies was conducted using Noblit and Hare’s (1988) meta‐ethnographic approach, synthesising the literature on Ubuntu as a transformative pedagogical approach. The analysis identified key elements of Ubuntu and its application in teaching and learning practices, emphasising self‐awareness, nurturing positive relationships, implementing responsive instructional practices, fostering teamwork and leveraging students’ linguistic resources for meaningful learning. The findings reveal that Ubuntu fosters transformative learning by promoting personal and collective growth, enhancing cultural competence and challenging dehumanising practices. Integrating Ubuntu into nursing education can bridge cultural gaps, contribute to the development of socially just healthcare professionals and enrich nursing practices by aligning educational outcomes with the needs of diverse communities.