Interdisciplinary Journal of Education Research

Evaluating the impact of professional development programmes on curriculum design and implementation for sustainability education in high schools: A scoping review

Oluwatoyin Ayodele Ajani — 2025-04-16

This scoping review aims to evaluate the impact of professional development programmes on the curriculum design and implementation of sustainability education in high schools. Reviewing literature published between 2010 and 2025, the study explores how these programmes prepare teachers to integrate sustainability concepts into their teaching practices, thereby promoting sustainable development. A systematic review of existing studies identifies key themes, challenges, and best practices in professional development for sustainability education. The findings reveal that well-designed professional development programmes significantly enhance teachers' knowledge and skills, leading to more comprehensive curriculum design and effective implementation. However, challenges such as inadequate resources, lack of administrative support, and insufficient ongoing training persist. The study highlights the importance of continuous, structured professional development to ensure integration of sustainability education into high school curricula. These insights are intended to guide policymakers, educators, and stakeholders in developing and maintaining effective sustainability education programmes at the secondary level.

Perceived factors influencing students to drop out of a post-graduate programme

Thabsile Welile Dlamini — 2025-04-16

Some post-graduate students of Agricultural Education enrolled in Master's degree programmes in Eswatini do not graduate. Unfortunately, no study has been conducted on the factors contributing to the dropout rates among these graduate students. Therefore, this study sought to determine the perceived factors that influence post-graduate students to leave the programme. The study utilised a survey design, collecting data from post-graduate master's students from 1997 to 2024. A questionnaire was developed for the study and validated by three members of the Department of Agricultural Education and Extension. The reliability coefficient was determined using Cronbach's Alpha, with an overall reliability coefficient of 0.84. Both descriptive and inferential statistics were used to analyse the data. The findings indicated that the factors influencing post-graduate students to drop out include dispositional, academic, institutional, and situational factors. It was concluded that the decision of post-graduate students to drop out is primarily influenced by institutional and academic factors. It is recommended that the Institute of Post-Graduate Studies at the University and the Department of Agricultural Education develop policies that are favourable to post-graduate students, such as creating schedules that accommodate working students.

Teachers’ experiences in using universal design for learning in primary mathematics classrooms: Professed benefits

Matshidiso Mirriam Moleko — 2025-04-16

The study explored the potential benefits of using the Universal Design for Learning (UDL) guidelines in primary mathematics classrooms. The multiple case study reported in this paper, grounded in social constructivism theory, focused on five under-resourced rural primary schools in the Free State Province, South Africa. A homogeneous purposive sampling method was used to select five mathematics teachers, one from each school. Data was generated through lesson observations, focus group discussions, and document analysis, with inductive content analysis employed to analyse the data. UDL guideline version 2.2 was used to interpret the data and provide explicit examples of UDL practices. The major pedagogical benefits of UDL, as indicated by the study's findings, included enhanced understanding and processing of content, offering learners multiple ways to access and engage with mathematical concepts, providing flexible teaching, and catering to a diverse learner population. Thus, the study's findings suggest that teachers should be strategic and intentional in using UDL to strengthen learning.

Psychological well-being of adolescents living with albinism. A case of one school in Bizana, Eastern Cape, South Africa

