Interdisciplinary Journal of Education Research

Leveraging artificial intelligence as a learning tool in higher education

2024-08-16T09:38:38+02:00

The integration of Artificial Intelligence (AI) technologies in education has gained significant attention, particularly in the context of higher education, in recent years. Despite concerns about academic integrity, academics recognise the opportunity for AI to foster critical thinking and prepare students for real-world scenarios. However, its integration into courses requires careful consideration of course objectives and ethical implications. This study explores the utilisation of AI in higher education settings, focusing on its role as a learning tool. The study systematically reviewed 87 empirical studies from databases between 2014 and 2024 to investigate the benefits, challenges, and implications of incorporating AI into higher education. Additionally, it examines the potential impact of AI on teaching methodologies, student outcomes, and the overall learning experience. The findings of this study underscore the significant influence of AI integration in higher education on teaching methodologies. This integration promotes personalised and adaptive instruction, enhancing student engagement, performance, satisfaction, and overall learning experiences. However, the adoption of AI in higher education raises significant ethical concerns that demand careful consideration. These concerns include data privacy, algorithmic bias, intellectual property rights, and academic integrity. Academics' perspectives on AI adoption vary based on technological proficiency, pedagogical beliefs, and institutional support. Successful AI integration necessitates alignment with pedagogical theories such as constructivism, connectivism, and self-directed learning, ensuring a robust technical infrastructure and addressing ethical considerations to maximise benefits while minimising risks.

Implementation of democratic classroom management at a university: Practices and perceptions

2025-01-11T18:05:09+02:00

In South Africa, the translation of democratic principles into actionable classroom management strategies presents a significant challenge, particularly within teacher-educator training programmes. This study explores the practices and perceptions of student-teachers and lecturers regarding democratic classroom management practices at a university in South Africa. The research is framed by critical theory as its theoretical foundation and adopts a transformative research paradigm within a qualitative research approach. A participatory research design is utilised, with data collected through observation and semi-structured interviews involving 10 student-teachers and 5 lecturers at a selected university in the Eastern Cape Province of South Africa. Thematic analysis indicates that some classrooms predominantly employ traditional lecture-based approaches, characterised by limited student engagement and minimal use of participatory methods, while others exhibit efforts to cultivate a more inclusive and interactive learning environment. The findings reveal that students place a high value on feeling heard and respected, advocating for active participation in decision-making processes. Conversely, lecturers underscore the empowering nature of democratic management in fostering student ownership of education and collaborative learning environments. The research identifies challenges in translating theory into practical techniques due to student reluctance and highlights the positive effects of providing students with opportunities for decision-making in class activities. Furthermore, the study emphasises the importance of flexibility and adaptability in the implementation of democratic practices. In conclusion, the research posits that effective democratic management is contingent upon nurturing a collaborative environment in which students feel empowered, while also ensuring alignment with educational objectives.

Supportive mechanisms in enhancing teachers’ agency for inclusive educational practices in rural Lesotho schools

2024-11-15T20:16:39+02:00

Recently, the government of Lesotho has intensified its focus on promoting inclusive education across all sectors, driven by a commitment to enhance access to quality education and improve learners’ success. Despite these efforts, challenges persist, particularly in rural schools, which are often disadvantaged and face difficulties in fully implementing inclusive educational practices. Although the overarching goal of inclusive education remains vital for ensuring access and success for all learners, effective implementation necessitates enhanced teacher skills and knowledge. This paper explores the supportive mechanisms that enhance teachers’ agency for inclusive educational practices in rural Lesotho schools. It further examines their perspectives on fostering inclusive education. A qualitative transformative approach was adopted through a participatory case study design. Data were generated through focus group discussions with two groups of six teachers, totalling twelve participants, from two rural primary schools in Lesotho. These discussions were then analysed using a thematic approach. The findings illuminate supportive mechanisms that can enhance teachers’ agency in fostering inclusive educational practices. Additionally, the paper identifies a significant lack of explicit acknowledgement of teachers' agency within Lesotho's inclusive education practices. There tends to be a tendency to blame teachers rather than recognise and build upon their strengths. Consequently, acknowledging and leveraging teachers' resilience is highlighted as crucial. The paper advocates for the effective implementation of inclusive education in Lesotho by strengthening rural educators, emphasising the significance of an asset-based approach to challenge the notion of rural insufficiency rather than the richness of resources needed for successful inclusive education.

