Interdisciplinary Journal of Education Research
IJER is a double-blind peer-reviewed "open access" journal targeted toward publishing advanced research reports across the fields of education. Articles should provide empirical, conceptual, or theoretical perspectives on current educational issues. Our interest is limited to thought-provoking interdisciplinary debates on education across various interests. IJER prioritises intellectual and global debates on primary, secondary and higher education institutions with no methodological, geographical and ideological limitations. IJER also publishes book reviews, comprehensive reviews of applicable literature, original opinion pieces, and commentaries or analyses of issues within education.
Education innovation in teaching and learning among lecturers and students in selected higher education institutions in Dar es Salaam, Tanzania
Higher education is regarded as one of the most innovative subsectors. However, the adoption and implementation of educational innovations in teaching and learning within higher education institutions remain inadequate. This study investigated the utilisation of educational innovation in teaching and learning activities. It was conducted in selected higher education institutions in the Dar es Salaam region and was guided by Rogers' Diffusion of Innovation Theory (DIT). The target population comprised lecturers and second- and third-year Bachelor’s degree students in Social Sciences programmes. The study employed a cross-sectional descriptive research design with a quantitative approach. Probability sampling techniques were utilised, with systematic random sampling employed to select 385 study participants. Major findings indicated a high utilisation of digital technological tools, including institutional academic management systems, course management tools, learning management systems, and mobile learning tools. Conversely, low usage was reported for assessment tools, as well as animation and simulation tools. The face-to-face learning approach was identified as the primary delivery method for teaching and learning, while blended learning and online learning exhibited low utilisation. The study recommends the adoption of innovative teaching tools that enhance interaction and efficiency in teaching and learning activities. Additionally, it calls for the integration of new technologies for teaching and learning within higher education institutions.
Copyright (c) 2026 Bertha Erasto Losioki https://creativecommons.org/licenses/by/4.0
Equity-focused inquiry pedagogy: Linking engagement to scientific literacy in Ghanaian senior high schools
This study investigated the impact of inquiry-based learning (IBL) on scientific literacy (SL) among Ghanaian senior high school students, with learner engagement (LE) serving as a mediator and gender and socioeconomic status (SES) acting as moderators. A cross-sectional survey was conducted using multistage sampling to select 400 senior high school students. Bootstrapped mediation analysis and Ordinary Least Squares regression were utilised for data analysis. The findings indicated that IBL significantly predicted learner engagement (β = 0.47, p < .001) and scientific literacy (β = 0.31, p < .001): For every 1 standard deviation increase in IBL, learner engagement increases by 0.47 standard deviations, while scientific literacy increases by 0.31 standard deviations, holding other variables constant. Furthermore, learner engagement was found to be a strong predictor of scientific literacy (β = 0.42, p < .001), indicating a moderate-to-strong effect, whereby every 1 standard deviation increase in learner engagement corresponds to an increase of 0.42 standard deviations in scientific literacy, controlling for other variables. Additionally, the mediation pathway (IBL → LE → SL) was significant, providing partial mediation with a substantial effect size (β = 0.20, 95% CI [0.11, 0.32]). Lastly, separate moderation analyses revealed significant effects across subgroups. The gender association was stronger for females (B = 0.49, p < .001) compared to males (B = 0.34, p < .001), while socioeconomic status was more pronounced among high-SES students (B = 0.58, p < .001) than low-SES students (B = 0.37, p < .001).
Copyright (c) 2026 Joshua Dugah, Mary Ayongo Demah, Maxwell Bunu, Judith Asabil, Ibrahim Whasosookor Abdallah, Eric Appiah-Twumasi https://creativecommons.org/licenses/by/4.0
Negotiating survival: A qualitative study of postgraduate student experiences in a historically disadvantaged South African University
Postgraduate education continues to expand globally and within South Africa, driven by increasing demands for advanced knowledge, research output, and professional expertise. Despite broader access to postgraduate studies, many students face significant challenges in progressing and completing their qualifications, particularly within rural, historically disadvantaged university contexts in South Africa. This study investigates the experiences of postgraduate students as they navigate these challenges within a historically disadvantaged South African university. Utilising a qualitative research approach, data were collected from 30 participants, comprising 15 master’s students and 15 doctoral students across various faculties, and were analysed using thematic analysis. Informed by Ecological Systems Theory, the study reveals that postgraduate experiences are shaped by interconnected academic, institutional, and socio-economic pressures rather than isolated challenges. The findings underscore several recurring issues, including inconsistent supervisory support, administrative delays, limited access to research resources, financial insecurity, psychological strain, and ongoing struggles for inclusion and recognition within academic spaces. These challenges interact and accumulate over time, affecting students’ academic progress, well-being, and sense of belonging. This study contributes to existing scholarship by providing an integrated understanding of how institutional, interpersonal, and socio-economic pressures intersect within postgraduate experiences in a historically disadvantaged university context. Furthermore, the study introduces the concept of “negotiating survival” to describe how postgraduate students continuously adapt to and navigate structurally constrained environments. The findings have implications for higher education policy and practice, particularly regarding the enhancement of supervision, improvement of institutional processes, addressing resource inequalities, and strengthening postgraduate support systems within resource-constrained universities.
