Prof Zijing Hu

Overview

Prof. Zijing Hu is an Associate Professor and accomplished researcher in the Department of Complementary Medicine at the University of Johannesburg. He is registered as a Chinese Medicine and Acupuncture practitioner. Prof. Hu holds leadership positions in several prominent national and international organizations, including: Chairperson of the Chinese Medicine and Acupuncture Association of Africa; Deputy Chairperson of the Chinese Medicine Health Management Committee, World Federation of Chinese Medicine Societies; Executive Director of the Committee for the Inheritance of Distinguished Experts, World Federation of Chinese Medicine Societies; and Director of the International TCM Medical Centre of Distinguished Sichuan Experts. He also serves as Editor-in-Chief for Complementary Medicine: Education and Research and Chinese Medicine in Africa. In 2022, Prof. Hu completed his PhD at the University of Pretoria within the minimum timeframe of two years. His doctoral research, titled “Exploring Teaching, Learning, Assessment, and Practices of the Acupuncture Programme to Improve Children’s Health,” focused on enhancing the quality of acupuncture education in higher education institutions. Prof. Hu has extensive expertise in traditional and complementary medicine and has presented his research at over 56 national and international conferences across the USA, Australia, Malaysia, China, Hong Kong, and New Zealand. His academic work centres on quality education provision, innovative teaching and learning strategies, professional teacher development, and the integration of alternative medicine within the South African context. He is a prolific researcher with numerous publications, including journal articles and book chapters, contributing significantly to both the fields of complementary medicine and health sciences education. Published articles Accredited publications Hu, Z. & Ge, Y. (2025). Improve effective debriefing through Socratic questioning in health sciences: Students’ views and perceptions. Journal of Education and Health Promotion . (In press) Hu, Z. & Qiu, C. (2025). AI teaching assistants in hybrid learning: Strengths and limitations in healthcare education. International Journal of Learning, Teaching and Educational Research , 24(7), 556-575. https://doi.org/10.26803/ijlter.24.7.27 Hu, Z. (2025). Strengthening Chinese Medicine Health Management Education through Artificial Intelligence: A South African Case Study. Educational Process: International Journal , 17, e2025344. https://doi.org/10.22521/edupij.2025.17.344 Zhang, J., Ge, Y. Du, J. & Hu, Z. (2025). The investigation of EFL teachers' cognitive emotion regulation, pedagogical beliefs, pedagogical practices, and their engagement across the curriculum. Acta Psychologica , 252(6). 10.1016/j.actpsy.2024.104673 ( Impact Factor 1.9) (SCOPUS) Hu, Z. (2024). Sustaining hybrid teaching as effective pedagogy at higher education institutions: Students’ voices. Journal of Education and Health Promotion , 13(1): 1-8. https://doi.org/10.4103/jehp.jehp_71_24 ( Impact Factor 1.4) (SCOPUS) Hu, Z. (2024). Game-based learning: Alternative approaches to teaching and learning strategies in health sciences education. Educational Process: International Journal , 13(2), 90-104. https://doi.org/10.22521/edupij.2024.132.6 (SCOPUS) Hu, Z. (2024). Strengthening critical thinking through debriefing-Experiential Learning Theory: A case study. Journal of Education and Health Promotion , 13(1), 1-9. DOI:10.4103/jehp.jehp_787_23 ( Impact Factor 1.56) (SCOPUS) Hu, Z . & Venketsamy, R. (2024). Exploring interprofessional education in higher education institutions: A South African case study. Journal of Educational Studies , Special Issue, 19-33. https://doi.org/10.59915/jes.2024.si1.2 ( Impact Factor 2.298) (DHET) Razlog, R. & Hu, Z. (2024). Improving students’ professional development through capstone projects in health sciences higher education. International Journal of Learning, Teaching and Educational Research, 23(6), 604-619, https://doi.org/10.26803/ijlter.23.6.28 (SCOPUS) Venketsamy, R. & Hu, Z . (2024). Teachers as change agents: Teaching English First Additional Language in schools in Gauteng. Reading & Writing, 15(1). DOI: https://doi.org/10.4102/rw.v%25vi%25i.431 (DOAJ) Mahoso, T., Venketsamy, R. & Hu, Z. (2024). Parents' views on teaching comprehensive sexuality education to their young children in Zimbabwean schools. The Independent Journal of Teaching and Learning, 19(1), 145-159. (DHET) Venketsamy, R. Hu, Z and Naicker, N. (2024). Foundation Phase teachers’ diverse sexual orientations and their job experiences: A South African case study. African Journal of Career Development . 6(2), a132. https://doi.org/10.4102/ajcd.v6i2.132 (DOAJ) Hu, Z. (2023). Promoting critical thinking through Socratic questions in health sciences work-integrated learning. International Journal of Learning, Teaching and Educational Research, 22(6), 137-151. DOI: https://doi.org/10.26803/ijlter.22.6.8 ( Impact Factor 1.38) (SCOPUS) Hu, Z. (2023). Emergency remote education in higher education institutions during COVID-19: Students’ voices. Perspectives in Education , 41(2), 120-133. DOI: https://doi.org/10.38140/pie.v41i2.5923 ( Impact Factor 0.94) (SCOPUS) Carpenter, D. & Hu, Z. (2023). Value of clinical observational learning in work-integrated learning in health sciences education: Students’ views and experiences. International Journal of Learning, Teaching and Educational Research , 22(6), 552-567. https://doi.org/10.26803/ijlter.22.6.29 ( Impact Factor 1.38) (SCOPUS) Venketsamy, R., Baxen, E. & Hu, Z. (2023). Student-on-teacher violence in South Africa’s Tshwane South District of Gauteng Province: Voices of the victims. African Journal of Teacher Education , 12(1), 49-69. https://doi.org/10.21083/ajote.v12i1.7077 ( Impact Factor 2) (DOAJ) Hu, Z. , Venketsamy, R. & Pellow, J. (2022). University students’ experiences of the teaching and learning of an acupuncture programme: A South African case study. International Journal of Learning, Teaching and Educational Research, 21(12), 107-125. https://doi.org/10.26803/ijlter.21.12.6 ( Impact Factor 1.38) (SCOPUS) Hu, Z. (2022). COVID-19 patient’s views and experience of Traditional Chinese Medicine treatment in South Africa. Alternative Therapies in Health and Medicine , 28(7), 65-71. https://pubmed.ncbi.nlm.nih.gov/35648696/ ( Impact Factor 1.804) (SCOPUS) Hu, Z. & Venketsamy, R. (2022). Traditional Chinese Medicine to improve rural health in South Africa: A case study for Gauteng. Health SA Gesondheid , 27(0), a1871. https://doi.org/10.4102/hsag.v27i0.1871 (SCOPUS) Venketsamy, R. & Hu, Z. (2022). School leaders’ responsibilities for ensuring safe schools for teaching and learning during COVID-19. Perspectives in Education , 40(2), 3-16. DOI: http://dx.doi.org/10.18820/2519593X/pie.v40.i2.2 (SCOPUS) Hu, Z. , Venketsamy, R. & Razlog, R. (2022). Exploring health sciences students' experiences of interprofessional education to improve quality learning outcomes. Journal for the Education of Gifted Young Scientists , 10(3), 385-398. DOI: http://dx.doi.org/10.17478/jegys.1126020 ( Impact Factor 3.021) (DOAJ) Venketsamy, R., Hu, Z ., Helmbold, E., & Auckloo, P. (2022). Implementing the Japanese Lesson Study as a professional development tool in South