Teachers' pedagogical knowledge of integrating indigenous knowledge systems in economics education curriculum

2024-10-26T12:46:02+02:00

In South Africa, the movement towards a decolonised curriculum is gaining traction. In contrast to the Western-centric emphasis of school curricula, indigenous knowledge systems (IKS) highlight and utilise indigenous materials and knowledge processes. Several research works have emphasised the importance of IKS and the necessity of incorporating them into South African educational practices in an effective manner. This study aims to assess the pedagogical competency of instructors in integrating IKS into the teaching of economics. The pedagogical competency of economics teachers regarding the incorporation of IKS into economics education was investigated through a qualitative literature review. Sixteen studies were selected following a search conducted in electronic resources such as ResearchGate and Google Scholar. The results of the literature review synthesis were analysed using the content analysis approach in light of the framework for culturally responsive pedagogy. This review identified aspects, including IKS incorporation guidelines, policy reviews, teacher professional development on IKS, development of specific IKS study materials, and IKS knowledge strands, that influence teachers' integration of IKS in economics education. The study's recommendations, based on the findings, suggest that professional development, appropriate content selection training, instructors' competency in using IKS, and IKS integration policies all affect their pedagogical proficiency in the subject. According to the study's findings, the CAPS curriculum document ought to specifically specify which economics topics can be taught using IKS in order to prevent teachers from relying on their own judgment when deciding how to incorporate IKS into their lessons.

Student teachers’ perceptions of artificial intelligence chatbots for classroom practices: An interpretative phenomenological analysis

2024-07-15T12:37:41+02:00

This paper examines student teachers’ understanding of Artificial Intelligence (AI) chatbots and their application in teaching and learning practices. A qualitative research methodology, specifically Interpretative Phenomenological Analysis (IPA), was employed to explore student teachers’ perceptions of AI chatbots. A purposive sampling strategy was used to select eleven (11) student teachers in their fourth year of study for a B.Ed. degree at the University of Technology in South Africa. To interpret and analyse student teachers’ perceptions of the use of AI chatbots in their teaching and learning practices, data analysis was conducted using Systematic Text Condensation (STC) in a five-step process. The study explored themes aligned with the knowledge dimensions of the Technological Pedagogical Content Knowledge (TPACK) framework. Findings revealed a generally limited understanding among student teachers regarding artificial intelligence, particularly chatbots. Although some learners in schools use chatbots, student teachers still lack the knowledge to utilise these technological systems for teaching practices. This includes, among other things, using AI chatbots to transform classrooms into personalised learning environments for classroom management and student analytics. In a nutshell, an AI chatbot for classroom purposes can serve as a diligent administrative assistant, an Indigenous planner, and enhance pedagogical practices. These findings underscore the need for further research and training to improve student teachers' knowledge and utilisation of AI chatbots in the classroom.

Nothing but noise: Challenges impeding the transformation of higher education in South Africa

2025-02-20T04:48:20+02:00

The transformation of higher education in South Africa remains an ongoing challenge that has been progressively shaped by historical inequities, structural inefficiencies, and socio-political dynamics. This study examines the barriers hindering transformation and highlights persistent disparities between historically White institutions (HWIs) and historically Black institutions (HBIs), the financial constraints limiting equity-driven reforms, and the impact of exclusionary institutional cultures. While policy frameworks advocate for inclusivity, bureaucratic inefficiencies and leadership shortcomings continue to impede substantive transformation. Furthermore, the emphasis on global rankings often diverts institutional priorities away from local imperatives, reinforcing existing hierarchies. Using a literature review methodology, this study synthesises research on transformation in South African universities to identify key obstacles and propose strategic interventions. Using keyword combinations, data were collected from 38 articles that were searched from Scopus, JSTOR, Google Scholar, ResearchGate, and the Directory of Open Access Journals. The findings emphasise the need for equity-driven funding models, decolonised curricula, inclusive leadership, and governance reforms that foster meaningful stakeholder participation. Combatting these issues requires sustained commitment from policymakers, institutions, and civil society to dismantle entrenched barriers and create a genuinely transformative higher education system.