Copyright (c) 2026 Asabonga Mngeni, Abongile Ngwabe https://creativecommons.org/licenses/by/4.0
An intersectional approach: unpacking gender inequality in Kenyan higher education
Much of the existing literature on gender in Af­rica has represented women as a homogeneous group, thereby neglecting the diverse identities among African women. This limitation constrains our understanding of the persistent gender inequality in academia. This concep­tual paper investigates the intersection of gender and eth­nicity among women, with a particular focus on issues of gender inequality within Kenyan higher education institu­tions. The study employs a qualitative intersectional frame­work to gather and interpret secondary data. The second­ary data were identified through a scoping review and an­alysed using qualitative inductive thematic analysis. An in­tersectional methodological framework was utilised to ex­amine the complex and multifaceted challenges that Ken­yan women encounter, attributable to their ethnicity and gender, in accessing higher education. This approach pro­vides a more nuanced understanding of the inequities pre­sent in Kenyan higher education. The findings indicate that the intersection of ethnicity and gender contributes to dis­parities in literacy and early education, student admissions, programme enrolment, and the recruitment and promotion of academic staff in Kenyan universities. The results demonstrate that gender inequality in academia is intricately linked to ethnic hierarchies and other social divisions. By shifting from a solely gender-focused lens to an intersectional decolonial perspec­tive, this study enriches the scholarship on gender in African academia. It underscores the necessity for contextually relevant reforms aimed at challenging patriarchal norms and ethnic biases, thereby fostering a more equitable and inclusive environment within Kenyan universities.
Copyright (c) 2026 Cheryl Genga, Sunday Babalola https://creativecommons.org/licenses/by/4.0
Trends and production dynamics in university rankings research: A bibliometric analysis for higher education policy
The globalisation of higher education has amplified demand for institutional rankings, influencing student decisions and shaping institutional strategies. Although substantial attention has been devoted to the methodology and validity of the indicators and metrics used in rankings, there is less understanding of how these rankings intersect with national and institutional policy objectives. The predominance of publication-based metrics has incentivised behaviours focused on maximising visibility and citation counts, raising concerns regarding the authenticity of scholarly impact. This paper explores current trends, influences, and debates surrounding university rankings, highlighting the pressures they exert on researchers, institutions, and policymakers. Employing a bibliometric approach, the authors analysed and mapped the evolution of the ranking discourse, identifying consistent themes and shifts in focus over time. A bibliometric analysis of 419 journal articles traced and analysed four decades of research on university rankings, spanning from the late 1980s to 2025. The study found that research on university rankings has expanded significantly in scale and complexity, increasingly addressing global trends and policy shifts. In the discussion, these findings are interpreted in light of ongoing debates regarding the balance between global benchmarking pressures and local transformation and equity priorities. The paper recommends policy reforms that strike a balance between worldwide visibility and local relevance, thereby contributing to discussions on equitable academic development in diverse higher education contexts.
Copyright (c) 2026 Loquitur Maka, Olushola Olatunji, Christopher Strydom https://creativecommons.org/licenses/by/4.0
Practitioner perspectives on artificial intelligence-assisted translation of study material in a comprehensive, open, distance and e-Learning institution
The integration of artificial intelligence (AI) has the potential to significantly enhance teaching and learning experiences, as well as to improve the quality of the editing and translation of study material within the context of comprehensive open, distance, and e-learning (CODeL). However, research concerning language practitioners' experiences with AI translation in multilingual CODeL settings in the Global South remains limited. This study addresses this gap by investigating the utilisation of AI tools for the translation of learning materials in a CODeL context. Guided by sociolinguistic theory, the study employed a literature review and qualitative methods to achieve its objectives. The study was conducted at an urban-based CODeL institution, involving 12 purposively selected language practitioners. An interpretivist paradigm was adopted, with sociolinguistic theory and thematic analysis employed to analyse primary data obtained from language practitioners through individual interviews conducted via Microsoft Teams. The findings revealed that language practitioners use AI tools cautiously for translation tasks, primarily for memory-building and initial drafts, due to concerns regarding contextual accuracy, cultural relevance, and limited support for indigenous languages. This study contributes empirical insight into the tensions between the potential of AI and sociolinguistic integrity in an under-researched multilingual CODeL setting. In conclusion, language practitioners have yet to optimally utilise AI tools for the translation of study materials in a CODeL context. The study recommends strategic investment in AI tools, alongside professional development and localisation efforts, to strengthen the translation of learning materials while safeguarding linguistic diversity and ensuring inclusive educational access
Copyright (c) 2026 Dolly Motjatji Mathabatha, Olivia Khomotjo Ramokolo https://creativecommons.org/licenses/by/4.0
Navigating epistemological borders: A reflective autoethnography of postgraduate supervision in transnational contexts
This autoethnographic study investigates the epistemological transitions encountered by an international postgraduate student within South African higher education institutions, with a specific focus on how these transitions influence transformative supervision practices. Drawing upon my personal trajectory from primary school teaching in Nigeria to doctoral studies in South Africa, I analyse the complex cognitive, cultural, and pedagogical shifts inherent in traversing educational borders. The study utilises solo autoethnography as a methodological framework, employing retrospective narrative analysis to critically examine experiences related to academic writing development, supervisory relationships, and identity transformation. Theoretically, the research is anchored in academic literacies theory, communities of practice, border crossing and third space theory, as well as decolonial perspectives on postgraduate supervision. Through thematic analysis of my lived experiences, I delineate two critical epistemological transitions: from technical accuracy to critical reflexivity and the shift from certainty to scholarly uncertainty. The findings indicate that effective supervision in transnational contexts necessitates cultural competence, explicit acknowledgement of students' pre-existing knowledge systems, and the establishment of dialogic spaces in which epistemological dissonance can be navigated productively. I propose a framework for transformative supervision that honours students' existing expertise while scaffolding their development of new scholarly identities. This study contributes insider perspectives that are rarely captured in the supervision literature and offers practical implications for supervisors working with international students who are navigating epistemological transitions in higher education contexts.
