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Bridging the Digital Divide: Technology Enhanced Teaching of Xitsonga at the Tertiary Level in South Africa
The rapid growth of digital technologies is changing the way teaching and learning happen in higher education, creating new and exciting opportunities for African languages such as Xitsonga, especially within Universities of Technology. This paper looks at how technology-enhanced teaching can act as “digital bridges” that link what happens in the classroom with wider linguistic, cultural, and community contexts. In doing so, it seeks to strengthen language use and make learning more accessible and inclusive. More specifically, the paper focuses on how digital tools are used in teaching Xitsonga, how they support student engagement and learning, how they extend learning beyond the classroom into everyday life, and what challenges are experienced in the process. Drawing on Constructivist Theory (Piaget, 1972), Social Interactionist Theory (Vygotsky, 1978), and Connectivism (Siemens, 2005), the study shows that digital environments give students more active roles in their learning. They are able to build knowledge for themselves, collaborate with others, and access a wide range of multilingual resources through connected digital spaces. It also draws on earlier research by Valoyi (2025), which highlighted the difficulties faced by non-Xitsonga-speaking students at a University of Technology in Gauteng, including language barriers, limited institutional support, and challenges in engaging with Xitsonga as an academic subject. A qualitative case study approach was followed, using document analysis, classroom observations, and reflective field notes, with the data analysed thematically to identify key patterns. The findings indicate that digital tools such as learning management systems, mobile applications, and social media platforms can improve student participation, encourage collaboration, and deepen engagement with Xitsonga. They also help to take learning beyond the classroom into real-life community contexts, making the language more relevant and meaningful. However, the study also highlights ongoing challenges, such as unequal access to digital resources, a shortage of Xitsonga digital content, and limited institutional support. Overall, the study shows that, if used thoughtfully, digital technologies have strong potential to revitalise, decolonise, and sustain the teaching and learning of Xitsonga in higher education, although these challenges still need to be addressed.
Copyright (c) 2026 Brian Valoyi https://creativecommons.org/licenses/by-nc-sa/4.0
Explore How Leaders in OR Tambo Inland District Address Socio-Economic and Cultural Challenges in Schools
This study examines the critical role of school leaders in tackling socio-economic and cultural challenges in secondary education within the OR Tambo Inland region. By analyzing leadership strategies and community engagement, it highlights the importance of adaptive leadership in creating equitable educational settings. The research, utilizing qualitative methods through interviews and focus groups with school leaders, teachers, and community stakeholders, identifies strategies to overcome barriers affecting student outcomes. Key findings indicate that effective leadership includes collaboration, community partnerships, and culturally relevant curricula, with an emphasis on resilience and adaptability. Concluding that school leaders are pivotal in navigating these complexities, the study recommends that educational policies enhance support for school leaders through tailored professional development and resources.
Copyright (c) 2026 Jawuse Zizipho, Thanduxolo Nomtshongwana, Andrea Mqondiso Buka https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Educators’ and Learners’ Perceptions of Factors Influencing Quality Teaching and Learning in Public Schools in the O. R. Tambo District, Eastern Cape South Africa
This research article critically explored the perceptions of educators and learners regarding factors influencing quality teaching and learning in public schools of the O.R. Tambo District, Eastern Cape, South Africa. Employing a qualitative analysis of secondary sources and content analysis of interview transcripts, the study systematically examined the main challenges confronting educators, learners’ experiences of educational engagement, the impact of school infrastructure, and the role of parental and community involvement. The findings revealed that barriers in curriculum implementation, inadequate professional development, and pervasive socio-economic adversity significantly impaired classroom effectiveness. Learners identified limited motivation, adverse peer relationships, and restricted access to learning resources and technology as impediments to their academic achievement. Moreover, insufficient physical infrastructure and resource scarcity, compounded by weak administrative support, further constrained both teaching and participation. The research also underscored the vital influence of parental engagement and community partnerships, while highlighting persistent barriers to effective home–school collaboration. By triangulating these findings with current literature, the study provided nuanced insights into the multifaceted nature of educational quality in rural South Africa and underscored the urgent need for integrated, context-sensitive interventions. The article concludes by advocating for systemic improvements in curriculum support, resource provision, teacher development, and community engagement to foster equitable educational outcomes.