Unseen influencers: Deputy principals' perceptions of their roles in primary school leadership

2024-12-22T16:49:23+02:00

This study examines the often overlooked yet critical roles of deputy principals in primary schools, exploring how they perceive their responsibilities within the existing school hierarchy. Although deputy principals make significant contributions to the quality of educational activities and the promotion of a positive school environment, their roles are minimally recognised in the Personnel Administration Measures (PAM). This limited recognition may influence how they perceive their impact and responsibilities, affecting their interactions and effectiveness in the school setting. Guided by Distributed Leadership Theory, which highlights the shared distribution of leadership roles across different school levels, these roles can be shaped by factors such as race, gender, age, and other intersecting identities. However, this study specifically focuses on gender. Grounded within the qualitative interpretive paradigm and using phenomenological narrative inquiry through individual face-to-face interviews, this study purposively selected four female deputy principals to capture their experiences and perspectives on their roles. Data were analysed thematically. Findings revealed that deputy principals' perceptions shape their roles and reinforce mutual relationships between actions and perceptions. The study recommends that policymakers implement policy changes, emphasising the need for increased recognition and support for deputy principals to cultivate school environments that promote positive educational outcomes and encourage staff collaboration.

Synchronising English second language proficiency and mathematical understanding through plurilingualism in correctional centre classrooms: Empirical perspectives

2025-02-15T09:17:53+02:00

Several scholars have outlined the existence of a direct proportionality relationship between mathematics understanding and learners’ second language proficiency. Nonetheless, the role of plurilingualism in realising the synchronous development of mathematics understanding and second language proficiency within the context of adult correctional centre classrooms has received minimal scholarly attention, particularly given the expansion of multilingualism. This paper sought to probe into how the correlation between mathematics understanding and English second language proficiency is realised through plurilingual pedagogical strategies. In this research endeavour, we employed a pragmatic epistemological stance and framed the study within the QUANT-QUAL explanatory sequential mixed methods research design. We collected quantitative data through mathematics and L2 tests from 150 conveniently sampled adult offenders. We further collected qualitative data through semi-structured interviews from 5 purposively sampled educationists. We analysed data thematically and by SPSS data analysis tool, through Pearson Correlation. The study was underpinned by the Socio-Cultural Learning theoretical stance. Amongst our findings is that L2 proficiency correlates positively with adult offenders’ mathematics understanding. We further identified plurilingualism as the prominent pedagogical strategy through which the synchronisation between L2 and mathematics understanding is realised. Based on findings, we acclaimed the use of plurilingual strategies in the synchronisation of L2 proficiency and mathematics understanding in the context of multilingual adult offender education.

Mathematics education lecturers’ experiences in supervising online teaching practice lessons: An Ubuntu approach

2025-02-15T09:09:55+02:00

This study documents mathematics education lecturers' experiences supervising pre-service teachers’ lesson presentations in various schools across South Africa to maximise their support. The convergent conversation focuses on the lived experiences of ten mathematics education lecturers during an online teaching practice at an Open Distance and e-learning (ODeL) university. This qualitative case study draws on Ubuntu pedagogy, which promotes positive community relations grounded in the principles of collaboration, cooperation, coordination, interdependence, and kindness within the techno-educational landscape. Data were collected using semi-structured interviews and classroom observations. The study explores fostering a collaborative culture through innovative approaches to enhance lesson presentations, benefiting future in-service teachers and learning environments. The findings shed light on the significance of cultivating a culture of collaboration among mentor teachers and pre-service teachers to enhance pedagogical strategies and ultimately improve techno-educational outcomes. The findings reveal that overcrowded classrooms and insufficient teaching resources impede effective instruction and learning; resource constraints underscore fundamental inefficiencies in educational planning and infrastructure, while insufficient support from mentor teachers and lecturers constrains the professional growth of pre-service teachers. Other challenges relate to inadequate ICT integration and unstructured lesson planning. These challenges may be mitigated through the implementation of well-structured pre-session interactions with pre-service teachers. The practical implications emphasise the significance of reflective practice in educational research, particularly for insider researchers. Effective pedagogical mentoring and the amalgamation of domain expertise with instructional methodologies embody Ubuntu's principles of guidance and communal knowledge.

