The Mental Health and Wellbeing: Managing the Self MOOC, hosted by the Department of Psychology in collaboration with the Academic Development Open Virtual Hub (ADOVH), took place on 11 June 2026.

The event, held in commemoration of Youth Day, marked a significant milestone in advancing accessible, student-centred mental health education within an open distance e-learning (ODeL) environment. The launch brought together academics, students, and institutional leadership to introduce this innovative MOOC, alongside a cutting-edge AI-powered chatbot designed to enhance student engagement and support. The MOOC developers include Prof Fortunate Silinda, Dr Nonhlanhla Masinga, Nathma Samie, Dr Harold Ncongwane, Dr Khuze Skosana,  David Harpestad, and Richard Wright. At the same time, reviewers included Dr Thandazile Mathabela (MOOC) and Dr Kyle Bester (chatbot reviewer).

Prof Lindokuhle Ubisi

The programme commenced with a warm welcome from Prof Lindokuhle Ubisi, Chair of the Department of Psychology, who emphasised the significance of the launch in the context of Youth Day. He reflected on the legacy of the 1976 youth, highlighting that young people today face evolving challenges such as academic pressure, financial stress and social expectations. Stressing that mental health and wellbeing are essential foundations for personal growth and societal participation, Ubisi noted that the MOOC helps democratise access to psychological knowledge.

Prof Azwihangwisi Mavhandu-Mudzusi, Director of the School of Social Sciences, delivered a powerful and thought-provoking message of support. She positioned the MOOC as a landmark initiative, which represents the realisation of a long-held vision within the College of Human Sciences (CHS). This vision has now come to fruition. This indicates that the MOOC significantly strengthens the institution’s commitment to making mental health knowledge accessible to all. Mavhandu-Mudzusi highlighted how mental health challenges have become increasingly pervasive in the digital era, placing growing strain on students’ academic wellbeing. She emphasised that these pressures are deeply interconnected, with the demands of digital engagement and academic expectations shaping young people's overall wellbeing. She further expressed strong confidence in the initiative, noting that efforts such as this MOOC play a critical role in supporting students and contributing to the broader objective of building resilience among youth.

This was followed by Silinda's presentation on the vision behind the MOOC, including its aim to democratisise psychological knowledge and make mental health education accessible to all. Drawing on CHS’s commitment to research-led teaching, Silinda explained that the course was informed by current scholarship, extensive research, and ongoing international collaboration in mental health and wellbeing. She further emphasised that, while the MOOC draws on global scholarship, it remains grounded in African perspectives and indigenous knowledge systems. She further noted that the course was developed in response to the growing recognition that students across all disciplines face shared challenges related to stress, identity, adjustment and overall wellbeing. She emphasised that psychology is not a specialised field reserved for a select few, but a universal life skill relevant and beneficial to everyone.  

The four integrated learning units of the MOOC were then introduced by their respective developers. Ncongwane explained that the first unit provides a foundational understanding of mental health and wellbeing. It guides students in recognising key determinants that influence their mental state while equipping them with essential skills in emotional regulation and coping.

Building on this, Skosana presented the second unit, which focuses on practical strategies for sustaining mental wellbeing, particularly through mindfulness and yoga. Emphasising how MOOC approaches can help students manage stress, build emotional resilience, and understand the multidimensional nature of wellbeing in their academic and personal lives.

Shifting the focus to contemporary challenges, Samie outlined the third unit, which engages directly with the realities of living in a digitally driven world. She discussed how students are supported in critically reflecting on their digital habits. Also, she explained the effects of prolonged digital engagement, including issues such as screen fatigue, social comparison, cyberbullying, and nomophobia.

Importantly, she emphasised that the unit encourages a balanced and intentional approach to technology use, in which practical digital self-care strategies promote healthier engagement.

Concluding the sequence, Masinga presented the fourth unit as a space for integration and personal application. Students are guided in developing personalised wellness plans, identifying their own stressors, applying relevant coping mechanisms, and engaging holistically with different dimensions of wellbeing. 

Ultimately, students are encouraged to take ownership of their mental health through ongoing, reflective practice, thereby contributing to improved academic success across the institution.

The launch included a demonstration of the MOOC platform hosted by ADOVH, highlighting its accessible, user-friendly design and self-paced structure, which allows learners to engage flexibly. Followed by the introduction of “Ask Noni”, an AI-powered chatbot integrated into the MOOC. Noni provides instant, 24/7 support, assisting students with navigation and clarifying MOOC content. By offering real-time guidance, the chatbot enhances engagement, supports continuous learning, and helps reduce barriers to course completion, positioning the MOOC as an innovative, student-centred initiative in AI-enabled education.

The event concluded with an interactive Q&A session that fostered meaningful engagement and prompted thoughtful reflection on the realities of online learning for students. Responding to these discussions, Mavhandu-Mudzusi reaffirmed Unisa's commitment to listening to student voices and driving continuous improvement through institutional processes. She also expressed strong confidence in the initiative, noting that efforts such as this MOOC play a critical role in supporting students and advancing the broader goal of building resilience among youth.

* Compiled by Nathma Samie, Postgraduate Assistant, Department of Psychology, and Katlego Pilane, College of Human Sciences