Copyright (c) 2026 Vuyokazi Maqhubela https://creativecommons.org/licenses/by-nc-sa/4.0
Financial Control and Women’s Socio-economic Development in Lafia Metropolis of Nasarawa state, Nigeria
This study examined the impacts of financial control on women’s socio-economic development in Lafia Local Government Area (LGA) of Nasarawa State, with specific focus on income control, denial of access to resources, and financial exploitation. A total of 130 questionnaires were administered across selected markets and residential areas in Lafia metropolis. Data were analyzed using frequency and percentage distributions. Findings revealed that income control was the most prevalent form of abuse, as 44.6% of respondents reported spending restrictions, 38.5% were denied access to their own money, and 33.8% experienced frequent financial monitoring. Denial of resources also emerged as a significant barrier, with 42.3% unable to meet personal needs, 36.9% prevented from doing business, and 38.5% experiencing worsening economic conditions. Financial exploitation further compounded women’s challenges, as 30.8% were forced to take loans or give money, 33.8% were deceived financially by partners, and 32.3% were made responsible for debts they did not incur. These practices not only reduced women’s capacity to save and invest but also entrenched dependency and cycles of poverty. The study concludes that financial control in Lafia LGA is widespread and reinforced by cultural norms, structural inequalities, and weak institutional support, thereby undermining women’s empowerment and socio-economic independence. It recommends stronger legal frameworks, expansion of financial literacy and empowerment programmes, and the establishment of community-based support systems to provide legal, financial, and psychosocial assistance to victims, thereby promoting sustainable development and gender equality.
Copyright (c) 2026 Stephen Sunday Ojo, Sunday Adesina Ayesoro, Obiageri Angelina Odife, Deborah Ibechone Peter https://creativecommons.org/licenses/by-nc-sa/4.0
TESDA National Certification and Job Placement of UM-CHE Graduates: A Correlation Analysis
The tourism and hospitality industry requires professionals who are competent and job-ready. This study examined the perceived significance and contribution of TESDA National Certification (NC) to the job placement of graduates from the University of Mindanao–College of Hospitality Education (UM-CHE). TESDA NCs aim to validate competencies in food and beverage services, front office operations, and tour guiding. Using a descriptive-correlational design, data were collected from 103 UM-CHE graduates from 2016 to 2020 to determine the role of NCs in employability. Results indicated that NCs are moderately beneficial, particularly in securing entry-level positions aligned with graduates’ qualifications. The highest perceived benefit was competency validation and job positioning, while lower impact was observed on long-term outcomes such as promotion, salary growth, and regularization. Correlation analysis revealed a significant relationship between perceived importance and employment contribution. Overall, TESDA NCs serve as valuable but non-exclusive tools for employability, emphasizing the need to strengthen curricula and instructional strategies aligned with industry-demand certifications.
Copyright (c) 2026 Ara Mae T. Cuison https://creativecommons.org/licenses/by-nc-sa/4.0
The Relationship Between Instructional Leadership and Student Learning Outcomes
This study investigated the relationship between instructional leadership and student learning outcomes at two selected universities in the Eastern Cape, employing a mixed-methods research design. It examined how instructional leadership practices impact academic success and student experiences. A convergent parallel design combined qualitative (interviews, observations, document analysis) and quantitative data (student performance records, course evaluations, and questionnaires for lecturers and students). The research targeted four local universities, selecting two intentionally, with qualitative participants including two deans, two department heads, five senior lecturers, one curriculum coordinator, and ten students. The quantitative sample consisted of 120 students and 35 lecturers, selected using convenience sampling. Grounded in Hallinger and Murphy’s Instructional Leadership Model and Spillane’s Distributed Leadership Theory, findings indicated varying implementations of instructional leadership, inconsistent curriculum alignment, and a significant link between leadership practices and academic achievement. The results emphasise the importance of instructional leadership in enhancing educational quality, with recommendations for university-wide leadership standards, mentoring frameworks, collaborative curriculum design, and formal student feedback mechanisms.
Copyright (c) 2026 M. J. Gwiliza, N. Diko https://creativecommons.org/licenses/by-nc-sa/4.0
Semantics and Contextual Meanings in Traditional Ndebele Communities in Zimbabwe
The study examined the impact of semantics and its contextual meanings in traditional Ndebele communities in Zimbabwe. The focus of the study was on the linguistic development by classifying and examining changes in meaning of words due to their use, immediate contexts and inflection. The study adopted a qualitative approach while participants were purposively selected. Gathering techniques employed in collecting data from selected participants were interviews and observations. The analysis and discussions were derived from the contextual meanings and on how they change in relation to their immediate contexts. The study also examined semantic challenges encountered in the sphere of linguistics. Thus, through cultural education, learners and community members were enlightened on the contextual meanings resulting from critical interpretation of the words. Findings revealed that the study of semantics in linguistics is inevitable as long as IsiNdebele is taught as subject in schools and used for communication purposes in society. Also highlighted was that lack of understanding meanings in relation to their contexts results in distortion, misinterpretation and misrepresentation of issues which consequently yields to poor examination performance. From a cognitive perspective, this research emphasised that semantics is a crucial phenomenon in linguistics affirming that meanings are contextually determined rather than absolute. Therefore, it is recommended that a pragmatic approach be adopted, one that explores the relationship between language and context, and how meaning is created and negotiated in social interactions.