Educators' views on bullying among high school students in the O. R. Tambo Inland: Implications for social work practice

2025-02-09T18:35:24+02:00

Bullying is a pervasive issue in high schools, with profound detrimental effects on students' academic performance, social well-being, and emotional health. This study examines educators' views on bullying among high school students in the O. R. Tambo Inland and explores its implications for school social work. Employing a qualitative approach and an interpretive paradigm, data were collected through semi-structured interviews with ten educators selected using convenience sampling. The findings reveal that physical and verbal bullying are the most prevalent forms, often exacerbated by peer dynamics and a lack of parental involvement. Bullying was also found to diminish students' motivation and engagement, resulting in lower academic achievement and heightened emotional distress. Educators underscored the importance of collaborative efforts among schools, parents, and social workers to address bullying comprehensively. The study recommends implementing robust anti-bullying policies, enhancing parental engagement, empowering bystanders, and integrating school social workers into intervention initiatives. These findings highlight the need for holistic, multi-stakeholder approaches to effectively reduce bullying and cultivate safer, more inclusive school environments.

Exploring the roles of AI-powered e-tutors in enhancing self-directed learning in open distance e-learning courses

2024-11-07T03:09:42+02:00

Artificial Intelligence (AI) has ushered in a transformative era in education, particularly in the context of Open Distance e-Learning (ODeL). This paper explores the role of AI-powered e-tutors and their potential to revolutionise self-directed learning among students in ODeL courses in South Africa. Self-directed learning, a fundamental pillar of distance education, requires students to be proactive, independent, and motivated. Numerous studies in the fields of AI, ODeL, and Self-Directed Learning (SDL) were reviewed, including case studies involving ODeL institutions, to understand the role of AI-powered e-tutors. This research provides practical insights into using AI-powered e-tutoring to foster self-directed learning. The study allowed for the collection of relevant literature on the given topic that fits the pre-specified eligibility criteria and answers the formulated research questions. The findings underscore the transformative potential of AI-powered e-tutors, including personalised learning experiences, adaptive feedback, real-time support, increased learner engagement and motivation, and enhanced academic performance. The paper also addresses the practical challenges and limitations of implementing AI-powered e-tutoring, such as technology access, data privacy, and the continuous improvement of AI algorithms. The study contributes to the expanding knowledge of AI in education, providing practical insights for academics, policymakers, and technology developers, equipping them with the necessary information to leverage AI to strengthen self-directed learning in ODeL environments. It also outlines the practical implications for future research and practice, highlighting the potential of AI to revolutionise distance learning and empower learners to take control of their educational journeys.

Understanding of natural sciences teachers on addressing climate change concepts in the curriculum: Evidence from Fundisa for Change Keep It Cool Climate Change Project

2024-06-11T06:30:03+02:00

Climate change is one of the most pressing international concerns of the twenty-first century. Globally, it affects economies, societies, and the environment. It is imperative that all sectors, including the education sector, embrace climate change mitigation measures. A qualitative case study was conducted to investigate teachers' experiences with integrating climate change concepts into the teaching of natural sciences at the Senior Phase in the Amathole West Education District. Permission to conduct the study was sought from the Department of Education and the institution for ethical considerations. Empirical data were collected through one-on-one semi-structured interviews with five natural sciences teachers from five selected secondary schools in the Amathole West Education District. One participant withdrew after data collection, and her data had to be discarded. The second generation of Cultural Historical Activity Theory (CHAT) was used as the theoretical framework. The thematic data analysis technique was employed to analyse the collected data. Key issues highlighted included teachers' content knowledge regarding climate change in natural sciences, a lack of training, and insufficient clear guidelines on integrating climate change topics. The study recommends regular teacher capacitation workshops on integrating climate change into their natural sciences teaching. Furthermore, it suggests the organisation of webinars to discuss issues related to climate change integration into the teaching of natural sciences, as well as encouraging teachers to collaborate with climate scientists to improve their pedagogical content knowledge.

