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Dealing with contextual issues is accorded high priority in South African school curricula. Higher education institutions are required to offer certificate-bearing programmes, which take into account this turn in school curricula. Appropriate contexts to incorporate in such programmes are essentially an unresolved issue. This article reports a study, within the domain of curriculum responsiveness, on contexts teachers would prefer learners to be exposed to. Quantitative and qualitative analyses of data obtained through a survey indicate that teachers have a strong preference for health promotion and socioeconomic issues. They least prefer issues which have the potential to inculcate negative behaviours prevalent in environments of low socio-economic status. Notwithstanding the contexts that teachers prefer, it is concluded that there is a need for a balance between the contexts deemed appropriate by academics, teachers, parents, learners and others involved in contexts-driven curricular enterprises.

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