Copyright (c) 2026 C. Bhebe, M. Khosa https://creativecommons.org/licenses/by-nc-sa/4.0
The Combined Mediating Effects of Student Engagement and Academic Resilience on the Relationship Between Social Support and Self-Efficacy of Senior High School Students
This study investigated the combined mediating effects of student engagement and academic resilience on the relationship between social support and self-efficacy. Using a quantitative, non-experimental correlational design, data were collected from 420 public Senior High School students across eight school divisions (South Cotabato, General Santos City, Sarangani, Koronadal City, Kidapawan City, Cotabato, Tacurong City, and Sultan Kudarat) in Region XII, Philippines. The study employed a stratified random sampling, specifically a proportional allocation technique, and survey methodology using adapted survey questionnaires that underwent reliability and validity testing using Cronbach’s alpha. Further, this descriptive study employed statistical measures such as mean, standard deviation, Pearson Product-Moment correlation, and path analysis. Results revealed high levels of all four variables: social support, student engagement, academic resilience, and self-efficacy. Moreover, social support, academic resilience, and student engagement demonstrated positive correlations with self-efficacy. Path analysis showed that social support has a significant total effect on students’ self-efficacy, primarily through direct effect. However, the indirect effect, representing the combined mediating effects of student engagement and academic resilience, was not statistically significant. Findings of this study indicated that the pathways through student engagement and academic resilience do not significantly explain the relationship between social support and self-efficacy. Hence, the results suggested that the primary mechanism by which social support affects self-efficacy is through direct influence, with limited evidence for a combined mediation occurring in this model. Lastly, the study contributed to understanding self-efficacy in academic settings and provided practical implications for Senior High school students, teachers, and school administration.
Copyright (c) 2026 Celerina R. Pamonag, Eugenio S. Guhao, Jr. https://creativecommons.org/licenses/by-nc-sa/4.0
The Challenges Teachers Experience When Trying to Enhance Learners’ Epistemic Access in History
Despite in-depth research that has been made on how rural teachers may enhance learners’ epistemic access, teachers still encounter challenges on enhancing learners’ epistemic access. This study aims to explore rural teachers’ experiences that make it challenging for them to enhance rural learners’ epistemic access in history. This study employed interpretivism paradigm and phenomenology design within qualitative research. Decoloniality was used as a theoretical framework. Purposive sampling was employed to select 20 participants, constituting of eight Grade 9 history learners, one parents of each learner, and four Grade 9 history teachers from 3 rural towns. Interviews, observations and document analysis were used to generate data, while thematic analysis was used to code, thematise, analyse and interpret the data. The findings and discussions revealed that rural learners’ epistemic access may be impeded by lack of teachers’ diversity awareness influence on learners’ epistemic access, inability to promote critical thinking, teacher pedagogy such as teacher-centeredness, the challenges of teachers in developing learners’ historical skills, and the inappropriate use of historical resources. These findings demonstrate coloniality of knowledge, which impedes learners’ epistemic access. Therefore, this study suggests that Department of Basic Education should introduce translanguaging effectively in rural schools, to teachers. Also, it should provide them with materials such as semiotic resources for the purpose of enhancing learners’ epistemic access in History.
Copyright (c) 2026 Kagiso Lekhethe, Boitumelo Moreeng, Pfuurai Chimbunde https://creativecommons.org/licenses/by-nc-sa/4.0
Using Dynamic Cone Penetrometer (DCP) to Assess Geotechnical Properties of Basra Subbase Soils
The evaluation of subbase layers is essential for the performance of pavement structures, particularly in regions with variable soil conditions such as Basra, Iraq. The Dynamic Cone Penetrometer (DCP) test is widely used due to its simplicity, cost-effectiveness, and ability to provide continuous in-situ soil profiling without the need for sample extraction. This study investigates the relationship between the Dynamic Cone Penetration Index (DCPI), dry density, and moisture content for three commonly used subbase materials (Types B, C, and D) in Basra. A comprehensive experimental program was conducted using both DCP and Sand Replacement Method (SRM) tests under controlled laboratory conditions. Tests were performed at three moisture contents (4%, 6%, and 8.5%) and varying compaction efforts, resulting in a total of 270 test trials. The results revealed a clear inverse relationship between DCPI and dry density, while moisture content showed a significant influence on both parameters. A graphical method was developed to estimate in-situ dry density based on DCPI and moisture content. The proposed method demonstrated good agreement with SRM results, indicating its potential as a rapid and reliable alternative for field density estimation. This approach can significantly reduce testing time and cost in geotechnical site investigations.
Copyright (c) 2026 Zainab Falih Al-Yasiri, Osamah S. Abdulkareem Al-Salih, Ammar J. Dakhil https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Polygamous Marriages on Family Functioning and Cohesion in Xisomisana by F.A. Thuketana
In recent years, there has been much focus on research tailored to unpack and address disputes and societal developments involving polygamous families. In contemporary settings, many people practise polygamy worldwide for societal, cultural, religious, spiritual or personal reasons. As per custom, polygamous relationships have been illustrious in demonstrating how masculinity always often triumph over femininity across polygamous relations, including women-to-women traditional socialisation contexts. The aim of the study is to investigate the impact of polygamous marriages in selected Xitsonga literary texts. The study adopts a qualitative research approach in the collection and analysis of data. Data will be collected through a solicitous reading of the selected texts in search of depicted polygamous marriages using purposive sampling. Textual analysis will assist the researcher to interpret and make sense of polygamous marriages in selected Xitsonga fictional texts. The study will be anchored by the Radical Feminist Theory in exploring the dynamics in which the complexities of the institution of marriage within the gamut of polygamy is censored within and without phallocentric polygamous families in literature. The findings of the study reveal how women in polygamous relationships suffer, both in the hands of men and in the jealousy hands of senior co-wives.