Copyright (c) 2026 Theophilus Adedokun https://creativecommons.org/licenses/by/4.0
Conceptualising leadership for inclusive, digitally mediated psychosocial support in South African rural secondary schools
South African rural secondary schools operate under conditions characterised by persistent socio-economic inequality, limited access to specialist services, and elevated levels of learner psychosocial vulnerability. Although national policies advocate for inclusive education, psychosocial support, and the integration of digital technologies, these agendas are frequently pursued in isolation, resulting in fragmented and uneven responses at the school level. The objective of this conceptual study is to develop a leadership framework that elucidates how inclusive, digitally mediated psychosocial support can be coherently organised and sustained in South African rural secondary schools. The study utilises a conceptual research design, drawing upon an integrative review of the literature across inclusive education, school-based psychosocial support, digital and assistive technologies, the school-community service interface, and educational leadership, informed by decolonial and social justice perspectives. The main outcome of the study is a conceptual framework that comprises five interrelated leadership domains: values and vision for inclusive care; cultures of care and digital confidence; structures and processes for psychosocial support; digital and assistive ecosystems; and partnerships with distributed leadership. This framework illustrates how leadership mediates relationships, resources, technologies, and community knowledge to support learner well-being and participation. The study concludes that leadership functions as the critical integrative mechanism through which inclusive, digitally mediated psychosocial support becomes feasible in resource-constrained rural schools. The framework offers a practical, context-sensitive guide for policymakers and practitioners to design and implement inclusive, digitally enabled psychosocial support systems in rural South African secondary schools that are coherent, sustainable, and responsive to local realities.
Copyright (c) 2026 Newlin Marongwe https://creativecommons.org/licenses/by/4.0
Rewiring learning: 25 years of digital literacy research in South Africa higher education
Digital literacy has become increasingly vital in higher education. The integration of digital literacy into educational environments signifies a fundamental shift towards a more technologically driven approach to teaching and learning. This paper presents a bibliometric review of digital literacy research within the context of South African higher education from 2001 to 2025. A bibliometric analysis was conducted using the Scopus database. The search string utilised was: "digital literac*" OR "digital technolog*" OR "digital competenc*" OR "digital skill*" AND "higher education" OR universit* OR college*, resulting in an initial total of 10,786 documents. Following a multi-stage screening process, 150 documents were identified as final. The dataset indicates a dynamic and rapidly evolving field of study, characterised by a consistent increase in publications over the past 25 years, with a notable acceleration in output since 2017. In light of these shifting themes, higher education institutions should position themselves as agile, digitally empowered, and contextually relevant entities. Institutions ought to leverage advanced digital technologies, regularly update qualifications to align with emerging workforce demands, and reimagine their roles as innovation hubs capable of addressing complex societal challenges. By embracing digital transformation and facilitating cross-sectoral research, higher education institutions can remain relevant, inclusive, and prepared for the future.
Copyright (c) 2026 Loquitur Maka https://creativecommons.org/licenses/by/4.0
When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention
Teachers play a central role in children’s lives. Among the various factors influencing student outcomes, teacher-student relationships (TSR) are par­ticularly important for development. Research indicates that TSR, characterised by high closeness and low con­flict, best supports students. Grounded in attachment theory, this study conceptualises TSR as a dynamic pro­cess shaped by the mutual influence of both partners, with quality emerging from perceptions of accumulated shared experiences and information exchanges. Alt­hough extensive research on TSR exists, most findings come from Western contexts. The present study exam­ines the potential effects of a relationship-based ap­proach, namely Banking Time, in South Africa. This in­tervention's origins lie in a dynamic understanding of re­lationships and targets TSR at a dyadic level. Using a sin­gle case study design involving seven teachers and stu­dents (N = 7), I first conducted a needs assessment and then measured outcomes from teachers’ perspectives through Direct Behaviour Ratings (DBR) and self-report scales in an A–B design. Data were analysed using Non-Overlap Indices and level effect calculations. Findings reveal changes in teachers’ perceived closeness to stu­dents, perceptions of student behaviours and emotional states, and self-rated well-being. Notably, greater and more significant changes occurred in dyads where teachers initially rated student behav­iour as more externalising. The discussion underscores the importance of relational histories, students’ relational and socio-cultural backgrounds, and the value of qualitative approaches to deepen the un­derstanding of teachers’ implicit beliefs.
