Module leader 

• PYC 3714 Psychological Research
• PYC 1513 Introduction to Psychological Intervention Perspectives

Short learning programmes/generation of third stream income for the University

Programme in psychosexual development of persons with visual impairment: a lifespan approach

• DHIS11A: Psychosexual development in early childhood (birth to age 11)
• DHIS12B: Psychosexual development in puberty (ages 12-18)
• DHIS13C: Psychosexual development in adulthood and beyond (age 19 and above)
• DHIS14D: Practical application of psychosexual education

• Sexuality of children and youth (comprehensive sexuality education in schools)
• Sexuality of individuals with disabilities (sexual and reproductive health rights)
• Sexuality of counter-normative genders and sexualities (gender and sexuality diversity)

• Psychology of Sexual Minorities
• Disability & Sexuality
• Evil & Sexuality
• Marginalisation
• Identity Politics

Edited books

• Ubisi, L.M. (Ed.). (2025). The Psychosexual Experiences of Individuals with Visual Impairment in South Africa. Unisa Press. ISBN: 9781776152131

Book chapters

• Ubisi, L.M. & Kagola, O. (2025). Responses of teachers of visually impaired learners to displays of sexual behaviour on school premises. In: Ubisi, L.M. (Ed.). The Psychosexual Experiences of Individuals with Visual Impairment in South Africa. Unisa Press.
• Ubisi, L.M. (2020). Comprehensive sexuality education for learners with visual impairment. In M.M. Sefotho & R. Ferreira (Eds.), Teaching learners with visual impairment (pp. 321-345). AOSIS: Durbanville.

Articles from independent work

• Ubisi, L.M. (2026). Troubling the cisheteronormative body as an abled-bodied and cisgendered body. South African Review of Sociology, accepted. https://doi.org/10.1080/21528586.2026.2618096
• Ubisi, L.M. (2025). Psychology in South Africa’s responses to marginalised identities and the decolonial project, The Thinker, 105(4), 100-110. https://doi.org/10.36615/rbp60w79.
• Ubisi, L.M. (2025). Care and support for visually impaired learners negotiating diverse gender and sexuality identities. International Journal of Inclusive Education, 1-17. https://doi.org/10.1080/13603116.2025.2475288
• Ubisi, L.M. (2024). Child sexual abuse amongst visually impaired learners: Teachers’ and hostel caretakers’ experiences. Child Abuse Research in South Africa, 25(1), 1-12. https://hdl.handle.net/10520/ejc-carsa_v25_n1_a3
• Ubisi, L. M. (2024). Queering the role of hostel carers within the sexuality education of visually impaired learners. African Journal of Career Development, 6(2), 6. a133. https://doi.org/10.4102/ajcd.v6i2.133. 
• Ubisi, L.M. (2023). A comparative analysis between the religious and comprehensive sexuality education policies in South African schools. Journal of LGBT Youth, 20(1), 112-128. https://doi.org/10.1080/19361653.2021.1875282
• Ubisi, L.M. (2023). A literature review of South African schools for the blind and their use of educational sexual models in comprehensive sexuality education. Journal of Education (University of KwaZulu-Natal), (91), 37-51. http://dx.doi.org/10.17159/2520-9868/i91a03
• Ubisi, L.M. (2023). The complexities of delivering a home-school based comprehensive sexuality curriculum to visually impaired learners. Perspectives in Education, 41(4), 435-447. https://doi.org/10.38140/pie.v41i4.7082.
• Ubisi, L.M. (2021). Addressing LGBT+ issues in comprehensive sexuality education for learners with visual impairment: Guidance from disability professionals. Sex Education, 21(3), 347-361. https://doi.org/10.1080/14681811.2020.1803058
• Ubisi, L.M. (2021). De/coloniality, disabled sexualities and anti-oppressive education: a review of Southern African literature. South African Journal of Psychology, 51(1), 175-185. https://doi.org/10.1177/0081246320956419
• Ubisi, L.M. (2021). The sexuality of disabled bodies and individuals with disability in south africa's comprehensive sexuality education scripted lesson plans. Sexuality and Disability, 39(2), 291-307. https://doi.org/10.1007/s11195-021-09676-1
• Ubisi, L.M. (2021). Queering South Africa’s protective school policy for LGBT+ youth: The Nare Mphale case. Journal of Educational Studies, (si1), 106-138. https://hdl.handle.net/10520/ejc-jeds_v2021_nsi1_a7
• Ubisi, L.M. (2020). Analysing the hegemonic discourses about comprehensive sexuality education in South African schools. Journal of Education. 4(81), 118-135. http://dx.doi.org/10.17159/2520-9868/i81a07 .
• Ubisi, L.M. (2020). Using governmentality and performativity theory to understand the role of social attitudes in young people with visual impairment access to sexual and reproductive health services. Gender & Behaviour, 18(2), 15399-15408. https://hdl.handle.net/10520/ejc-genbeh-v18-n2-a19 

Articles from postgraduate supervision

• Dagada, T. & Ubisi, L.M. (2026). Constructions of gender and sexuality amongst visually impaired men in a rural context, Gender Questions, accepted.
• Nyath , P. N., & Ubisi, L.M. (2024). Gender-based Violence amongst Black Visually Impaired Women in Intimate Relationships: A Literature Review. Gender Questions. https://doi.org/10.25159/2412-8457/15534. 
• Molekoa, M. T., Ubisi, L.M., Sefotho, M.M., & Ferreira, R. (2023). Full-service schoolteachers’ views of career construction for learners with visual impairment. International Journal for Educational and Vocational Guidance, 23, 421–440. https://doi.org/10.1007/s10775-021-09510-2.