Artificial intelligence in higher education institutions in Tanzania: Analysis of policy perspectives

2025-02-15T08:59:29+02:00

Artificial Intelligence (AI) presents significant opportunities as well as challenges within the educational landscape. Proper mechanisms are, therefore, needed for AI to be deployed in safe and ethical ways in the education sector. Against this backdrop, the present study was conducted to examine the policy perspectives regarding the use of AI in higher education institutions (HEIs) in Tanzania. The study specifically sought to determine the extent to which AI policies are adopted in Tanzanian HEIs, the role that AI policies play in HEIs, and the challenges hindering the effective implementation of AI policies in Tanzanian HEIs. A qualitative research methodology was employed, with data collected through interviews with key informants. In total, 14 key informants (KIs) from eight different Tanzanian HEIs participated in the interviews. Content analysis was used to analyse the collected data. Findings revealed that, despite the numerous advantages and potential risks associated with AI for both students and educators, none of the HEIs participating in this study had established any AI policies. The underlying reasons for this include the rapid advancements of AI technology, a lack of clear focus on which specific AI elements the policy should govern, a lack of expertise in the AI field, and insufficient push from HEIs’ top leadership. The study, therefore, calls for HEIs to ensure that appropriate AI policies are formulated and operationalised, among other recommendations.

School climate and teachers’ organisational commitment in South African high schools

2025-02-09T18:33:11+02:00

Previous research on teachers’ organisational commitment reveals that investigations into this subject have yet to focus on school climate and on what undermines or strengthens high school teachers’ commitment. It is necessary to understand the specific school climate dimensional factors that are positively associated with high school teachers' organisational commitment. Therefore, the purpose of this study is to explore teachers’ experiences of school climate and their commitment to teaching as a profession. A phenomenological research design was adopted using a qualitative research approach. A non-random purposive and convenient sampling technique was employed to identify 30 high school teachers within the age bracket of 30 to 40. Data was collected using semi-structured individual interviews, which were also audio-recorded. Following the recordings, the interviews were transcribed. The data was analysed using inductive thematic analysis. The findings of this study indicated that collegial leadership styles, teachers’ self-identity, organisational culture, and perceived job security are the school climate dimensional factors that predict organisational commitment among South African high school teachers. This implies that teachers' levels of organisational commitment are significantly shaped by their work environment. Therefore, the goal of educational institutions should be to establish a cooperative, respectful, and encouraging work atmosphere that values teachers' contributions in order to enhance organisational commitment.

The influence of classroom climate on consumer science learning in high schools: A case study of Hhohho region, Eswatini

2025-02-26T00:01:33+02:00

This study investigated the influence of classroom climate on student learning outcomes in consumer science education in Eswatini. Given the extensive consumer science curriculum, it was hypothesised that teachers might face challenges in establishing a conducive learning environment. The objectives of the study were to determine the ways in which teachers make the subject matter interesting, as well as to assess teachers’ warmth, closeness, and positivity. A mixed-methods research design was employed, incorporating both qualitative and quantitative data collection. Fifty consumer science teachers completed questionnaires, while ten focus groups of students were interviewed. Schools were selected using a systematic random sampling procedure. The findings revealed that effective consumer science teachers actively create a positive classroom climate. This involves implementing engaging teaching strategies, utilising effective evaluation methods, and fostering a motivating learning environment. Additionally, teachers demonstrated warmth, closeness, and positivity towards their students, contributing to a favourable learning atmosphere. It was concluded that establishing a positive classroom climate is crucial for enhancing student engagement and learning in consumer science. The Eswatini Association of Teachers is recommended to organise workshops that equip consumer science educators with strategies for creating and maintaining effective classroom environments.

Alternative educational pathways for higher certificate in information technology graduates at a South African university of technology