Copyright (c) 2026 Kathrina Joanna Walther https://creativecommons.org/licenses/by/4.0
Interdisciplinary perspective on the role of active learning in enhancing memory
Active learning, as delineated through the ICAP framework, differentiates between active, constructive, and interactive modes of engagement, each linked to specific cognitive and behavioural processes that influence knowledge acquisition and retention. While cognitive psychology and neurobiology provide mechanistic explanations for the effectiveness of certain learning behaviours, these insights are seldom systematically integrated within educational frameworks. This theoretical review aims to address this gap by utilising the ICAP hierarchy as an organisational scaffold for synthesising findings from education, cognitive psychology, and neurobiology, and by proposing an integrated model that elucidates how distinct forms of active engagement enhance declarative memory through shared neurocognitive mechanisms. From an interdisciplinary perspective, active learning fosters long-term memory not merely through heightened behavioural engagement, but by aligning curiosity, effort-reward appraisal, and social interaction to activate dopaminergic plasticity pathways. Consequently, the modes of ICAP engagement can be conceptualised as graded modulations of a common neurocognitive cascade: Increasing learner choice and novelty enhances effort–reward appraisal, biases learning toward curiosity and motivation, and thereby facilitates dopaminergic activation, hippocampal and striatal plasticity, and durable memory formation. Within this framework, the active mode initiates engagement with the cascade, the constructive mode stabilises learning through metacognitive monitoring and attentional control, and the interactive mode further amplifies memory by integrating social reward with coordinated regulation of cognitive demands. Collectively, these distinctions elucidate how instructional design can support durable learning by maintaining a favourable effort–reward balance, fostering metacognitive regulation, and leveraging collaboration without exceeding cognitive limits.
Copyright (c) 2026 Veronia Nasralla, Elise Jasmijn Heesbeen, Jeroen Janssen, Elisabeth Yvonne Bijlsma https://creativecommons.org/licenses/by/4.0
Reconsidering group work assessment in higher education: A social constructivist analysis of challenges and perceptions
The strategy, which aims to promote student participation, peer interaction, and shared knowledge construction, is increasingly called into question by empirical evidence suggesting that this assumption does not consistently hold true, particularly in diverse and resource-constrained contexts. This study investigated group work assessment as a form of collaborative learning in higher education, focusing on the challenges associated with its implementation and the perceptions of both lecturers and students regarding its effectiveness. Guided by Social Constructivism Theory, which emphasises learning through social interaction and mediated collaboration, the study adopted a qualitative approach within an interpretivist paradigm. A case study design was employed, involving ten purposively selected participants, five lecturers and five final-year students, from a Faculty of Education at a selected university in South Africa. Data were generated using reflective instruments and analysed through thematic analysis in accordance with Braun and Clarke’s six-step procedure. The findings revealed that group work assessment is hindered by significant challenges, including poor communication, lack of participation, absence of leadership, and its time-consuming nature, all of which undermine meaningful collaboration. While lecturers generally perceived group work as a valuable pedagogical tool, students’ experiences were more ambivalent, highlighting a disconnect between intention and practice. The study concludes that group work assessment does not automatically foster participation and must be intentionally designed and facilitated. It recommends clear instructional guidelines, structured leadership roles, active monitoring, and assessment designs that balance collaboration with individual accountability to enhance inclusive and effective learning outcomes in higher education.
Copyright (c) 2025 Oyinlola Omolara Adebola https://creativecommons.org/licenses/by/4.0
Improving foundation phase learners' addition skills using digital interventions: A hermeneutic meta-synthesis
The purpose of this paper was to identify the predominant pedagogical roles of digital interventions in improving Foundation Phase learners’ addition skills. Global curriculum education advocates for the integration of digital interventions to enhance numeracy, with additional skills being a critical topic for early mathematical success. However, a significant gap persists between this policy encouragement and its effective implementation in classrooms, particularly in contexts such as South Africa. Framed by the Technological Pedagogical and Content Knowledge (TPACK) framework, teachers require both content and pedagogical knowledge to utilise digital interventions effectively in assisting learners in acquiring mathematical skills beyond rote memorisation. This study employed a hermeneutic meta-synthesis to critically interpret and integrate findings from 16 qualitative studies conducted between 2020 and 2025, utilising the Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The findings indicate that digital interventions serve as conceptual bridges and cognitive scaffolds, making abstract ideas tangible and enhancing executive functions in the improvement of addition skills. However, their transformative potential is entirely mediated by teacher expertise. Significant systemic barriers, including inadequate teacher technological, pedagogical, and content knowledge, insufficient professional development, and constraining curriculum policies, routinely lead to the underutilisation or misuse of technology as mere digital worksheets. This paper concludes that improving addition skills requires the construction of a coherent pedagogical ecosystem rather than reliance on superior interventions. Consequently, it recommends a fundamental reconceptualisation of teacher preparation and support concerning digital interventions aimed at improving Foundation Phase learners' addition skills.
Copyright (c) 2026 Thokozani Ndlovu, Mmakgabo Angelinah Selepe https://creativecommons.org/licenses/by/4.0
Higher education system support initiatives for teaching and learning: Experience in Nigerian universities
To evaluate the support initiatives offered by uni­versities in Nigeria, this article examines the measures taken to assist students, focusing on support aimed at improving teaching and learning processes. Using Tinto's theory of stu­dent integration and employed an explanatory sequential mixed-methods approach. A random sample of 10,097 stu­dents from 18 universities (9 federal and 9 state) across Ni­geria's six geopolitical zones was surveyed. Data was gath­ered through questionnaires, key informant interviews, and focus group discussions. The data were analysed using de­scriptive statistics, inferential statistics, and thematic analy­sis. The findings reveal that a large majority of universities in Nigeria (84.7%) do offer support initiatives to promote good study habits (84%), utilise various teaching methods to aid learning (84.4%), provide access to course advisors at no cost (84%), furnish conducive lecture rooms (82.7%), and equip them with comfortable seating (82.3%). The area with the least support was financial assistance (49.8%). State universi­ties provide financial support at a rate of 51.5%, while federal universities provide it at a rate of 49.8%. A significant differ­ence was observed, t(2,10095) = 12.70, p < .001, with state universities (M = 45.68, SD = 11.92) offering more support than federal universities (M = 42.62, SD = 12.05). The effect size was small (Cohen's d = 0.255), indicating a modest practical distinction between the two groups. Faculty members at the in­stitutions supported the quantitative findings, stating that state universities provide better teaching facilities, infrastructure, training, and workshops/conferences/ICT training compared to federal uni­versities.
