BACKGROUND:
Ubuntu (also Unhu/Utu), a Bantu philosophy centred on relational humanity, community, and shared responsibility, is rarely embedded in Higher Education (HE) despite its alignment with participatory and community based pedagogies. This project, situated within a collaboration by the Imperial College London School of Public Health and the University of Nairobi (UON), sought to explore how Ubuntu principles could support student led learning, belonging, and community building within HE settings. A workshop held with UoN students formed the cornerstone of this inquiry.

METHODS:
Using a deliberative dialogue approach consistent with public engagement, the workshop was co-created with UoN student representatives and followed a structured plan including (i) introduction to Ubuntu, (ii) small group moderated discussions, (iii) thematic synthesis, and (iv) collaborative reflection. Sessions ran for 3.5 hours with breaks and refreshments to support comfort and inclusion. Participants were grouped in tables of 5-8 to ensure equitable voice and peer moderated dialogue. Data were recorded and shared via flip chart notes and presentations, showcasing group reflections across themes such as community, responsibility, collaboration, and barriers to solidarity.

RESULTS:
The participatory model successfully enabled students to articulate lived experiences of Ubuntu within education. Students highlighted the value of shared roles based on strengths, guidance and mentorship, collective problem solving, and community centred learning. They also identified structural challenges, including peer pressure, tribalism, limited diversity exposure, financial constraints, and inequitable participation. The inclusive workshop design—emphasising storytelling, consensus-building, and co leadership—was perceived as empowering and reflective of Ubuntu ethics.

CONCLUSIONS:
This workshop model demonstrates how Ubuntu aligned pedagogical processes can strengthen educational capacity by embedding equity, dialogue, and mutual responsibility into learning environments. The approach directly aligns with WCPH streams on Education and Capacity Strengthening and Community Engagement, illustrating a replicable participatory methodology for fostering relational learning cultures in African and global HE contexts.