Copyright (c) 2026 T. J. Bila, O. R. Chauke https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the Implementation of Sesotho Home Language Curriculum Content and Pedagogy in Higher Education Classrooms
This study examines the practical realities of teaching Sesotho through direct classroom observations, which is essential for understanding how pedagogical strategies, curriculum goals, and linguistic practices align or fail to align in actual teaching environments. The study explores the implementation of the Sesotho home language (HL) curriculum content and pedagogy within higher education institutions. It uses the Curriculum Alignment Theory (CAT), which focuses on aligning curriculum, instruction, and assessment. A qualitative case study approach was adopted to focus on four lecturers from the Faculties of Humanities and Education at a single university. Data were gathered through classroom observations and analysed using thematic analysis. Lecturers highlight a significant tension between the sequencing of curriculum content and pedagogical approaches, as well as between shifting policy objectives and the practical realities of the classroom. The findings underscore the lecturers’ need for varied strategies to align curriculum content with pedagogy, supporting curriculum reform that equips preservice teachers with the necessary knowledge to teach Sesotho effectively.
Copyright (c) 2026 Pinki C. Mohanoe, Martha Khosa https://creativecommons.org/licenses/by-nc-sa/4.0
Building Trust and Authority: Stepparents’ Experiences of Discipline and Boundary-Setting in Blended Families
Blended families present unique challenges for stepparents, particularly in establishing authority, setting boundaries, and building trust with stepchildren. This qualitative study explored stepparents and stepchildren lived experiences of discipline and boundary-setting within blended family contexts in Johannesburg, South Africa. Guided by Social Learning Theory and a transformative paradigm, the study employed interpretive phenomenology to examine the behavioural, relational, and structural factors shaping stepparent–child interactions. Data were collected through in-depth semi-structured interviews with ten stepparents and ten young adults raised by stepparents and analysed using Interpretative Phenomenological Analysis. Findings indicate that stepparent authority is negotiated rather than assumed, especially in the absence of biological ties, and initial resistance, boundary testing, and fear are common during early interactions. Over time, authority and trust develop through consistent, fair, and responsive caregiving, reinforced by supportive biological parents and open communication. Harsh or coercive discipline may yield short-term compliance but often undermines trust and emotional well-being, whereas respect-based authority grounded in empathy fosters sustainable relational bonds. Participants highlighted patience, deliberate communication, and emotional regulation as critical strategies for navigating stepfamily dynamics. These findings underscore the importance of gradual role integration, collaborative co-parenting, and fairness in fostering stepfamily cohesion, demonstrating that effective stepparenting emerges from relational negotiation, modelling, and mutual respect rather than control or fear. The study provides practical insights for stepparents and biological parents seeking to enhance trust, authority, and emotional security within blended families.
Copyright (c) 2026 Phumuzani Mpofu, Abraham Moyo https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Grade 10 Accounting Learning by Building Partnerships Between Schools and Businesses
The study examined the enhancement of Grade 10 accounting education through strategic partnerships between schools and businesses. Traditional classroom instruction often fails to provide students with practical experience and real-world relevance, impacting their motivation and understanding. The study aimed to examine stakeholders’ perceptions of these collaborations and their effects on students’ practical understanding and engagement in accounting. The study was guided by Partnership Theory in Education. A qualitative research approach was adopted. Data were collected through semi-structured interviews and focus group discussions involving Grade 10 accounting teachers, students, and industry representatives. Thematic analysis was utilised to identify key themes and interpret participants’ perspectives. Purposive sampling was employed to select forty-two students, two teachers, and one business representative directly involved with the partnerships, ensuring rich and relevant data. Findings revealed that industry collaborations significantly enhance the quality of accounting instruction by making lessons more practical, motivating, and relevant to future careers. Students reported increased confidence and engagement through exposure to real-world accounting applications, while teachers valued access to current industry resources and authentic examples. The study concluded that well-structured partnerships between schools and businesses are crucial for enriching Grade 10 accounting education. The study recommended clear frameworks for partnership development, continuous teacher training, curriculum co-design with industry, and expanded practical opportunities, such as internships, to fully realise the benefits of such collaborations.