Copyright (c) 2026 Babatunde Kasim Oladele https://creativecommons.org/licenses/by/4.0
Mapping the shift from digitisation to digital transformation: A 20-year bibliometric analysis of higher education research
Digital transformation has become a defining force in higher education, fundamentally reshaping teaching, learning, and institutional strategies worldwide. This study conducts a bibliometric analysis of research on digital transformation in higher education published between 2005 and 2024, using 726 documents from 405 scholarly sources indexed in Scopus. The analysis employed Biblioshiny to examine publication trends, citation patterns, and thematic evolution. Results indicate an annual growth rate of 32.57%, reflecting an acceleration in scholarly engagement. Collaboration is extensive, with 23% of publications involving international co-authorship and an average of 6.87 authors per paper, underscoring the global relevance of this research domain. The thematic analysis reveals a shift from early e-learning initiatives towards advanced concepts such as artificial intelligence (AI), virtual reality (VR), and sustainability, signalling a transition from incremental digitisation to systemic institutional change. These findings highlight the interdisciplinary maturity of the field and provide a foundation for future research aimed at addressing regional disparities and leveraging emerging technologies for inclusive and resilient higher education systems.
Copyright (c) 2025 Loquitur Maka https://creativecommons.org/licenses/by/4.0
Charting new frontiers: The need for decolonial governance in post-human universities
This theoretical paper examines how decolo­nial governance frameworks can transform leadership and institutional cultures within post-human universities to promote socially just and sustainable futures. As artifi­cial intelligence (AI) and automation become increasingly integrated into higher education, ranging from decision-making systems to pedagogical design, there is an escalat­ing risk that digital infrastructures will perpetuate colo­nial hierarchies and marginalise non-dominant epistemol­ogies. Drawing upon critical literature, the paper offers a theory-driven synthesis centred on three interrelated themes: the reproduction of colonial power through algo­rithmic and data systems; the ethical and relational praxis of decolonial leadership; and the alignment of governance structures with pluralistic, sustainable development goals. Rather than treating AI as ideologically neutral, the analysis positions it as a site of both exclusion and poten­tial, depending on how governance frameworks are con­ceptualised and enacted. The study argues that transform­ative leadership must prioritise contextual ethics, epis­temic justice, and inclusive participation in both human and digital domains. Thus, by embedding decolonial values into the heart of institutional governance, post-human universities can move beyond compliance-driven models towards more equitable, reflexive, and contextually grounded systems. The paper concludes with a call for deeper theorisation and empirical investigation into how decolo­nial governance can be realised in digitally mediated academic spaces.
Copyright (c) 2025 Bunmi Isaiah Omodan https://creativecommons.org/licenses/by/4.0
Global research trends in integrating education for sustainable development into school curricula: A bibliometric analysis (2015–2024)
Education for Sustainable Development (ESD) has become a global priority for promoting environmental, social, and economic sustainability through formal education. However, the pattern of global research output on ESD integration into the school curriculum has remained uneven, with concerns about limited research from developing countries and Africa. This study presents a bibliometric analysis of global research trends on ESD integration from 2015 to 2025. The study adopts a qualitative bibliometric analysis approach, collecting data from the Web of Science (WoS) database due to its high quality and extensive coverage. Articles published between 2015 and 2025 were considered for the study. The analysis reveals an upward trend in ESD publications globally, with a sharp rise from 2019. Research output on ESD is dominated by developing countries, especially the USA, with 315 articles; China, with 229 articles; the UK, with 210 articles; and Australia, with 176 articles. Institutional productivity is also concentrated in the global north, led by Manchester Metropolitan University, the University of California system, and major Australian universities. The most productive journal is Sustainability, which accounts for over 50 percent of the total output. Findings indicate a significant regional disparity in ESD research, with African countries showing lower production output, weak international collaboration, and limited citation impact. Strengthening research capacity, expanding cross-continental collaborations, and improving access to high-impact publication platforms are essential for advancing equitable global engagement in ESD scholarship.
Copyright (c) 2026 Mzuyanda Percival Mavuso, Kayode Babatunde Olawumi https://creativecommons.org/licenses/by/4.0
Between compliance and consciousness: Africanising curriculum and professional identity in South African vocational education
This article interrogates the contradictions embedded in the Advanced Diploma in Technical and Vocational Education and Training (TVET) at Nelson Mandela University, situating the preparation of vocational lecturers within the historical and political legacies of apartheid and the contested reforms of post-1994 South Africa. It examines how the formation of vocational educators navigates tensions between compliance and critical consciousness, between academisation and Africanisation, and between professionalisation and pedagogical justice. Although discursively framed by institutional commitments to humanising pedagogy and transformative learning, the curriculum frequently defaults to technicist delivery and bureaucratic alignment, thereby marginalising African epistemologies, multilingualism, and community-engaged practice. Drawing on a critical desktop analysis of curriculum documents, policy texts, and institutional frameworks, the article positions TVET lecturer education as a contested terrain of knowledge production, identity formation, and ideological struggle. Grounded in Freirean pedagogy and African philosophical traditions such as Ubuntu and epistemic justice, the analysis reveals that professional identity is shaped through normative compliance rather than ethical reflexivity. By extending the South African case to global debates, the article argues that vocational institutions must be understood not only as skill-delivery systems but also as sites of belonging, identity, and epistemic justice. In doing so, it contributes to decolonial scholarship in critical African studies by reframing vocational education as a space for epistemic courage, curricular justice, and the rehumanisation of knowledge in Africa and beyond.
