Another feather in the cap for Dr Israel Mulaudzi
The hard working church woman receives a second PhD
The Village Voice
Dr Israel Mulaudzi who earlier had a Doctor of Philosophy in Educational psychology has done it again.
This time she has acquired her second doctoral degree, this time in English.
Her pursuit for a second doctorate is hailed as a “strategic and deeply personal commitment to advancing educational excellence and language development in South Africa.”
She began her career as a teacher at Lurenzheni Primary School, where her passion for learner development and leadership led to her appointment as the school principal.
She later served as a part-time lecturer at the University of Venda for five years, contributing to the training and mentorship of future educators.
But there was a snag.
Although she had completed a PhD in Educational Psychology, Dr. Mulaudzi encountered challenges in practising as an educational psychologist.
The handicap was her undergraduate training being rooted in education rather than psychology.
She then decoded that as she had majored in English, Linguistics, and Theology, she could realign her professional path with her early academic strengths and national educational priorities.
She then enrolled for an Honours degree in English, followed by a Master’s, and subsequently pursued a second Doctor of Philosophy (PhD) in English.
This was not only a response to the evolving needs of the education system but also a testament to her resilience and dedication to lifelong learning.
“I was privileged to work under the guidance of Prof. M.N. Lambani, Prof. E.K. Klu, and Dr. F.T. Nephawe, who were my supervisors,” she says.
Dr. Mulaudzi’s second PhD in English, completed within two years, and is titled:
“Exploring Digital Strategies for English First Additional Language Reading Used by Grade 4 Learners: A Case of Thohoyandou Cluster.”
The study investigates how digital tools and platforms can support the development of reading proficiency in English First Additional Language (EFAL) among Grade 4 learners in rural primary schools. Her research critically evaluates the effectiveness of these strategies within the context of resource-limited educational environments.
She says her research responds to South Africa’s on-going literacy challenges, especially in rural contexts where reading outcomes remain alarmingly low.
“By identifying practical, innovative digital strategies for EFAL instruction, this work contributes significantly to the transformation of traditional teaching practices,” she says and adds. “It offers evidence-based recommendations that can guide teachers, curriculum developers, and policymakers in enhancing reading pedagogy using accessible technologies.”
Academics say that beyond academia, Dr. Mulaudzi’s work has far-reaching implications.
“It promotes digital inclusion, supports teacher development, and empowers learners through improved engagement and literacy skills. Her research plays a pivotal role in equipping rural schools with tools for 21st-century learning and reducing educational inequalities,” says the Dr