2025-02-17T06:03:02+02:00

This theoretical paper explores alternative educational pathways for Higher Certificate in Information Technology graduates, addressing the gap between the Higher Certificate in Information Technology qualification and advanced career opportunities. These graduates, who did not meet the minimum requirements for Diploma programmes, often struggle with career advancement due to curriculum mismatches. This limits their ability to pursue advanced qualifications, which are frequently necessary for career growth in the Information Technology industry. The pressing challenge is to identify and develop viable educational pathways that provide these graduates with opportunities for further academic progression or career advancement, addressing gaps in skills, qualifications, and industry requirements. The paper uses the lens of constructivist theory to explore how alternative educational pathways can be designed to support these graduates by promoting active, experiential learning and enabling them to construct knowledge in practical, real-world contexts. We argue that traditional educational pathways are insufficient in addressing the growing needs of students and employers in the Information Technology field. To effectively bridge the gap between certificate-level education and advanced qualifications or employment, the research contends that alternative pathways, such as bridging programmes, work-based learning, and digital education platforms, must be more accessible, better structured, and institutionally supported. This study recommends policy revisions to improve articulation pathways, introduce bridging programmes, and strengthen industry collaboration, promoting lifelong learning through flexible, industry-aligned education for continuous upskilling and enhanced employability in IT.

Unpacking disability disclosure: Barriers, enablers and the lived experiences of students at a South African University

2025-03-11T12:18:09+02:00

Disclosure of disability is critical for students with disabilities to receive necessary accommodations. However, some students opt to conceal their disability for several reasons, including the complexity of the disclosure process, fear, stigma, and more. As a result, these students may not receive adequate academic support, leading to poor performance and, in some cases, dropping out of university. The study aimed to investigate the enablers, barriers, and students’ lived experiences of disability disclosure at a South African university. A qualitative study was conducted with an exploratory research design underpinned by an interpretivist paradigm. Ten students with disabilities at a selected university were chosen through the snowball sampling method. Data were collected through semi-structured interviews. Thematic analysis was used to analyse the data. Results revealed that students disclosed their disability due to personal motivation and growth, strong institutional support, previous positive experiences, and the need for accommodations. Conversely, reasons for concealment included the complicated disclosure process, fear of stigma, perceived irrelevance of disclosure, and the absence of a university disability policy. The study recommends that institutions simplify their disability processes, raise awareness about disability, and create a safe and supportive environment. The research contributes to existing knowledge by offering insights and guidelines to promote inclusive education in universities.

Key determinants of instructional leadership in advancing entrepreneurship education implementation in senior phase schools, North West Province, South Africa

2025-04-11T13:51:52+02:00

In South Africa, the ongoing challenges of youth unemployment and poverty necessitate creative solutions, such as entrepreneurship education (EE), to bolster economic resilience. Although EE’s potential is acknowledged, its successful implementation in senior phase schools (Grades 7–9) encounters obstacles due to insufficient exploration of the factors influencing instructional leadership, especially in resource-constrained areas like the North West Province, South Africa. This research sought to pinpoint the critical elements of instructional leadership for enhancing EE implementation in these schools. A quantitative method with a cross-sectional design was used. Data were gathered through questionnaires from 51 public secondary schools, chosen via convenience sampling, within the Ngaka Modiri Molema District (N = 437 schools). Descriptive statistical analysis indicated that in-service training, parental involvement, distributed leadership, funding and partnerships with community entrepreneurs significantly impacted the advancement of EE. These results underscore the necessity of internal institutional support, such as professional development and collaborative leadership frameworks, and external stakeholder engagement to overcome implementation challenges. The study concludes that instructional leaders, including principals, department heads and teachers, need systemic capacity-building and resource allocation to promote EE effectively. The recommendations stress the importance of school governing bodies and management teams institutionalising stakeholder collaboration while policymakers should prioritise funding and training initiatives. By addressing these factors, schools can better prepare students with entrepreneurial skills, aligning educational outcomes with national economic development objectives.

Take-home examination proctoring technologies: Undergraduate mathematics education students’ perceptions in an open distance learning environment

2024-12-22T16:55:16+02:00

Many higher education institutions (HEIs) in both developed and developing countries have migrated to take-home examinations (THEs), which require monitoring, just as traditional venue-based examinations do. The purpose of this existential phenomenological study was to explore undergraduate mathematics education students’ perceptions of the use of remote proctoring during examinations at an open and distance learning institution in South Africa. Perception theory was employed to examine the usefulness and ease of use of technology to guide the study. The interpretive paradigm was used to qualitatively analyse the collected data. Twenty-four undergraduate mathematics education students enrolled in the Teaching Mathematics in FET (TMS3725) module were purposively sampled to respond to an open-ended questionnaire. The data were captured in a table and grouped according to question items. Thematic analysis was conducted to analyse the data collected from the questionnaires. The findings revealed positive perceptions of the usefulness and usability of online proctoring systems. However, negative perceptions related to the drawbacks of using online proctoring systems included students’ reactions to these systems and potential technical problems. It is recommended that students continue attending online proctoring workshop sessions to become familiar with technological software that can be both useful and easy to use during examinations. Additionally, the technical team should continue to provide support to students in using online proctoring systems during examinations.

