From engineer to educator: Samkelo Mhlophe’s innovative approach to teaching science through music

13 May 2025

Samkelo Mhlophe is changing the tempo of education by turning lyrics and beats into lessons that yield real academic results.

In a classroom at Makhumbuza High School in Umlazi in KwaZulu-Natal, a chorus of teenage voices rises in unison – not in protest, but in melody.

They’re not singing a pop song or the national anthem, but a lesson on the endocrine system. At the front of the room stands Samkelo Mhlophe, better known to online followers as Ilembe Lothisha, singing about the seven primary glands of the endocrine system. This isn’t just a life sciences class, it’s a performance, and Mhlophe is changing the rhythm of education one verse at a time.

“I didn’t choose teaching – teaching chose me,” said Mhlophe as he reflected on a path that led him from dreams of engineering to a calling in the classroom.

Growing up, he had his sights set on becoming a civil engineer. In high school, he passed up the Funza Lushaka Bursary Programme, a multiyear programme to promote teaching as a profession, as he was determined to forge a different future.

After studying civil engineering at Nelson Mandela University, reality set in. Jobs were hard to come by after graduation, and Mhlophe found himself at a crossroads. In a twist of fate, the same Funza Lushaka Bursary Programme came back into his life, this time without him even applying for it.

The bursary providers were now looking for candidates to train as teachers specialising in subjects like life sciences and physical sciences. These subjects made Mhlophe the perfect fit, since he had majored in them.

“So imagine that, the same bursary all over again and this time, I didn’t even apply,” he said, laughing. “What started as a pivot soon became a passion because now I think I was made to be a teacher,” he added.

Mhlophe began teaching in 2020, stepping into a role he had never anticipated but quickly grew to embrace. Ironically, life sciences hadn’t been his favourite subject in university, as physics was his strong suit. However, the first class he was assigned was Grade 12 life sciences, and that meant one thing: he had to not just teach the subject, but also learn to love it.

“I had to teach myself how to love life sciences, because it was my job and I needed the money. And honestly, I ended up loving it,” he said.

The seeds of his unique teaching style were planted long before he ever stood in front of a chalkboard. As a child, he remembers music being a part of daily life.

“My mom used to cook Sunday meals while singing and dancing, and she would invite us to join in. I grew up surrounded by music and I realised there’s no part of our lives that does not have music in it,” he said.

Where maskandi meets mitochondria

That early exposure would eventually become the foundation of his teaching innovation. With a natural sense of rhythm and a deepening love for the subject, Mhlophe found a way to make life sciences come alive – for him as well as his pupils.

The spark for what he would later call “edutainment” began in a rural classroom in Nkandla, where Mhlophe had his first teaching post. There, he noticed just how powerful music was for his pupils.

“They really loved music, especially maskandi,” he recalled, referring to a traditional Zulu genre rich with storytelling and guitar-driven melodies. “There was this one song they were obsessed with. I started singing it, just playing around, and as I did, I began thinking about the life sciences content they were struggling with,” said Mhlophe.

He had an idea: what if he rewrote the lyrics using scientific terms, matching the melody and flow the students already loved? He gave it a try. “I sang the topic in the rhythm of that song, just to help them remember. I didn’t think much of it. I posted it on TikTok for fun.”

What happened next surprised him. The video exploded, racking up more than 2.5 million views. But more importantly, it worked. Pupils who struggled to recall textbook facts were now easily repeating complex biology terms because they were singing them.

Mhlophe now teaches at Makhumbuza High School in Umlazi, one of South Africa’s largest townships.

It’s a place full of resilience and culture, but also daily challenges.

“The environment is not really conducive to learning. There’s crime and teenage pregnancy, and many learners are not motivated to study. Even the school infrastructure is in bad shape and we don’t have enough teaching materials. Some classrooms don’t even have doors, so when it gets cold, students just don’t come,” he said.

It was because of these tough conditions that Mhlophe realised he needed a different approach. Teaching life sciences without resources or basic materials meant traditional methods simply weren’t working.

“I had to come up with a strategy to make them want to come to class. That’s where music came in,” he said.

The idea made perfect sense to him. If pupils could memorise the lyrics of a brand-new amapiano hit by Kabza De Small, it meant they had the capacity to retain complex patterns and phrasing. “If they can sing along to that with no problem, then why not use that same rhythm to teach them about the human digestive system?”

Results that speak in rhythm

Mhlophe’s method isn’t just catchy, it’s also effective. “I’ve seen a lot of improvement in the students’ results. Almost every teacher has started using my strategies and my videos because they work. I have students telling me [in the comments] that because of my videos they got distinctions,” he said.

In the classrooms of Makhumbuza High School, pupils who once struggled to recall definitions and processes are now singing their way through scientific content with surprising accuracy. The songs not only act as memory aids, but also build confidence and excitement about subjects that used to intimidate students.

Not everyone is sold, though. Critics have argued that Mhlophe’s musical lessons encourage cramming rather than true understanding. His response? “My work speaks for itself,” he said. “I don’t even have to defend it – the results are there.”

Mhlophe said key to his impact is not just the use of music but also how he weaves in vernacular language and cultural references. Although English remains the language of instruction, Mhlophe bridges understanding by explaining concepts in both English and isiZulu, ensuring pupils first grasp the material in the language they’re most fluent in.

From viral lessons to a national vision

Despite growing support from pupils, teachers and online audiences, Mhlophe said the South African education system still has a way to go when it comes to embracing innovation. “There’s still a big resistance, but eventually the system will catch on because this works,” he said.

He believes social media platforms, particularly TikTok, are key to driving that shift. “These kids are always on their phones, so if you want to reach them, that’s where you go. The content is fun and engaging, so they stay drawn to it and they come back. People are often shocked at how catchy it is,” he explained.

Mhlophe’s videos have turned him into a household name among pupils. He now shares his methods and trains other teachers, and offers extra lessons at other schools.

When asked about collaboration, his answer was immediate.

“Definitely, I am open to sharing resources and ideas. I love it so much, because the goal isn’t for me to be worshipped for these strategies. The goal is for teachers to use them – for the benefit of the learners. That’s what it’s all about, the learners,” he said. DM

This story first appeared in our weekly Daily Maverick 168 newspaper, which is available countrywide for R35.

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South Africa

Where maskandi meets mitochondria

Results that speak in rhythm

From viral lessons to a national vision