Exploring Legitimation Practices in Nursing Education Curriculum : A Specialisation Code Analysis of Knowledge and Dispositions in a South African University of Technology

Abstract

This study explores the integration of numeracy within higher education curricula, using a case study from a South African University of Technology. It investigates how academic staff across faculties conceptualise, plan for, and embed numeracy in their teaching practices, particularly in the context of curriculum transformation and widening access. Drawing on Legitimation Code Theory (LCT) as the primary analytical framework, the study employs a qualitative case study approach, analysing interviews, curriculum documents, and planning artefacts. The findings highlight varying levels of awareness, conceptual clarity, and pedagogical strategies among lecturers when it comes to numeracy integration. The study identifies challenges including disciplinary silos, lack of shared understanding, and limited institutional support. However, it also surfaces promising practices, such as interdisciplinary collaborations and reflective curriculum design, that offer pathways for embedding numeracy meaningfully. The study argues that planning for numeracy requires both epistemological and social accountability, particularly in universities serving diverse student populations. It concludes by proposing a framework for enhancing numeracy through deliberate curriculum planning, cross-faculty dialogue, and professional development. The insights aim to inform higher education policy and practice in contexts grappling with curriculum transformation, equity, and academic literacy in quantitative reasoning.