The impact of a tutorship development programme on tutors' professional transformation: A case of a university in South Africa

2025-03-23T18:15:14+02:00

Tutorship development programmes play a pivotal role in enhancing professional competencies and pedagogical skills among tutors in higher education. This study seeks to explore the professional transformation of tutors participating in a tutorship development programme, with a particular focus on their development in classroom management, leadership, teaching competence, and inclusive practices. Guided by Kegan’s Theory of Adult Development, the study interprets tutors’ progression from the Socialised Mind, characterised by reliance on external authority, to the Self-Authoring Mind, marked by independent pedagogical reasoning and decision-making. Anchored in the interpretivist paradigm and employing a case study design, the study adopted a qualitative approach. Data were generated through reflections from ten purposively selected tutors within a Faculty of Education at a selected university in the Eastern Cape, South Africa. Thematic analysis was utilised to analyse the data. Findings reveal three key themes of professional transformation: (1) enhanced professional growth through leadership development, reflective practice, and classroom management; (2) increased teaching competence in areas such as lesson planning, learner engagement, assessment strategies, and technological integration; and (3) the deliberate use of translanguaging as an inclusive pedagogical strategy to address linguistic diversity in multilingual classrooms. These findings illustrate the tutors’ evolving pedagogical identities, autonomy, and responsiveness to learner needs. This study contributes to the discourse on tutor development by highlighting how structured, practice-based training programmes can facilitate profound professional transformation. It advocates for the expansion of such programmes to provide systematic opportunities for inclusive pedagogical training, peer collaboration, and critical reflection aligned with developmental growth.

Composite effects of bullying on grade 10 learners' academic achievements in Buffalo City Metropolitan Municipality, Eastern Cape Province, South Africa

2025-04-05T17:07:54+02:00

This study examines the composite effect of bullying on the academic achievement of Grade 10 learners in the Buffalo City Metro (BCM), South Africa. Bronfenbrenner's ecological systems theory guided the study. A quantitative research method was employed; schools were selected through simple random sampling, and participants were chosen using proportional stratified sampling. When planning this study, 14,819 Grade 10 learners were confirmed at the BCM Education District, of which 1,037 were included. A structured questionnaire, along with a list of Grade 10 term report marks, was used as part of the analysis. Both descriptive and inferential analyses were performed. The analysis of the study findings reveals that learners who have “Never” experienced forms of bullying are 0.748 times less likely to fail academically compared to those who “Always” experienced bullying. However, since the p-value for this result is 0.315 (greater than 0.05), the impact is not significant. This study concludes that a small proportion of learners had experienced intimidation, spreading of rumours, verbal degradation, physical assault, property destruction, exclusion, and insults. It is recommended that learners be encouraged to speak out about bullying incidents. Parents and guardians are encouraged to monitor their children’s behaviour, including their use of technology and phone conversations, and to maintain regular communication with class teachers to track their children’s academic progress. If learners continue to study in an adverse environment where violence flourishes, such an environment could create fear, anxiety, and psychological trauma in their minds, which may subsequently affect their academic achievement.

Teacher preparedness for transformative education in the intermediate phase: Insights from Eastern Cape, South Africa