Copyright (c) 2026 Olwethu Solundwana https://creativecommons.org/licenses/by-nc-sa/4.0
Challenges and Enablers to Higher Education Leadership
Women remain underrepresented in leadership positions in Higher Education (HE) globally, including South Africa, despite gender equality policies and transformation agendas. However, some women can break through the “glass ceiling” and reach these positions. Hence, this qualitative case study explores the lived experiences of nine women leaders in a South African university to examine the barriers and enablers shaping their leadership trajectories. Data that was generated through semi-structured interviews. The Reflexive Thematic Analysis approach was applied to analyse the data. The findings revealed persistent barriers, including the need to continually prove competence to male colleagues, a lack of institutional support, and balancing family and professional responsibilities. Enablers such as affirmation from senior colleagues, professional networks, mentorship, supportive institutional cultures, and family support assisted the women in advancing to leadership. The findings revealed a disconnect between equity policies and everyday practices, emphasising the need for HE institutions to apply a dual approach: dismantling structural and cultural inequities while institutionalising programmes that build networks, mentorship, and inclusive leadership pathways to foster the presence of women in academic leadership positions.
Copyright (c) 2026 Nonjabulo Fortunate Madonda https://creativecommons.org/licenses/by-nc-sa/4.0
Self-Reflective Teacher Model for Creating LASS in EFL Classes
Language acquisition requires a specific environment to support learners in acquiring native-like fluency. Developed by Jerome Bruner, the Language Acquisition Support System (LASS) plays a crucial role in language acquisition. In the case of the first language (L1), the support system comes automatically from parents and the environment in which the child was born. On the contrary, in the case of the acquisition of a foreign language (L2), there would be no such support system or environment to foster the acquisition. To bridge the gap, the teachers of L2 need to play a crucial role in creating and developing LASS by simulating the features of the system. However, language teachers find the creation of LASS and the facilitation of relevant environments quite challenging. Assuming that the hard-trenched beliefs and opinions that teachers hold as an important factor that hinders teachers' ability to create such a classroom environment, this study has developed a ‘self-reflective teacher model’ based on the philosophical underpinnings of Ayn Rand, Jiddu Krishnamurthy, and Terry Borton to support teachers in understanding about the reality of their beliefs and enable them to create LASS in their classes. The model was employed by 36 EFL teachers with favourable outcomes in creating LASS in their classes. The inferential statistics drawn from the data collected from the experiences of the 36 teachers through a 10-item Likert scale confirm the viability of the model, which can be used and developed further for improving students' acquisition of the language and communicative competence.
Language Acquisition Support System (LASS)
Copyright (c) 2026 Srinivasa Rao Idapalapati https://creativecommons.org/licenses/by-nc-sa/4.0
Development and Validation of Multi-Methods Discovery Based Physics Learning Devices to Enhance Critical Thinking in Senior High School Students
The development of critical thinking skills remains a significant challenge in senior high school physics education. Innovative learning approaches based on multi-method discovery strategies hold promise for enhancing students’ conceptual understanding and cognitive abilities more effectively. This study aimed to develop and validate physics learning materials grounded in a multi-method discovery framework to improve critical thinking skills among high school students. A descriptive research approach was utilized to assess the feasibility and validity of the instructional materials, which encompassed teaching modules, lesson plans, student worksheets, and instructional media. Validation was conducted by three experts specializing in physics education, instructional technology, and multimedia learning, employing expert validation sheets and quantitative analysis through Aiken’s V coefficient. The results indicated that all components of the learning materials attained Aiken’s V values above 0.77, classifying them as valid and suitable for implementation with minor revisions. Constructive feedback from the validators informed the refinement process to ensure alignment with discovery learning principles and the current curriculum standards. This study provides valuable contributions to the creation of interactive and innovative physics learning tools that foster critical thinking skills essential for 21st-century education.
Copyright (c) 2026 Muliadi Said, Helmi Abdullah, Muhammad Arsyad, Erma Suryani Sahabuddin, Abdullahpandang https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ Perceived Effectiveness of Peace Education in Addressing Violence and Bullying among Pupils in Kwara State
Violence and bullying in Nigerian primary schools continue to threaten pupils’ academic, emotional, and social well-being. Although peace education (PE) has been integrated into the national curriculum to promote tolerance and non-violent conflict resolution, its effectiveness depends largely on teachers’ perceptions and preparedness. This study investigated the perceptions of primary school teachers in Kwara State, regarding the role of peace education in addressing violence and bullying among pupils. The research employed a descriptive survey design, with a sample of 800 teachers selected using random sampling techniques across 40 primary schools. Data were collected using Role of Peace Education in Addressing Violence and Bullying among Children Questionnaire (RPEAVBCQ) with r=0.85 and analyzed through descriptive of percentage and mean and inferential statistics of t-test and Analysis of Variance (ANOVA). The findings revealed that teachers’ perception of the role of peace education in addressing bullying and violence in primary schools is positive with mean value of 3.19 and 3.25 respectively. Moreover, the study established that teachers’ perceptions varied significantly based on their gender and age. The study recommends enhanced teacher training programmes, stronger policy support, and community sensitisation efforts to promote peace education as a sustainable solution to school-based aggression. The findings contribute valuable insights for educational stakeholders and policymakers seeking to foster safer, inclusive, and non-violent primary school environments in Nigeria.
