Empowering Students to Create Change: Insights from Our Learning Facilitators

Digital Frontiers Institute offers exceptional learning experiences that equip professionals, teams, institutions, and communities with the capabilities, confidence, and connections they need to drive inclusive digital transformation. One of the core components of our learning journeys is our outstanding learning facilitators. Besides the subject matter experts who lead the programmes, our learning facilitators are often the faces our students and alumni recognise or work with most. 

Two of our learning facilitators are sharing their thoughts, experiences, and favourite moments from their roles throughout their time at Digital Frontiers, as well as what they hope students can learn from their learning journeys.  

Caitlin Arendse: Teaching with Purpose 

For the past three years, I’ve had the privilege of supporting professionals from across the globe as they deepen their knowledge and confidence through our programmes. Being part of their learning journey has been one of the most rewarding roles I’ve held, filled with growth, connection, and plenty of inspiring conversations. 

Fostering Inclusive Learning 

My approach to facilitation is grounded in creating a welcoming and educational space where every student feels seen, heard, and supported. I’m constantly aware that I’m working with a diverse group of learners, professionals from across the globe who bring unique experiences, cultures, and industry insights into the virtual classroom. 

Because of this, inclusivity is at the heart of how I facilitate. This involves being intentional about using accessible language, encouraging participation from all voices, and making space for different perspectives to be shared and valued. I aim to create an environment where learners don’t just absorb content, they connect with it, challenge it, and relate it to their own lived realities. 

Building Connection and Community in the Virtual Classroom 

One of my most memorable experiences as a Learning Facilitator happened during my first year, just as the academic year was coming to a close in December. I had several students reach out to express their gratitude for the support and guidance I provided throughout their learning journey. It was a deeply meaningful reminder of the impact we can have, even in a virtual space. 

I also have fond memories of engaging class calls filled with thoughtful discussion and mutual learning. Hearing different perspectives from students across industries and regions, and watching them learn from one another, is always a highlight for me. Those moments of connection and collaboration are what make this role so fulfilling. 

A particular example that stands out for me is the Certificate in Digital Money (CIDM) course, one of our flagship programmes. It runs over 10 weeks, which allows for deeper engagement and stronger connections with students over time. I especially enjoy the “Student of the Week” posts, a unique feature of the course that gives us a glimpse into individual journeys, reflections, and insights. 

These posts are a wonderful way to celebrate our learners and the progress they’re making, while also creating space for others in the cohort to connect and relate. It’s always inspiring to learn more about each student, where they’re coming from, what they’re passionate about, and how they’re applying what they’re learning. 

From Course Content to Career Impact 

I want students to walk away from the course not only with new knowledge and insights, but also with a strong sense of community. One of my hopes is that they carry these learnings into their everyday professional lives, applying concepts in practical and meaningful ways. 

The League of Digital Finance Professionals LinkedIn group is an example of this in action; it is a dedicated space where students and alumni can share their stories, experiences, and professional updates. It’s also a great way to stay connected, celebrate achievements, and continue learning from one another long after the course has ended. 

Passion Meets Practice 

I love this role because it gives me the incredible opportunity to work with professionals and industry experts from around the world, supporting them on their academic journeys. It is both inspiring and humbling to be part of their growth and to witness the dedication they bring to their learning. 

This role also deeply aligns with my own values around continuous professional development, a principle that was central to my studies at the University of Cape Town while working toward my teaching degree. Over the past three years, I have grown immensely, not just as a facilitator but as a lifelong learner myself. Each cohort brings new perspectives, challenges, and lessons that continue to shape the way I approach learning and leadership. 

I want to encourage all students to embrace a mindset of lifelong learning, not just as students of the world but also within their professional and academic spheres. Learning is a continuous journey that extends far beyond any course or certificate. One of the most rewarding aspects of this experience is the strong sense of community that forms among learners. Through shared challenges, discussions, and successes, students connect with peers who inspire and support them. This community becomes a powerful resource, one that continues to grow and thrive long after the programme ends. 

To leave you with some inspiration, I often think of Nelson Mandela’s words: “Education is the most powerful weapon which you can use to change the world.” It is a reminder that every step of learning brings us closer to making a positive impact in our lives and the lives of others. 

 

Hlumani Peggy Mkhusane: Curiosity for Change 

I have been a learning facilitator at Digital Frontiers Institute for almost three years. I’m passionate about education because I believe it is a shared experience and the one thing that no one can take away from you. Stepping into the role of a learning facilitator has been one of the most enriching chapters of my professional journey. Each class call is an opportunity not only to guide but also to learn alongside curious minds. 

A Personalised Approach to Facilitation 

I’ve worked with a wide range of learners who have different ages, backgrounds, and learning goals. My approach is very learner-centred, so I try to adapt to each student’s needs rather than taking a one-size-fits-all approach. 

To keep things supportive and engaging, I focus on building a unique relationship with each student, so they feel seen and valued. I make sure everyone is treated with respect, and I try to create an environment where they feel comfortable asking questions or sharing concerns. I also send check-in messages at the start and end of the week, and I respond promptly to any queries. My students often tell me how much they appreciate that personal touch. 

For me, it’s about making learning feel less like a formal task and more like a journey we’re on together. 

When Learning Sparks Change 

One of the things I love most about class calls is how engaged students are; they share their insights, ask each other questions, and even challenge the subject matter expert if they disagree with something. What’s great is that these sessions aren’t just about students learning from me or the subject matter expert; I also learn from them. They often bring in examples from their own countries and backgrounds, so I get to see how ideas and concepts apply in different contexts. 

I especially enjoy when the learning goes beyond the classroom. It is so encouraging to see students take what we discuss and put it into practice in real life. One memorable moment for me was during our Gender Equality Changemakers programme. A student shared that the course made her feel empowered to challenge unfair treatment at her workplace. She told us about a senior position she had been aiming for, which ended up being given to a new male colleague who was less qualified. She knew he would likely end up asking her for help anyway, so she challenged HR and the board about their decision. In the end, they recognised her qualifications and gave her the role. 

Moments like these remind me why I do this work. Seeing a student take what they’ve learned, use it confidently, and create real change for themselves is incredibly rewarding. 

Asking, Challenging, and Growing 

The core skills and values I aim to instill in my students are confidence, critical thinking, and the ability to apply what they’ve learned in real-life situations. I want students to feel empowered to speak up, challenge ideas respectfully, and see themselves as active contributors to their workplaces and communities. I also try to model openness and curiosity, so they know it’s okay to ask questions, share perspectives, and learn from others. 

Long after the class ends, I want my students to remember that their voices matter, that they have the right to challenge things that are not right, and that learning is not just something that happens in a classroom. It’s something they can take with them and use to shape their futures. 

 

As learning facilitators, both Hlumani and Caitlin have had the privilege of walking alongside a diverse range of students on their journeys of continued professional development, where they integrate valuable perspectives and experiences into their learning environments. These interactions also enrich the professional journeys of our learning facilitators, who learn and grow with their students. Digital Frontiers Institute remains committed to fostering inclusive, learner-centred spaces where individuals are empowered to think critically, engage meaningfully, and apply their learning in real-world contexts.  

We hope that both students and learning facilitators leave class calls with a renewed sense of confidence, a strong professional network, and the tools to effect positive change in their communities and workplaces.  

 

By Caitlin Arendse and Hlumani Peggy Mkhusane
Digital Frontiers Institute’s Learning Facilitators at Digital Frontiers