2025-03-11T12:32:41+02:00

Transformative education, informed by Sustainable Development Goal 4, emphasises inclusive, equitable, and quality education through learner-centred, critical, and reflective pedagogies. This study investigated the readiness of intermediate phase teachers in the Eastern Cape Province of South Africa to implement transformative education. The study assesses the level of teacher readiness and identifies the challenges, opportunities, and facilitating factors affecting the operationalisation of transformative education. A descriptive survey research design was adopted for this study. The population consisted of 5,200 intermediate phase teachers in selected urban and rural schools in the Eastern Cape. One hundred teachers were selected from 20 schools using stratified random sampling to obtain representation across geographic and socio-economic environments. A questionnaire was used and validated by experts, and the reliability was determined, obtaining a Cronbach's alpha coefficient of 0.87. The data collected were analysed using descriptive statistics. Findings revealed that teachers were highly aware of and committed to the values of transformative education but were constrained in implementation by factors such as poor infrastructure, a high student-to-teacher ratio, lack of internet resources, and insufficient time for professional development. Socio-cultural constraints and language diversity posed delivery difficulties. Based on these findings, it was recommended that stakeholders in education focus on investing in infrastructure, crafting professional development programmes, and promoting local action to create the enabling environments within which transformative education can develop. Similarly, there should be policy reforms that are sensitive to contextual realities, reforms that strengthen teachers' power by supporting them through positive leadership and learning networks.

Teachers’ perspectives on grouping poorly performing learners in the same classroom

2025-02-24T22:35:32+02:00

Grouping poorly performing learners together in classrooms is a widespread yet contentious practice, often adopted to address diverse academic needs but criticised for perpetuating inequities. Limited studies focus on teachers’ perspectives, particularly in South Africa, where resource constraints and systemic pressures complicate classroom management. Thus, this study examines teachers’ perspectives on grouping poorly performing learners in the same classroom. Grounded in Vygotsky’s Theory of Social Development, the study applies the concepts of the Zone of Proximal Development and scaffolding to evaluate how grouping aligns with or contradicts social constructivist principles of peer-assisted learning. Adopting a transformative paradigm, the study employs a qualitative exploratory design to analyse teachers’ views shared on TikTok. The population comprised 346 publicly available comments on a video discussing classroom grouping; through purposive sampling, 32 comments were selected for relevance and diversity. Thematic analysis was used to code and interpret data, ensuring rigour via an audit trail and iterative theme refinement. Findings revealed, among others, the following key themes: simplifying instruction and classroom management; targeted teaching and curriculum pacing; influence of school policies and systemic pressures; challenges and drawbacks of grouping poor performers; and alternative strategies and perspectives. While teachers perceived short-term benefits, the practice often undermined peer learning and inclusivity. The study recommends professional development for differentiated instruction, mixed-ability grouping to leverage peer scaffolding, and policy reforms to address systemic barriers. By bridging theory and practice, the findings advocate for strategies that balance managerial needs with equitable, constructivist pedagogy.

The influence of students’ engagement in mathematical problem solving activities

2025-02-04T20:17:53+02:00

The ability to retain and sustain students’ engagement in mathematics is crucial for fostering a lifelong interest in a subject that often turns students off. Problem-solving techniques are dynamic, particularly when integrated into teaching and learning in mathematics. This study evaluated how engaging students in mathematical problem-solving activities influenced their performance and learning outcomes in the subject. To achieve the set objectives, three hundred grade-eight students from twelve schools across Abuja, Nigeria, were sampled and analysed. The analyses included descriptive statistics, factor analysis for grouping problem-solving activities into distinct categories, and Pearson's correlation coefficient. The results showed that increased engagement in research-based problem-solving activities correlated with enhanced student performance across three key areas of achievement: knowledge, comprehension, and application. Therefore, the study recommends that students should be equipped with activities, facilities, and opportunities that will enhance their problem-solving skills in mathematics.

The management of secondary school security and safety practices in Nigeria: School managers' perspectives

2024-08-21T19:03:04+02:00

In this empirical study, we examined the perspectives of school managers on the management of security and safety practices in secondary schools. The study is grounded in securitisation theory, which advocates for proper management of security in politics, the provision of security in policies, and the implementation of such policies to create safe schools. This study is qualitative in nature, involving purposefully conducted individual interviews with six school managers from three rural secondary schools in Nigeria, using semi-structured interview techniques. The findings indicated that school managers employ a variety of strategies to ensure the security and safety of their respective schools. In light of these findings, the study recommends improvements in school safety and security management practices, including the need for increased collaboration among school administrators, local police, and other stakeholders. The study also highlights that school managers should consider various ethical considerations when implementing security and safety initiatives. This study contributes to the existing literature by providing insights into the perspectives of school managers on the management of security and safety practices in secondary schools.