Articles from local collaboration

• Ubisi, L.M., Kagola, O., Mboweni, S., Malapale, R., Matakhanye, H., Risenga, R., & Tsabedze, W.F. (2025). Prevalence, responses, and strategic interventions of child pregnancies in South Africa. Cogent Social Sciences, 11(1), 2594279. https://doi.org/10.1080/23311886.2025.2594279.
• Ubisi, L.M. & Tsabedze, W. (2024). Anatomically correct models for visually impaired learners: Teachers’ perspectives. Health Education Journal, 83(8), 855-867. https://doi.org/10.1177/00178969241274708.
• Ubisi, L.M., Tsabedze, W.F., & Fourie, E. (2023). Intersections of gender and sexual diversity in the career trajectories of LGBT+ individuals. African Journal of Career Development, 5(1), 1-5. https://doi.org/10.4102/ajcd.v5i1.81

Articles from community engagement/engaged scholarship

• Ubisi, L.M., Risenga, R., Tsabedze, W.F., Mathabela, T., Mabena, K., Mnguni, M., Masinga, N., Mdlolo, B., Genqese, N., Nkuna, M., Mathebula, A., Morake, E., Mabona, N., Thwala, T., Ajuwon, P.M. (2025). "We are not Blind Researchers": Entering and negotiating power and privilege in schools for the blind as sighted researchers. The Thinker, 103(2), 161-170. https://doi.org/10.36615/zc6qdd35

International conferences

• International Conference on Designing Effective Educational Instructions (ICDEEI-25) scheduled for 12th - 15th November 2025 | Dubai, UAE.
• International Conference on Biopolitics and Sexuality (ICBS-25), Sheraton Miyako Hotel. scheduled on the 5th -9th September 2025 | Tokyo, Japan. 
• South Africa – Sweden University Forum (SASUF) Research and Innovation Week, 13-17 May 2024. "Development of peer sexuality education for intellectually and visually impairedchildren: A South African and Sweden collaboration" | Malmo, Sweden.
• 1^st annual Sex Ed Lecture Series Speaker's Retreat, 11-13 of August, 2023. “Sex Ed from a Multicultural Context” | Philadelphia, USA. 
• 16th annual International Conference of Education, Research and Innovation,13th-15th of November, 2023. “Anatomically Correct Models for Visually Impaired Learners: Teachers’ Capacity” | Seville, Spain.

Bursary awards

• BA in Psychological Counselling: Funded by Ekurhuleni Municipality Bursary Scheme, 2012-2014
• MA in Social & Psychological Research: University of the Witwatersrand's Centre of Excellence Scholarship, 2017
• University of the Witwatersrand's Hon to PhD 5-Year Scholarship 

Awards based on research/scientific excellence/contribution

• 2024 - Ongoing Member: South African Young Academy of Science (SAYAS)

Exchange programmes

• 2024-2026: UNISA Vision Keeper’s Exchange Programme: Anatomically Correct Models for Visually Impaired Learners: Teachers’ Capacitation

Cycle 1: 2024 (3 months in the United States)

• Springfield, Missouri (Jul 2024)
• Austin, Texas (Aug 2024)
• Atlanta, Georgia (Sep 2024)

Cycle 2: 2026 (2 months in the United States)

• City University of New York, New York City (Feb-March 2026)

College/school/departmental involvement 

• 2023 - 2024: Ethics Reviewer for the College of Human Sciences' Ethics Review Committee (CREC)
• 2023 - Ongoing: School of Social Sciences' Representative for the College of Human Sciences' Disability Unit (CHSDU)
• 2022 - Ongoing: Member of Departmental Research & Innovation Committee 
• 2022 - Ongoing: Coordinator for the Departmental Scientific Review Committee 

Membership in local and international associations

• 2024 - Ongoing: Member of the Mixed Methods International Research Association
• 2023 - Ongoing: Additional Member of the Executive of PsySSA’s Sexuality and Gender Division

External grants

• Project leader (2025 - 2030): NRF Y2-Rating Research Incentive Fund. Value of grant: R50 000
• Project leader (2025 - 2027): NRF Competitive Support for Unrated Researchers: Anatomically Correct Models for Visually Impaired Learners: Teachers’ Capacitation. Value of grant: R196 000
• Project leader (2021-2023): NRF Thuthuka PhD-track grant: Development of a comprehensive sexuality education manual for learners with visual impairment. Value of grant: R377 660

Internal grants

• Project leader (2024-2025): Unisa Innovation Support Programme: Anatomically Correct Models for Visually Impaired Learners: Teachers’ Capacitation. Value of grant: R100 000

Community engagement/engaged scholarship/curriculum transformation projects

• Project leader (2024-Ongoing): Developmental school sexual health for visually impaired learners. Allocated budget: R170 984

Tenders/nationally-based research

• Research leader (2024-2025): The identification of skills needs for persons with disabilities and the role that can be played by the post-school education and training sector to address skills needs. Health and Welfare Sector Education and Training Authority (HWSETA). Allocated budget: R485 519 

Patents/trademarked products for educational purposes

• Founder (2023 - Ongoing): Touch & Feel Anatomy^TM (TFA): Design and production of dolls and anatomically correct models to use during comprehensive sexuality education lessons for visually impaired learners
• Project leader (2023/24): Manual for comprehensive sexuality education for learners with visual impairment in South Africa (1st edition)