Copyright (c) 2026 Olabisi ADEDIGBA https://creativecommons.org/licenses/by-nc-sa/4.0
Predictive Modelling of Health Status Awareness Among Academic Staff of Tertiary Institutions in Kogi State, Nigeria Using Random Forest
This study investigates the level of health status awareness among academic staff in selected tertiary institutions in Kogi State, Nigeria. The research employed both descriptive statistical methods and machine learning techniques specifically the Random Forest classification algorithm to identify key factors influencing health awareness. A structured questionnaire was administered to 316 academic staff, capturing variables such as age, gender, marital status, academic rank, frequency of health checks, access to health facilities, and presence of chronic conditions. Descriptive analysis revealed that a significant proportion of staff engage in regular health checks and physical activity, suggesting moderate to high health awareness levels. The Random Forest model demonstrated strong predictive performance, with an accuracy of 87.2%, precision of 84.5%, recall of 89.3%, and an F1 score of 86.8%. Feature importance analysis showed that frequency of health checks, age group, and academic rank were the most influential predictors of health awareness. The findings underscore the role of individual health behaviours and demographic characteristics in shaping awareness. The study recommends institutional health campaigns targeted at junior academic staff and enhanced access to health facilities. It concludes that machine learning models offer a reliable approach for profiling health awareness and guiding evidence-based interventions in tertiary institutions.
Copyright (c) 2026 Olajide Oluwamayowa Opeyimika, Olayemi Michael Sunday, Onsachi Rahimat Oziohu, Johnson Oladipupo Samuel, Audu Lucy Hassana https://creativecommons.org/licenses/by-nc-sa/4.0
Building a Dynamic Primary School: Cultivating Professional Learning and Performance Culture in Chris Hani East District, South Africa
Fostering a dynamic school environment requires a strong commitment to cultivating a culture of professional learning and performance, especially in an era marked by rapid change and increased accountability in education. This paper examines the essential elements that contribute to establishing a culture, offering practical strategies, leadership approaches, and collaborative practices to enhance teaching effectiveness and improve student outcomes. The paper utilized a qualitative research design to explore the development of a professional learning and performance culture within secondary schools. It involved semi-structured interviews with leaders from ten diverse schools in the Chris Hani East District, with participants selected through purposive sampling. The findings illustrate that school leaders employ various strategies to create a dynamic atmosphere by promoting collaboration and positively impacting student performance. Key components identified include addressing resistance to change, strong leadership, vision focusing on student learning, continuous assessment, and self-reflection. Additionally, emotional and social support play a vital role. It is recommended that school leaders adopt these strategies within their school culture to ensure student success. Furthermore, establishing trust and respect among staff fosters collaboration and productivity.
Copyright (c) 2026 Thanduxolo Albert Nomtshongwana https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing the Reading Levels of Grade 5 Learners at a South African Primary School
This paper focuses on exploring the reading skills of grade 5 learners in rural South Africa, particularly in under-resourced quintile 1 schools. The study used a mixed-method approach and analyzed quantitative data from error-count tests using descriptive statistics, while qualitative data from teacher interviews and classroom observations were analyzed using thematic analysis. The sample of the study comprised learners from three primary schools, and their reading skills were evaluated through structured error-count assessments. The findings show that many learners are performing far below their grade level, and the number of errors made corresponded with low reading levels. Thematic analysis of teacher interviews and classroom observations identified the major barriers, namely; the learners’ inability to transition from mother tongue instruction to English, lack of reading materials at home, and poor enabling conditions in the schools. The results underscore the need for focused efforts such as specialized instruction in reading, professional development activities for teachers, and greater funding for impoverished schools.
Copyright (c) 2026 Thembinkosi Mabila, Shingirai Mugambiwa https://creativecommons.org/licenses/by-nc-sa/4.0
An Examination of Euphemisms and Cultural Taboos in Teaching the Life Sciences Reproductive System in Xitsonga
African languages are humanistic and respectful, discouraging vulgar expressions. They employ alternative words and phrases to replace those considered harsh or offensive. Within Vatsonga cultural norms and beliefs, certain terms in the study of Life Sciences are not permitted to be mentioned explicitly. As scholars increasingly advocate for African languages as media of instruction in schools, it becomes crucial to reflect on how sensitive subjects, such as Life Sciences, can be appropriately taught. Several words relating to the reproductive system in Life Sciences are frowned upon when teaching in Xitsonga. The aim of this paper is to investigate words regarded as vulgar in teaching the reproductive system in Life Sciences while considering Xitsonga cultural norms and values. The paper draws on Vygotsky’s sociocultural theory, which emphasizes the relationship between individuals and their sociocultural context. A qualitative approach was used, employing a corpus method to extract words deemed vulgar from the Grade 12 Via Afrika Life Sciences study guide.
