| Moleboheng Mokhele - Ramulumo | |
| I look for opportunities to deepen my understanding and insight | Consistently |
| I believe that people are more than their work and I am spiritually emotionally and socially considerate | Consistently |
| I take time to think about work and the changes happening around us | Consistently |
| I see how the work done today affects work that may be required tomorrow | Consistently |
| I consider and discuss how decisions and actions could affect other work groups | Consistently |
| I share information and listen to others to make better decisions | Consistently |
| I pay attention to local and international current affairs which impact our business | Consistently |
| I take time to understand the rest of our business | Consistently |
| I look for ways to improve our business processes and for reducing siloes | Consistently |
| I am very aware listen really well and notice important clues that are not obvious to others | Consistently |
Please provide examples of how you demonstrate systems thinking and sense-making ability in your career (Approx 100-300 words) | |
| I demonstrate systems thinking and sense-making by engaging with education as a complex, interconnected system shaped by cultural, social, emotional, technological, environmental, and institutional factors. I intentionally augment scientific knowledge with spiritual, cultural, social, and emotional intelligence, recognising that learning, particularly in early childhood, is deeply relational and rooted in identity, language, and lived experience. I regularly step back from activity to interpret complex and changing circumstances such as climate uncertainty, digital transformation, and persistent educational inequities. This reflective practice enables me to understand cause-and-effect relationships across systems and to design responses that are both contextually grounded and future-oriented. It was within this context that I developed Renewable Rangers, a digital educational game designed to introduce young children to climate change, renewable energy, and environmental stewardship in playful, developmentally appropriate, and culturally meaningful ways. The game is structured around a national mission to restore electricity during South Africa’s load-shedding crisis, positioning children as active problem-solvers. As provinces light up on a national map, children engage with a powerful visual metaphor illustrating how learning can transform real-world challenges. Renewable Rangers reflects deliberate systems thinking through its place-based, culturally grounded design. For example, in the Free State, children meet a Sotho-speaking scientist at the Gariep Dam who introduces hydropower alongside Basotho eco-friendly traditions. Similar provincially situated narratives, spanning tidal, geothermal, wind, solar, and hydrogen energy, integrate indigenous knowledge, language, geography, and science, enabling children to connect learning to their cultural identities and everyday realities. Central to this work is framework i developed "A conceptual framework for early childhood science education for global citizenship education", which ensures coherence between curriculum, representation, experience, and sustainability, while promoting self-directed learning and inclusive participation, including adaptations for children with hearing and visual impairments. Beyond the digital game, hands-on activity stations further support embodied learning and systems understanding. Therefore, by sharing insights across research, community engagement, and policy contexts, and by listening perceptively to educators, children, and stakeholders, I integrate information to improve decision-making and processes. My work is informed by global priorities such as sustainability and global citizenship, while remaining responsive to local realities. Through embracing perspective-shifting experiences and thinking beyond the obvious, I demonstrate adaptive judgement, intuition, and a deep capacity for sense-making within complex educational systems. |
