# South African Speech-Language Therapy and Audiology students’ experiences of academic and clinical curriculum transformation

## TL;DR

South African SLH students feel their education lacks cultural relevance and training for diverse populations.

## Contribution

The study provides evidence-based recommendations for transforming SLH curricula to be more culturally and linguistically inclusive.

## Key findings

- 60% of students reported insufficient Afrocentric content in the curriculum.
- Students with indigenous language proficiency felt more confident in clinical interactions.
- Themes included lack of representation and insufficient cultural competence training.

## Abstract

South African Speech-Language Therapy and Audiology (SLH) programmes historically followed Western frameworks, often lacking in cultural and linguistic relevance to the local context. SLH curricula and clinical training continue to face challenges in aligning with South Africa’s diverse population and healthcare needs.

To investigate South African undergraduate SLH students’ experiences of transformation in the curriculum and clinical service provision.

A cross-sectional survey design was employed on students from four South African universities. Data were collected through an online questionnaire. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was conducted on qualitative responses.

Findings revealed that most students perceived limited cultural and linguistic relevance in the SLH curriculum, with 60% indicating insufficient Afrocentric content and South African language integration. Students reported feeling underprepared for working with diverse linguistic groups, citing a lack of appropriate resources and limited training in cultural competence. Students proficient in an indigenous language reported higher confidence levels in clinical interactions. Qualitative themes included lack of representation in curriculum content, insufficient cultural competence training and desire for indigenous knowledge and Afrocentric approaches.

The study highlights critical gaps in SLH education in South Africa, particularly in the inclusion of culturally and linguistically relevant training. Recommendations include integrating Afrocentric content, indigenous language modules and practical training for working in diverse clinical settings.

This study contributes to the discourse on decolonising SLH education in South Africa, offering evidence-based recommendations to align training with the country’s diverse sociocultural and linguistic realities.