Africa. Journal for the Education of Gifted Young Scientists , 10(3), 349-362. DOI: http://dx.doi.org/10.17478/jegys.1129982 (DOAJ) Hu, Z. & Venketsamy, R. (2022). Implementation example of TPACK model in health sciences education: Exploring of the students’ views on clinical simulation in the acupuncture programme at a South African University. Journal for the Education of Gifted Young Scientists , 10(2), 251-263. DOI: http://dx.doi.org/10.17478/jegys.1092471 ( Impact Factor 3.021) (DOAJ) Venketsamy, R. & Hu, Z. ( 2022). Exploring challenges experienced by foundation phase teachers in using technology for teaching and learning: a South African case study. Journal for the Education of Gifted Young Scientists , 10(2), 221-237. DOI: http://dx.doi.org/10.17478/jegys.1085660 ( Impact Factor 3.021) (DOAJ) Venketsamy, R., Scholastica, M. & Hu, Z. (2021). Exploring challenges experienced by teachers teaching number sense in the foundation phase. In M. Qhobela, M.M.E. Ntsohi, & L.G. Mohafa (Eds). Book of Proceedings of the 29th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (pp. 154-168). Lesotho: SAARMSTE. Venketsamy, R., Smart, L. & Hu, Z. (2021). Creating and leading a learning environment in diverse Foundation Phase classrooms in a South African school. Journal for the Education of Gifted Young Scientists , 9(4), 349-364. DOI: http://dx.doi.org/10.17478/jegys.1012179 ( Impact Factor 3.021) Venketsamy, R., Hu, Z. & Beyer, M. (2021). Teacher experiences of learner retention in the foundation phase and its effect on learners’ academic progress and social development. In M. Chitiyo, Seo, byung-In & U.I. Ogbonnaya (Eds). Book of Proceedings of the 9 th edition of South Africa International Conference on Education (SAICEd 2021) (pp. 1-12). African Academic Research Forum. 18-19 November 2021. ISBN 978-0-620-97133-1 Luo, J., Zheng, X., Hu, Z., Wu, J., Wei, S., Ye, Z., Chen, W. Lin, N. & Li, J. (2014). Relationship between Renying pulse augmentation index and Cunkou pulse condition in different blood pressure groups. Journal of Traditional Chinese Medicine, 34(3), 279-285. (SCOPUS) Book chapters Venketsamy, R., Hu, Z. , & Naicker, N. (2025). Teachers’ Use of Anatomically Correct Models within Comprehensive Sexuality Education. In L. Ubisi (Ed). The Psychosexual Experiences of Individuals with Visual Impairment in South Africa . Pretoria: University of South Africa. Venketsamy, R., Hu, Z. , & Wilson, C. (2023). School Leaders’ Attitude Towards the Use of Digital Technology in the Early Grades. In M. Modise, E. Fonsén, J. Heikka, N. Phatudi, M. Bøe, & T. Phala (Eds.), Global Perspectives on Leadership in Early Childhood Education (pp. 177–195). Helsinki University Press. https://doi.org/10.33134/HUP-20-11 Venketsamy, R. & Hu, Z. (2023). Understanding Dyscalculia: An African perspective. In H. Maapola-Thobejane & M.O. Maguvhe (Eds). Handbook of Research on Shifting Paradigms of Disabilities in the Schooling System . IGI Global: Pennsylvania. https://www.igi-global.com/chapter/understanding-dyscalculia/332472 (SCOPUS) Other publications (Publications in other languages/non-accredited journals) Venketsamy, R., Hu, Z ., Putri, A. & Mamogale, S. (2025). Systemic challenges affecting teachers’ instruction of mathematics in the early grades. Journal for the Child Development, Exceptionality and Education, 6(1), 61-69. Hu, Z. (2024). Reimagining Curriculum Transformation: Improving learning outcomes through contextualised game-based learning in higher education . Johannesburg: University of Johannesburg. Zhang, J. & Hu, Z. (2024). Advancing game-based learning in higher education through debriefing: Social constructivism theory. Journal