Copyright (c) 2026 Ezekiel Majola, Deidre Geduld, Heloise Sathorar https://creativecommons.org/licenses/by/4.0
Unpacking classroom participation among undergraduates: The role of collaborative learning and peer assessment
Classroom participation is a potent predictor of students' learning interest and academic success. Despite the South African government's significant investment and bur­saries for students in higher education, poor class attendance, participation, and learning outcomes persist. This study ex­amined the extent of and the relationship between collabora­tive learning, peer assessment, and undergraduates' class­room participation, as well as the perceived strategies for its promotion. Underpinned by the Scaffolding and Social Learning Theories, the study utilised a survey research de­sign of a non-experimental nature. The population for this study comprised undergraduates who were enrolled in the 2024 academic year at the Faculty of Education, Nelson Man­dela University, South Africa. A sample of 315 students was selected using purposive and convenience sampling tech­niques. A questionnaire titled "Undergraduates' Classroom Participation Factors Questionnaire (UCPFQ)" with a = 0.71, 0.83, 0.76, and 0.77 for the four subsections was used for data collection. Data were analysed using descriptive and inferen­tial statistics at a 0.05 significance level. Results indicate that over 70% of students reported actively participating in class, over 80% reported learning collaboratively, and over 90% re­ported being favourably disposed to peer assessment. Col­laborative learning, peer assessment, and classroom partici­pation strategies significantly contribute to students' classroom participation, with collaborative learn­ing being the strongest significant predictor of classroom participation. Strategies for fostering classroom participation were highlighted. The study recommends, among other things, that professional development programmes be provided for lecturers on how to promote collaborative learning, peer assessment, and classroom participation among students.
Copyright (c) 2026 Mensah Prince Osiesi, Malesela Maepa, Cina Patricia Mosito, Heloise Sathorar https://creativecommons.org/licenses/by/4.0
Servant leadership and teachers' collaboration: Insights from rural South African schools
This study investigates the impact of servant leadership on teacher collaboration and the overall quality of education in selected rural secondary schools in South Africa. Despite various policy reforms, these institutions continue to confront challenges such as limited resources, inadequate infrastructure, teacher shortages, and socio-economic constraints, which exacerbate the educational disparity between rural and urban areas. Servant leadership, characterised by empathy, humility, trust, and empowerment, is acknowledged as a relational and ethical approach that prioritises the well-being and professional development of both educators and learners. Adopting a qualitative case study methodology, the research examined six public primary schools across three provinces, involving six principals and six teachers through semi-structured interviews. Thematic analysis indicated that servant leadership fosters supportive and psychologically safe environments, enhances teacher motivation, and promotes collaboration via shared decision-making, mentorship, and Professional Learning Communities. Nonetheless, structural and relational challenges, such as heavy workloads, insufficient infrastructure, limited digital access, and low levels of trust, impede sustained collaboration. The study concludes that while servant leadership is essential for enhancing teacher engagement and collective efficacy, its full impact is realised only when accompanied by intentional systemic support, professional development, and investment in resources, thereby offering practical guidance for policy, leadership training, and school improvement in rural contexts.
Copyright (c) 2026 Melese Shula https://creativecommons.org/licenses/by/4.0
Passion to practice: Early career teachers’ motivation, content confidence, and coping strategies in teaching
This study examines how early career teachers (ECTs) in South African schools perceive their readiness to teach, focusing on intrinsic motivation, perceived gaps in content knowledge, coping strategies, and the development of emerging confidence. Employing a qualitative approach within an interpretivist paradigm and a multiple-case study design, semi-structured interviews were conducted with 15 purposively selected ECTs, and the transcripts were analysed using reflexive thematic analysis (RTA). Five themes emerged: (1) motivation and a service-oriented purpose sustain engagement; (2) feelings of inadequacy linked to content uncertainties undermine self-efficacy; (3) coping relies on preparation, collegial support, and digital resources; (4) variable quality in initial teacher education (ITE) shapes early confidence; and (5) growth occurs through repetition, feedback, and reflection. Findings indicate a need for induction that explicitly targets subject-specific fluency, predictable and content-focused mentoring, and timetabled collaborative planning. It is argued that, in addition to the passion that ECTs bring, they require systematic support to convert effort into confidence and content security.
