Since taking up the role of Head of the School of Education on 1 January 2026, Dr Abraham de Villiers has brought a globally informed, classroom-grounded perspective to STADIO Higher Education’s teacher training approach.
His career, shaped across under-resourced and high-pressure environments in both South Africa and the United States, centres on preparing educators for the realities of complex classrooms.
De Villiers holds a Bachelor of Science from the University of Kentucky, a Master’s in Educational Leadership and Administration from California State University, and a Doctorate in Educational Leadership, Administration and Policy from Pepperdine University. His professional journey includes teaching high school science through Teach for America (an NPO focused on widening access to quality education by placing recent graduates in under resourced schools), serving as Deputy Principal, and later leading a high school in South Central Los Angeles.
“Working in these communities shaped my belief that every child deserves access to an excellent education, supported by teachers who are trained in student centred, socially responsible practices and fully prepared for the realities of any classroom in South Africa.
“Dr de Villiers is passionate about teachers and teacher training, and we’re delighted he’s stepping into this role, after acting as Head of the school for several months prior to his permanent appointment in this position,” says Dr Stan du Plessis, CEO of STADIO Higher Education. “While education systems differ, the underlying challenges facing many classrooms are often shared and the need for well-prepared teachers is universal. We look forward to seeing how Dr de Villiers strengthens programme quality, refines teaching practice, and ensures our graduates are equipped for the realities of the classroom, wherever they end up teaching.”
Supporting improved access
“We want to build a School of Education that becomes the first choice for anyone in South Africa who wants to become a teacher,” says De Villiers. “That means widening access, supporting School of Education students through a deeply student-centred approach, and preparing them confidently for the world of work.”
With upwards of 80% of STADIO’s students enrolled in distance learning, De Villiers also sees an opportunity to strengthen the impact of this mode of learning by making it more connected and responsive, to “feel deeply connected and human”.
“By embracing student‑centred design, offering accessible support structures, and ensuring flexible pathways, we can widen access while still delivering a rich, engaging learning experience,” he says.
Developing capable and confident teachers
De Villers notes that many newly qualified teachers feel underprepared for the demands of diverse classrooms, highlighting the need for earlier and more meaningful practical experience, as well as stronger training in inclusive education.
“Balancing theory and practice is critical,” he says. “We need to ensure that students graduate not only with knowledge, but with the confidence and competence to thrive in real classrooms. Input from schools, practitioners, employers, and students helps us adapt our programmes so they remain aligned with both societal needs and the changing world of work. Flexibility and responsiveness are key.”
Success, he says, will be measured not only by programme performance, but by readiness of graduates entering the profession. “If our students leave us feeling prepared, supported, and proud of the role they’re stepping into, then we are on the right track.”