Azame Mqokweni — 2025-04-16

In many parts of Sub-Saharan countries such as Mozambique, Tanzania, and Malawi, research indicates that people with albinism face discrimination, violence, and death due to a deficit of melanin (pigmentation), which causes visual impairment, skin damage, and health problems. To investigate how South African adolescents living with albinism (ALWA) enhance their psychological well-being, a qualitative study was conducted utilising semi-structured interviews with twelve purposively sampled participants aged 14 to 18 years from one special school in Bizana, Eastern Cape. Inclusive Education (IE) policies and Carol Ryff’s six-dimensional theory of psychological well-being guided this study. The school principal and the participants’ legal guardians granted consent to the researchers to interview the participants. Before data collection, the researchers obtained informed consent from the participants to be audio-taped during the interviews and ensured their confidentiality and privacy. Transcribed data were coded for the identification of themes, relying on Tesch’s six steps of thematic data analysis. Participants attributed their psychological well-being to the positive school environment, parental support, and the implementation of IE policies, which contributed to their self-esteem, sense of purpose, and academic performance. Furthermore, counselling, empowerment support groups, church involvement, and emotional support from their partners indicated resilience and positive coping strategies against bullying, depression, and rejection among ALWA. These findings inform educational officials about the need to devote more resources to special schools to align with the Sustainable Development Goals of 2030, ensuring the representation of people living with albinism in tertiary institutions and beyond.

Fostering Entrepreneurial Mindset: Insights from Chemistry Students at a South African University

Noluntu Dyantyi-Gwanya — 2025-04-16

The evolving labour market contributes to high graduate unemployment, requiring skills and competencies that may not be taught at university. Entrepreneurship education teaches soft skills and attributes that produce multi-skilled graduates who do not solely depend on formal employment after graduation. An entrepreneurial mindset, as a learning outcome of entrepreneurship education, allows a person to create value by identifying and seizing opportunities, making decisions with limited information, and remaining flexible and resilient in frequently complex and uncertain situations. Hence, this study aims to evaluate how entrepreneurship education influences the entrepreneurial mindset of chemistry students at a university in the Eastern Cape, South Africa. The paper employed a qualitative research methodology in the form of open-ended questionnaires, adopted Bandura's social cognitive theory, and utilised thematic data analysis to achieve the set aim. The sample size consists of 10 purposively selected participants who attended the course. The key findings indicate that chemistry students understand how the chemistry course teaches them skills in producing everyday products and appreciate the exposure to business venturing through entrepreneurship education. The students identified profitable solutions to societal problems; however, they are unclear about where and how to obtain assistance in turning their ideas into real-life businesses. This study concludes that the course has a positive influence on the entrepreneurial mindset. It recommends that the institution redesign the curriculum to incorporate science-based entrepreneurship education by integrating chemistry and a practical participatory approach that demonstrates entrepreneurship through various production and business development stages.

Exploring teachers' readiness for inclusive education in a Lesotho rural school: Agentic capability theory analysis

Mamochana Anacletta Ramatea — 2025-04-16

High poverty levels in Lesotho's rural areas present unique challenges that hinder effective inclusive education, emphasising the need to explore how inclusive practices address Sustainable Development Goal 4 in this context. This paper investigates the readiness of teachers to facilitate inclusive education in a rural school in Lesotho. Utilising agentic capability theory within an interpretive paradigm, the study employs an arts-based research design to examine the perceptions, knowledge, and experiences of teachers regarding inclusive education policies and their implications for teacher preparation. Data were generated through photovoice and focus group discussions with ten teachers engaged in teaching within inclusive rural school settings in Lesotho. The thematic analysis revealed several constraints in implementing inclusive education, including a lack of financial support and parental involvement, consistent with challenges identified in existing literature. The study emphasises the importance of strengthening stakeholder collaboration and leveraging local resources to support inclusive practices. It argues that, while inclusive education is widely valued, its successful implementation requires recognising the pivotal role of rural agents in overcoming these challenges. The paper calls for a critical examination of rural education contexts, advocating for a framework based on agentic capability to challenge existing assumptions of rural inadequacy and promote the inclusion of all learners.