Copyright (c) 2026 Anthony Mpisi, Nyarayi Chinyama https://creativecommons.org/licenses/by/4.0
Investigating the influence of virtual chemistry laboratories on learners’ attitudes towards chemistry in rural schools
This study investigates the influence of Virtual Chemistry Laboratories (VCLs) on Grade 12 learners' attitudes towards Chemistry in rural secondary schools in the Sekhu­khune East District, Limpopo Province, South Africa. Employ­ing a quasi-experimental pre-post non-equivalent control group design, 115 learners were assigned to an experimental group (EG) utilising VCLs and a control group (CG) receiving conventional teacher-centred instruction. The Attitudes To­wards Chemistry Scale (ATCS), comprising 24 items, was val­idated by two senior education specialists in Chemistry. Reli­ability analysis indicated a Cronbach’s alpha of 0.82, demon­strating good internal consistency. To compare pre–post ATCS results, data were analysed using ANCOVA at a = 0.05. The covariate (pre-ATCS scores) significantly predicted post-test scores, F(1,112) = 8.56, p = 0.004, n² = 0.07. After controlling for pre-test scores, the instructional method had a significant effect, F(1,112) = 20.62, p < 0.001, n² = 0.16, with the experi­mental group outperforming the control group. The results suggest that VCLs significantly improved learners’ attitudes towards Chemistry, highlighting their influence as learner-centred instructional tools. The study recommends integrat­ing VCLs into the Physical Sciences curriculum and providing professional development for educators to effectively imple­ment VCL-based instruction.
Copyright (c) 2025 Rudorwashe Hungwe, Mamothibe Thamae, Mendon Dewa https://creativecommons.org/licenses/by/4.0
Intersecting identities and barriers to knowledge: Exploring equity and access in South African Higher education
This case study examined how intersecting identities create multiple barriers to knowledge access for final-year students at a South African higher education institution using a blended instructional approach. Grounded in intersectionality theory and Ubuntu philosophy, the study explored how race, gender, class, language, and other identity markers interact to shape students’ educational experiences and access to knowledge. Data were collected through semi-structured interviews and focus group discussions with twelve final-year students from three disciplines: Education, Business Studies, and Social Sciences. Thematic analysis revealed five major themes: compounding identity-based exclusions; navigating linguistic and cultural barriers through Ubuntu principles; economic constraints intersecting with social identities; digital exclusion in blended learning environments; and institutional responses to intersectional challenges. The findings demonstrate that students experience knowledge access barriers not as isolated challenges but as interconnected systems of disadvantage that require complex navigation strategies. The study contributes to understanding how intersectionality manifests in South African higher education contexts and highlights the need for institutional approaches that recognise and address the multifaceted nature of educational barriers.
Copyright (c) 2025 Raudina Madina Simelane https://creativecommons.org/licenses/by/4.0
Career transition support for learners with Down syndrome: A global scoping review (2013-2023).
The transition from school to post-school settings is a critical period for learners with Down syndrome (DS); however, research focused on career transition support remains limited. This scoping review examined literature from 2013 to 2023 addressing career transition support for learners with DS, employing a conceptual framework that combines neurodiversity theory with Bronfenbrenner's ecological systems theory. A systematic search across seven databases yielded no results that met the inclusion criteria. A supplementary Google Scholar search identified fifty-four studies, which were analysed to examine the general scope of DS literature. Four main themes emerged: pedagogical and educational support, in-school transitions, post-school functioning, and general career transition for learners with special educational needs. Notably, no studies focused specifically on career transition support for learners with DS as their primary objective. This review reveals a significant gap in educational research; life expectancy for individuals with DS has increased from nine to 60 years, yet educational research has not adapted to this reality. Educational research predominantly focuses on in-school support and fails to address the career development needs of learners with DS, thereby hindering their independence and self-sufficiency in post-school settings. These findings highlight the need for research targeting comprehensive career transition frameworks that address developmental trajectories and support requirements for learners with DS across diverse contexts. Future research should prioritise ability-based approaches that recognise the unique capabilities of learners with DS, moving beyond deficit-focused frameworks.
Copyright (c) 2026 Nettie Nobukosi Ndou-Chikwena, Maximus Monaheng Sefotho https://creativecommons.org/licenses/by/4.0
Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa
This study explores student teachers' profes­sional development during teaching practice supervision at schools. Their professional development is important for en­hancing student outcomes, and they need to continuously update their knowledge and skills throughout their careers. The participants consisted of ten B.Ed. 4th-year and PGCE students from an ODeL College of Education in South Af­rica. In this single case study, the researchers chose a quali­tative exploratory approach, underpinned by Hudson's Five-Factor Mentor Model as the theoretical framework. Mi­crosoft Teams was used for the semi-structured interviews, which were recorded and transcribed using thematic analy­sis. The findings revealed that student teachers were ex­posed to real-life working conditions. Mentors were instru­mental in improving their professional capabilities through exposure to professional development practices. Further­more, the student teachers gained practical strategies to manage classrooms effectively. This study supports the con­tinuous professional development of student teachers through mentoring programmes and a collaborative-ori­ented approach with all stakeholders in the work-integrated learning environment. Future research may explore ways to address the challenges of supervising large student cohorts.