for the Education of Gifted Young Scientists , 12(1), 15-27. DOI: http://dx.doi.org/10.17478/jegys.1394242 Hu, Z. & Zhang, J. (2024). Chinese herbal medicine treatment in five mild COVID-19 cases: South African case studies, Complementary Medicine: Education and Research , 1(1), 30-37. https://doi.org/10.62415/RFIX6198 Peng, Y. & Hu, Z. (2024). Comparison of acupuncture education, policies and regulations in South Africa and mainland China. Complementary Medicine: Education and Research , 1(1), 1-13. https://doi.org/10.62415/LCHZ6669 Zhang, J. & Hu, Z. (2023). Higher Education in Traditional Chinese Medicine in South Africa: Current Status, Challenges, and Strategies: A Case Study of the University of Johannesburg. Medicine and Philosophy , 44(13), 74-77. doi: 10.12014/j.issn.1002-0772.2023.13.16 Hu, Z. & Venketsamy, R. (2023). Assessment in a health science programme at a South African University: views and experiences of students. Journal for the Education of Gifted Young Scientists , 11(2), 211-224. DOI: http://dx.doi.org/10.17478/jegys.1264118 ( Impact Factor 1.17) Hu, Z. & Razlog, R. (2023). The use of game-based learning to enhance student engagement in the acupuncture programme: South African students’ opinions. Journal for the Education of Gifted Young Scientists , 11(2), 113-123. DOI: http://dx.doi.org/10.17478/jegys.1277401 ( Impact Factor 1.17) Hu, Z. , Zhang, J. & Razlog, R. (2023). Exploring students’ views and experiences of an acupuncture programme at a South African university: Case study. Insight - Chinese Medicine , 6(1), 1-10. Insight - Chinese Medicine, 1-4. doi: 10.18282/i-cm.v6i1.574 Hu, Z. (2023). 擦亮中医药这张亮丽的中华文化名片[Polish up the beautiful Chinese cultural representative: Chinese medicine]. People’s Daily , 11 Aug 2023. Hu, Z. (2023). A short review based on the article entitled “Traditional Chinese medicine to improve rural health in South Africa: A case study for Gauteng”. Insight - Chinese Medicine , 1-4. doi: 10.18282/i-cm.v6i1.574 Venketsamy, L. & Hu, Z. (2023). The risk stratification of the diabetic foot and foot neuropathy in patients in the greater Durban area. Psychology Research on Education and Social Sciences , 4 (1), 7-19. https://dergipark.org.tr/en/pub/press/issue/76424/1263230 Zheng, X., Luo, J., Wei, S., Wu, J., Ye, Z., Chen, W., Lin, N., Hu, Z. (2015). 高血压患者人迎脉Wave Intensity 与脉象参数的相关性研究 [Correlation research of Renying pulse wave intensity and pulse condition parameters in the patients of hypertension]. World Journal of Integrated Traditional and Western Medicine , 0(12), 1688-1692. Z. , Hu, Y., Hang, X., Zheng, X., Lin, Z., Liao, H., Hu, T., Guo, J., Luo, J. & Ren, L. (2014). 针药并用治疗呕吐1例 [Heal vomiting with both herbal medicine and acupuncture]. Journal of Practical Traditional Chinese Medicine , 30(7), 659-660. Z. (2014). 针药并用治疗频繁呕吐 [Stop frequent vomiting using herbal medicine & acupuncture]. China News of Traditional Chinese Medicine , 2014-2-28. Hu, Z., Zheng, X., Xue, S. & Hu, Y. (2011). 小柴胡汤的临床应用进展 [Clinical application progress of Xiao chai hu decoction]. Modern Journal of Integrated Traditional Chinese and Western Medicine , 20(2), 254-256. Hu, Z., Zheng, X. & Xue, S. (2010). “透热转气”临证应用 [Clinical application of ‘Inducing Heat into Qi Phase’]. Research in Traditional Chinese Medicine ,23(10), 58-60. Hu, Z. (2010). 中医科研≠西医化翻译 [Research in traditional Chinese Medicine ≠ Simple translation into western medicine]. China News of Traditional Chinese Medicine, 2010-6-18. Hu, Z., Zheng, X. & Xue, S. (2010). “入营犹可透热转气”发微 [Ru ying you ke inducing Ying Heat into the Qi Phase’ Elucidation of the Subtleties]. Journal of Practical Traditional Chinese Internal Medicine, 24(11), 27-28.