Exploring the intersection of vulnerability and resilience in the educational experience of left-behind learners at a South African school

Ricanos Jaure — 2025-04-16

The purpose of this paper is to explore the nexus between vulnerability and resilience among left-behind learners following parental labour migration. This qualitative study provided those learners left behind by migrant parents with a platform to articulate their lived experiences in relation to vulnerability. The left-behind narrative is significant as it informs psychosocial support schemes aimed at improving the well-being and educational outcomes of these learners. A case study design was adopted, and eight left-behind learners were purposively sampled from a rural secondary school in South Africa. The study utilised Masten’s resilience developmental model and Ncube’s tree of life model to build a conceptual framework. Findings reveal that left-behind learners feel abandoned by their migrating parent(s) and marginalised from mainstream support. This occurs because they are perceived to have living parents, and those who could offer support assume that the migrating parent is responsible. Left-behind learners, particularly girls, felt exposed to physical and emotional abuse due to a lack of parental protection and guidance at home. This, in turn, affects their mental health and educational outcomes. However, through peer support and school-based assistance, some of the learners have developed ways to tolerate and absorb the challenges associated with parental absence. External support also helps to complement hope, bravery, and optimism, enhancing the competencies of left-behind learners over time. The study recommends building support from the community, church, and school for sustainable learner support and resilience.

The use of artificial intelligence in lesson delivery and evaluation in large-scale teaching environments

Joelle Danielle Ngo Ndjama — 2025-04-18

Artificial intelligence has been increasingly utilised in lesson delivery and assessment, revolutionising the way students learn. It has the potential to be employed in the administration, evaluation, and grading of exams and coursework, as well as overseeing remote assessments. However, these applications are currently in the initial phases of development, and educators are hesitant to fully rely on AI for significant assessments. Therefore, this study aims to explore the effectiveness of artificial intelligence in enhancing educational outcomes and improving the overall assessment experience for students. This study is grounded in the principles of cognitive psychology and educational technology, emphasising the importance of personalised learning and adaptive assessment strategies. By leveraging artificial intelligence algorithms, educators can tailor instruction to meet the individual needs of students, promoting a more engaging and effective learning environment. The materials and methods employed in this study include a systematic literature review of academic articles, research papers, and case studies related to the use of artificial intelligence in education. The results of this study revealed that artificial intelligence has the potential to significantly enhance the quality of education by providing personalised learning experiences, automating administrative tasks, and facilitating real-time feedback for students. It is therefore recommended that educators, policymakers, and researchers collaborate in developing ethical guidelines, implementing professional development programmes, and fostering a culture of innovation in education. Embracing artificial intelligence as a tool for enhancing teaching and learning can help stakeholders harness its full potential to create a more inclusive, engaging, and effective educational system.

The intersection of AI and learning analytics: Enhancing institutional performance

Thabisa Maqoqa — 2025-04-17

Integrating Artificial Intelligence (AI) and Learning Analytics (LA) in educational settings signifies a significant shift in leveraging data to enhance institutional effectiveness. This paper investigates the merging of these technologies, highlighting their capacity to revolutionise educational practices, improve resource management, and better student outcomes. AI-powered learning analytics provide immediate insights into student performance, facilitating tailored learning experiences and prompt interventions. The paper addresses the challenges faced and suggests strategies to overcome these obstacles to ensure the ethical and fair use of AI and learning analytics in education. Underpinned by computational learning theory, which emphasises understanding the performance and resource needs of machine learning algorithms, this study focuses on a sample from a rural university in the Eastern Cape. Data were gathered from the experiences and views of 65 students through questionnaires. Within the framework of a positivist paradigm, it was found that the introduction of AI has fostered the development of robust evaluation and assessment techniques, leading to increased faculty engagement. The research indicates that factors such as perceived risk, performance expectations, and awareness significantly influence work engagement and the adoption of AI in higher education, mediated by attitudes and behaviours. It is recommended that university administration establish clear ethical guidelines and policies governing AI and learning analytics and provide training and professional development for faculty to enhance their data literacy skills.

