Academia is meant to be a provocative venture of the mind; a space where ideas clash, curiosity is rewarded, and students are guided to think critically. Yet, too often, the reality in South Sudan’s universities falls far short of this ideal.
Lecture halls, intended for learning, have become arenas where hierarchy and intimidation overshadow knowledge and engagement.
Many lecturers prioritize title over teaching. The pursuit of “Professor at University of..” has, for some, become an end in itself, rather than a commitment to cultivating young minds.
Classes of over a hundred students can be a daunting environment, yet instead of fostering interaction, some educators rely on low tones, drawn-out pauses, and sudden shifts to local dialects; practices that confuse students rather than clarify concepts.
In such settings, participation is stifled, questions go unasked, and curiosity is quietly punished. The classroom ceases to be a place of inquiry and transforms into a site of tension and anxiety.
This is not unique to a single individual. Across the board, teachers who have not adapted to modern pedagogical methods often fail to engage students effectively. Education today is interactive, requiring dialogue, feedback, and a willingness to meet students halfway.
Rigid adherence to outdated methods, lecturing without clarity, ignoring diverse learning styles, or using authority as a shield undermines the very purpose of higher education.
Reforming this culture is urgent. Teachers must be supported with training in communication, classroom management, and modern teaching methods. Universities should encourage mentorship, dialogue, and critical thinking, rewarding educators not for their titles, but for their impact on students.
A thriving academic environment is not built on fear, but on guidance, encouragement, and intellectual challenge. Only by shifting focus from hierarchy to engagement can South Sudanese universities truly nurture the thinkers, innovators, and leaders the country so desperately needs.