Copyright (c) 2026 Shirindzi Lebogang Steven, Mnisi Relate https://creativecommons.org/licenses/by-nc-sa/4.0
Does Green Accounting Strengthen the Link Between Environmental Performance and Firm Value?
This study investigates the effect of environmental performance on firm value and explores the moderating role of green accounting in this relationship. Using panel data regression with the Panel Least Squares (PLS) method, data from selected publicly listed companies were analyzed over a specific period. The results demonstrate a significant and positive relationship between environmental performance and firm value, indicating that companies with better sustainability practices are more likely to achieve higher market valuations. Furthermore, the interaction between environmental performance and green accounting is also found to be statistically significant, suggesting that green accounting practices strengthen the influence of environmental performance on firm value. These findings support the growing importance of integrating environmental responsibility and transparent sustainability reporting into corporate strategy. The study provides valuable insights for policymakers, investors, and corporate leaders aiming to align environmental and financial performance in an increasingly ESG-driven market.
Copyright (c) 2026 Erlina Widayanti Djatnicka, Wisnu Setyawan, Benny Oktaviano, Shafa Amelia Putri https://creativecommons.org/licenses/by-nc-sa/4.0
Reflections from a Group of First-Year Students Studying Life Sciences at a University
Background: This study investigates the experiences of first-year students attending Life Sciences lectures at a South African university. Grounded in Kolb’s Experiential Learning Theory, the research aims to enhance teaching practices by aligning them with experiential learning principles to better support student engagement and academic success. Method: A quantitative research design was employed within a positivist paradigm to ensure objectivity and generalizability. Data were collected via a cross-sectional survey administered anonymously to a random sample of 16 students. A 4-point Likert scale questionnaire was developed, comprising 18 constructs reflecting key dimensions of experiential learning. Data were analyzed and presented using graphs and charts. Findings: Students reported high satisfaction with concept clarity, technology integration, real-world relevance, and feedback. However, lower satisfaction was noted in areas such as lecture scheduling, teaching method variety, and classroom participation. These results highlight the need for more flexible and inclusive instructional approaches. Contribution: The study offers practical recommendations for improving Life Sciences education, including blended learning models, varied assessments, and enhanced support systems. It advocates for reinforcing successful practices and implementing transparent communication and staff development to align teaching with student expectations and contemporary educational standards.
Copyright (c) 2026 Vuyokazi Momoti https://creativecommons.org/licenses/by-nc-sa/4.0
Perspectives of Science Academics on Translanguaging at a South African University
The research seeks to understand the viewpoints of academics in laboratory settings concerning translanguaging. The research is supported by Translanguaging Theory and Africanism. The theory of Translanguaging challenges traditional ideas about language boundaries and promotes flexible language use. This theory underscores the intricate and ever-changing aspects of language usage, especially in situations involving multiple languages, and stresses the significance of acknowledging and appreciating a variety of linguistic abilities. Africanism pertains to linguistic or cultural traits that are specific to or originate from African languages. Ten researchers participated in the study. The research employed a quantitative approach, utilizing surveys with a 5-point Likert scale, and analyzed the data using descriptive statistics. Research indicates that utilizing a variety of languages improves students' understanding of the content, resulting in improved academic performance. The findings suggest that utilizing pedagogical translanguaging may lead to decreased anxiety and increased confidence among students in the classroom. Majority of the participants favour laboratory worksheets being in English rather than in native languages. It is clear that academics in South Africa need to be empowered to recognize the significance of incorporating African languages into education for teaching and learning purposes today.
Consultation-Driven Mental Health Supports: A Social-Ecological Analysis of Teacher Strategies in Rural Schools
Learner mental health significantly affects academic performance, behaviour, and socio-emotional development, particularly in rural contexts where trained counsellors are scarce. This research-based paper employed a qualitative phenomenological methodology, using semi-structured interviews conducted with six teachers in rural secondary schools in the Vhembe District of South Africa. The purpose was to explore how teachers provide consultation-driven mental health support in environments where professional services are limited. The study found that teachers rely on seven interconnected strategies to support learners’ mental wellbeing. A major finding is that teachers provide informal counselling, conflict mediation, and emotional support because learners often lack parental or professional guidance. Another key finding is that rural adversity, poverty, parental migration, community violence, and unmet basic needs, intensifies learners’ emotional distress, requiring teachers to act as both caregivers and ecological consultants within the school community. Considering the findings, the study suggests that rural schools require strengthened consultation models, improved teacher training, and clearer policy support to enhance comprehensive school mental health systems and ensure that vulnerable learners receive coordinated, sustainable mental health care.
