Abstract
This study uses the lens of Activity Theory to explore the dynamics of a capacity development relationship among educators in the Global South. The research employed a qualitative approach, including questionnaires and interviews with educators from two recipient higher education institutions (HEIs). The findings highlight the importance of a staggered, structured approach to capacity development, where incremental responsibility transfer enables recipient educators to acquire essential skills in teaching, assessment, and curriculum design. Furthermore, the study underscores the importance of mutual respect, collaboration, and continuous professional dialogue within South-South teaching collaborations, contrasting this approach with traditional North-South models. The contribution of this study lies in its novel application of Activity Theory to capacity development, providing valuable insights into how shared responsibilities, tools, and feedback loops facilitate sustainable growth. This research also offers guidance on implementing a staggered capacity development approach, emphasising the benefits of long-term, contextually relevant collaborations in strengthening educational practices and institutional quality.