Copyright (c) 2026 Aloysius Claudian Seherrie, Benedictus O‘Brian Plaatjies, Michael Moos Van Wyk https://creativecommons.org/licenses/by/4.0
Self-reflection and concept mapping as self-regulated learning strategies for learners in Online Open Distance e-Learning: A Bibliometric Review from 2014-2024
Self-regulated learning (SRL) is crucial in open and distance e-learning, but techniques like self-reflection and concept mapping face challenges. Research mainly focuses on face-to-face or blended settings, raising questions about SRL's effectiveness in digital environments. Thus, this article explores the literature trends of self-reflection and concept mapping as learning strategies for learners in online open distance e-learning (2014-2024), in a bid to fill the existing literature gap. The data collected from the Scopus database were subjected to bibliometric analysis using the BiblioShiny app. The analysis revealed that Hwang G. J., Järvelä S., Kinchin I. M., Li Y., and Malmberg J. are the most relevant authors, and countries such as Canada and the Netherlands have the highest number of publications within this study area. The word ‘human’ has the highest frequency, followed by ‘male’, ‘female’, and so on. Under the word cloud section, ‘human’ is the most prominent, followed by ‘concept mapping’. Self-reflection has been very useful for learners’ self-motivation, self-monitoring, and the development of their intellectual capital. Similarly, concept mapping is a highly creative learning strategy that simplifies complex thinking and transforms learning. Hence, future research can be conducted on teachers’ roles. Likewise, further studies can be carried out on other self-regulated learning strategies in the future.
Copyright (c) 2026 Babawande Emmanuel Olawale, Mncedisi Christian Maphalala https://creativecommons.org/licenses/by/4.0
Navigating the digital divide in open distance and e-learning: perspectives from urban and rural student teachers
In an era of digital transformation, integrating technology into education is essential; yet disparities in access, literacy, and engagement persist between urban and rural student teachers. This study examines these differences within an Open Distance and e-Learning (ODeL) institution, focusing on student teachers during their teaching practice. Grounded in Digital Divide Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs a qualitative multi-case approach to compare the digital experiences of urban and rural student teachers in South Africa. The study involved sixteen purposively selected fourth-year student teachers, comprising ten from rural schools and six from urban schools, who were completing their teaching practice within the College of Education. Findings reveal that rural student teachers face significant barriers, including unreliable internet, limited digital resources, and inadequate institutional support. At the same time, their urban counterparts benefit from structured digital training and greater access to technological tools. Additionally, gaps in digital literacy are evident, with rural student teachers relying on mobile-based tools and self-directed learning, whereas urban students engage with more advanced digital platforms. These disparities impact their ability to integrate technology effectively into classroom instruction. The study concludes that addressing the digital divide in teacher education requires more than just device access. Targeted interventions, such as digital literacy training, mentorship programmes, and improved infrastructure, are critical for equitable technology integration.
Copyright (c) 2025 Gabriel Tshepo Mphuthi, Mbazima Amos Ngoveni, Ramashego Shila Mphahlele https://creativecommons.org/licenses/by/4.0
Inspirational messages to next-generation principals on enacting transformative ethical leadership in schools
Ethical leadership is increasingly vital in today’s complex world, advancing credibility, trust, reputation, and workplace morale. Yet, it remains uncertain, with no definitive rules guiding principals’ enactment. This paper explores challenges and opportunities for next-generation principals, offering transformative insights to inspire them as agents of ethical leadership in schools, equipping them with innovative ideas to navigate contemporary uncertainties and uphold morally acceptable conduct in educational leadership. Although we approached five schools, seven staff members from three schools agreed to participate in this study. Having employed ethical leadership theory and through thematic analysis, this paper obtained participants’ understanding of ethical leadership, perceptions about transformative ethical leadership (TEL), and inspirational messages for next-generation principals on enacting transformative ethical leadership in schools. The findings, derived from the participants’ messages, indicated that next-generation principals should engage in constant moral learning, apply ethical leadership as a moral influence, and that ethical leaders must be loyal individuals dedicated to ensuring care and justice in schools. The paper recommends that consideration of these messages can assist next-generation principals in appreciating the beauty of ethical leadership in schools. The implications of these inspirational messages suggest that next-generation principals should regularly keep reflective journals regarding their ethical practices, conduct ethics dialogues with other principals, and ensure that school policies are regularly revised and implemented thoroughly. Furthermore, the implication of this study for the literature is that more research should be conducted to explore TEL and its implications for the enactment of ethical leadership in schools.
Copyright (c) 2025 Sipiwe Mudadigwa, Edwin Darrell De Klerk https://creativecommons.org/licenses/by/4.0
The two-way mirror of learning analytics: Reflections of student engagement in learning management system data
Copyright (c) 2025 Mashite Tshidi https://creativecommons.org/licenses/by/4.0
GenAI in private higher education: Student insights by gender, study level, and delivery mode
As generative artificial intelligence (GenAI) tools gain importance in higher education, understanding how different student groups engage with these technologies is essential for equitable integration. This study investigates the perceived differences in awareness, use, and benefits of GenAI and reference management tools across gender, level of study (undergraduate vs. postgraduate), and mode of delivery (contact, part-time, distance) in five private higher education institutions (PHEIs) in South Africa. Following a quantitative research approach, a total of 1,866 students participated in a structured, Likert-scale questionnaire distributed via MS Forms. Based on Pearson’s chi-square test and the chi-square goodness-of-fit test, significant differences emerged across genders, modes of delivery, and study levels. Female students were more likely to use GenAI for paraphrasing and grammar support, while male students engaged more with tools for coding, image generation, and mathematics. Postgraduate and part-time students reported higher perceived benefits, particularly in terms of efficiency and academic support, while distance students consistently reported lower perceived value and confidence in usage. The results support the need for targeted AI literacy interventions, particularly for female students and those in distance learning, as well as training that aligns with specific fields and tasks. These differences highlight the urgent need for targeted AI literacy initiatives and pedagogical interventions that address structural inequities in private higher education settings.
Copyright (c) 2025 Shamola Pramjeeth https://creativecommons.org/licenses/by/4.0