South African society for education (SASE) – 48th annual international conference: Editorial statement
DOI:
https://doi.org/10.38140/ijer-2025.vol7.s1.0Keywords:
Educational technology , sustainable development, innovative research , special issueAbstract
This Special Issue presents scholarly contributions from the 48th Annual SASE Conference, which focused on the integration of new technologies and innovative research to promote sustainable development in Southern Africa. The selected articles examine themes including artificial intelligence, virtual reality, indigenous knowledge systems, and context-driven methodologies. Collectively, these contributions demonstrate a commitment to educational transformation, equity, and the attainment of Sustainable Development Goals through technology-integrated and socially responsive research practices.
References
Dei, G. J. S. (2014). Reflections on “African development”: Situating indigeneity and indigenous knowledge. In E. Shizha & A. A. Abdi (Eds.), Indigenous discourses on knowledge and development in Africa (pp. 15-30). Routledge.
Charmaz, K., & Thornberg, R. (2021). The pursuit of quality in grounded theory. Qualitative Research in Psychology, 18(3), 305-327. https://doi.org/10.1080/14780887.2020.1780357
Gottschalk, F., & Weise, C. (2023). Digital equity and inclusion in education: An overview of practice and policy in OECD countries. OECD Education Working Papers, (299), 1-75.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic.
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Copyright (c) 2025 Mncedisi Christian Maphalala, Bekithemba Dube
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