Innovations in pedagogy and technology for engineering education: A systematic review

Nokulunga Xolile Mashwama — 2025-04-17

Engineering education has undergone a significant transformation driven by rapid technological advancements and innovative pedagogical approaches. This study presents a systematic review of 23 scholarly articles, integrating both qualitative and quantitative findings to explore the impact of technology on engineering education. Utilising the PRISMA guidelines, the review highlights the role of emerging educational technologies in enhancing student engagement, academic performance, and accessibility. Key findings emphasise the growing importance of flexible learning, which enables students to balance academic responsibilities with work and other commitments. Technologies such as virtual and augmented reality have emerged as powerful tools, offering immersive learning experiences that replicate real-world engineering scenarios. These advancements enhance conceptual understanding, problem-solving skills, and interdisciplinary collaboration, which are critical in preparing students for the evolving demands of a globalised workforce. Furthermore, the integration of information technology has revolutionised engineering education by streamlining instructional delivery, improving knowledge dissemination, and facilitating global connectivity in academic research and collaboration. However, the effectiveness of these innovations depends on their strategic and thoughtful implementation, considering diverse learner needs and ensuring equitable access. This study underscores the transformative potential of technology in engineering education, advocating for a balanced approach that maintains academic rigour while fostering creativity, critical thinking, and adaptability. By leveraging these innovations, higher education institutions can enhance learning experiences, better equip students for future challenges, and bridge the gap between theoretical knowledge and practical application in engineering disciplines.

Teachers' assessment strategies for English Home language proficiency of grade 1 learners from diverse backgrounds

Zanele Mtshali — 2025-04-17

About two decades after the new post-apartheid curriculum was implemented, one of the most significant challenges facing South Africa's Department of Education is the provision of adequate support to teachers so that they may properly carry out assessments in the classroom. Teachers need assistance in using different techniques to meet the diverse learning goals of learners when assessing English HL (Home Language) for students from varied linguistic backgrounds. Furthermore, they should create and implement regular differentiated assessment strategies in their classrooms that will enhance learners' English HL comprehension abilities. This paper examines how Foundation Phase teachers assess learners from diverse backgrounds while learning English as a Second Language. It was conducted at a single school in an urban area within the King Cetshwayo District, KwaZulu-Natal, South Africa. Qualitative data were collected from four purposefully selected teachers who teach Grade 1. Data were gathered through semi-structured interviews and observations. Data analysis was performed using thematic analysis. The findings of this paper reveal that teachers face challenges with assessing and using appropriate assessment techniques to support their learners and meet their learning needs. The paper concludes that CAPS (Curriculum and Assessment Policy Statement) should provide clearer and more detailed policy guidance on the assessment of Grade 1 EHL skills. Additionally, the government should consider organising and administering continuous professional teacher development (CPTD) programmes to enable teachers, who were trained decades ago, to stay current on how to effectively assess EHL comprehension skills.

Psycho-social effects of cyberbullying in selected secondary schools, KwaZulu-Natal, South Africa

Bhekuyise Prince Nkwanyana — 2025-04-18

The psychological and social effects of cyberbullying on secondary school students are deep and far-reaching. Effectively addressing this issue requires a holistic approach involving the active participation of researchers alongside educators. Therefore, this study aimed to explore the psychological and social influence of cyberbullying on secondary school learners in selected KwaZulu-Natal secondary schools, South Africa. The Coping with Cyber Bullying Questionnaire (CWCBQ) was adopted from Sticca's works. While the p-value was used to establish the psychological and social influence of cyberbullying among secondary school learners, the independent t-test (?=?0.05) was used to compare differences in opinions among learners regarding the psychosocial effects of cyberbullying on victims in secondary schools. The study revealed that there were no statistical differences in cyberbullying behaviour and psychosocial effects on victims in secondary schools. Very few learners affirmed that cyberbullying could cause social and psychological harm to the lives of those who are bullied online. The study recommended the collaboration of various stakeholders, including learners, parents, teachers, school administrators, psychologists, social workers, and law enforcement agencies, to participate in the reduction, prevention, and management of cyberbullying in schools.

South African society for education (SASE) – 48th annual international conference: Editorial statement

Mncedisi Christian Maphalala — 2025-04-16

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.