Copyright (c) 2026 Khathutshelo Muluvhu-Malanga https://creativecommons.org/licenses/by-nc-sa/4.0
Dynamic Determinants of AI Readiness in ASEAN
Using a panel regression framework based on Difference and System GMM estimators developed by Arellano-Bond and Blundell-Bond, we investigated the dynamic relationship between AI Readiness, Productivity, and Network Infrastructure among six ASEAN member countries (Singapore, Malaysia, the Philippines, Indonesia, Thailand, and Vietnam). The findings of this study highlight that productivity growth remains the most critical driver of AI readiness in ASEAN, whereas enhancements in network infrastructure alone are insufficient without corresponding advancements in innovation capacity and digital skills. In addressing endogeneity and unobserved heterogeneity, the model conveys that lagged productivity exerts a strong and positive influence on AI readiness, while the effects of network infrastructure and AI implementation are mixed and, in some cases, statistically insignificant. Diagnostic tests, including the Arellano-Bond autocorrelation and Conditional Likelihood Ratio (CLR) test, confirm the validity and robustness of the instruments, confirming model reliability. The study contributes to the understanding of AI-driven development dynamics in emerging economies and supports policy formulation aligned with UN SDG 9 (Industry, Innovation, and Infrastructure) to advance sustainable technological growth and regional competitiveness.
Copyright (c) 2026 Vicente E. Montano, Ramonchito M. Nalangan, Rebecca R. Maquiling https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Artificial Intelligence on Employment in Financial Sector of United Arab Emirates
With the global advancement of AI, its influence on employment has grown more apparent in nearly all sectors, including the financial sector worldwide. The financial sector in the UAE has experienced substantial changes in job duties and labor requirements, which align with global patterns. This study explores the role of Artificial Intelligence (AI) on employment in financial sector of United Arab Emirates (UAE). The study employed regression analysis to examine AI and employment together with technical variables like Automation, Robotics, and Drones. This study employed a meticulous selection technique to choose 319 experts working in the banking, insurance, and financial sectors from the main emirates of the UAE. Automation, artificial intelligence, and robotics all have negative beta values, implying they could reduce employment, but only AI is statistically relevant. A significance level below 0.05 and a beta value of 0.074 support AI's negative impact on employment. Due to its positive beta value and statistical insignificance, drones' impact on employment is refuted by the study. Originality consists in the combination of a targeted research question, personalized technique, and contextual relevance, which advances technology and employment dynamics in the UAE's financial sector.
Copyright (c) 2026 Hashem Almashaqbah https://creativecommons.org/licenses/by-nc-sa/4.0
Early Literacy through Translanguaging: Insights from Multilingual Classrooms in Soshanguve Township, South Africa
This study examines the role of translanguaging in promoting early literacy within multilingual classrooms in South Africa, with a focus on Soshanguve township. In contexts where multiple languages intersect, young learners often rely on flexible linguistic practices to navigate literacy learning. The study draws from classroom observations and interviews with ten participants who were drawn from teachers and parents, highlighting how translanguaging is used as a pedagogical tool to enhance comprehension, scaffold learning, and affirm learners’ linguistic identities. A qualitative approach was used with a case study as the design. An interpretive paradigm was used to look at the day-to-day practices of translanguaging of educators. Data was analysed through thematic analysis. Findings suggest that translanguaging supports early literacy development by bridging home and school languages, fostering participation, and strengthening conceptual understanding. By allowing the use of multiple languages, learners can grasp complex concepts more effectively. The flexibility of translanguaging assists with scaffold learning, making abstract ideas more accessible. Translanguaging practices affirmed learners' linguistic identities, contributing to a positive classroom environment where diversity was valued. This affirmation encouraged students to take pride in their multilingualism. The study recommended that educators and curriculum developers should incorporate translanguaging strategies into early literacy curricula, recognising the linguistic diversity of learners and aligning pedagogical practices with their linguistic realities.
Copyright (c) 2026 Salmita Matshemo Khumalo, Khashane Stephen Malatji https://creativecommons.org/licenses/by-nc-sa/4.0
Code-Switching and the Fictionality of Writing: Navigating Conversational and Situational Settings in F.A. Thuketana’s N’waninginingi ma ka Tindleve
Code-switching has, among the Vatsonga, been predominantly studied in the education sector, particularly in the teaching and learning continuum, with limited studies, if any, from literary texts. In this study, the researcher explores the use and impact of code-switching by investigating the reasons behind the use of code-switching techniques by characters in the selected novel. Thus, it attempts to identify and evaluate the use of code-switching in F.A. Thuketana’s novel – N’waninginingi ma ka Tindleve. The study will adopt the qualitative research methodology and exploratory design to explore the use of code-switching in F.A. Thuketana’s novel. The sample of the study is composed of one novel by F.A. Thuketana, which was selected from a pool of his Xitsonga novel. The novel was selected for its unique display of code-switching in portraying characterisation. The researcher used purposive sampling to select the text for the study. Since it is a desk-top research, data will be collected entirely from the selected novel. The researcher will apply thematic analytic methods in the analysis of collected data.
Copyright (c) 2026 N. Chake, O. R. Chauke, T. W. Molotja https://creativecommons.org/licenses/by-nc-sa/4.0