Interdisciplinary Journal of Education Research

Exploring the impact of GeoGebra on preservice teachers’ proficiency in teaching grade 10 parabola functions

Abongile Ngwabe — 2025-07-07

This paper investigates the development of teaching proficiency among preservice teachers in Grade 10 parabola functions through the use of GeoGebra. A significant number of preservice teachers encounter challenges in effectively teaching parabola functions due to limited resources for illustrating complex mathematical relationships, which can impede both their teaching proficiency and the students' conceptual understanding. The study was conducted at a rural-based university and involved four third-year Bachelor of Education (FET & SP) preservice teachers (PSTs) who were purposively selected. These preservice teachers specialised in mathematics and instructed Grade 10 parabola functions during both microteaching sessions and their teaching practice in rural schools. Prior to their teaching experiences, the preservice teachers received training on the integration of GeoGebra into their lesson plans. Employing an interpretivist paradigm and a case study research design, the study utilised the Technological Pedagogical Content Knowledge (TPACK) framework along with Kilpatrick et al.'s five strands of mathematical proficiency as analytical perspectives. Data were gathered through video-recorded lesson observations and stimulus recall interviews. The findings indicate that GeoGebra significantly enhanced the preservice teachers' proficiency by supporting critical areas of mathematical understanding: conceptual understanding, fluency, strategic competence, and adaptive reasoning. The dynamic visualisations offered by GeoGebra enabled preservice teachers to engage learners more deeply, facilitating a better understanding of parabola functions. PSTs reported improved confidence in their teaching, particularly in using real-time graph manipulation to explain complex concepts.

Mathematics teaching for sustainable development: Challenges and successes

Motshidisi Masilo — 2025-07-17

Mathematics teaching for sustainable development is fraught with challenges that hinder meaningful learning and the acquisition of problem-solving skills essential for environmental, economic, and societal responsibility. Therefore, mathematics teaching requires effective skills to apply heuristic strategies for sustainable human development, enabling a learning progression from the fourth to the fifth industrial revolution. Effective instructional practices must focus on including learners’ cultural and social realities through democratic dialogue. This research draws from algo-heuristics theory, which highlights a prescription-oriented approach as opposed to process-oriented teaching methods. This qualitative phenomenological study engaged six purposively sampled mathematics teachers, teaching grades 8 to 12, in a focus group interview and classroom observations. The engagement aimed to explore the successes and challenges faced in the mathematics classroom in relation to the attainment of the Mission 2030 sustainable education goals. Findings revealed that mathematics teachers lack sustainable teaching skills, and their practices lean towards prescription-oriented and algorithmic teaching methods, which contribute to impractical and dysfunctional learning environments. Consequently, mathematics teaching does not foster learning that equips students with the sustainable abilities needed to achieve the Mission 2030 sustainable education goals. To minimise these challenges and support teachers in applying process-oriented heuristic teaching methods, teacher empowerment is necessary. In essence, mathematics teachers should be guided in the application of process-oriented teaching strategies that enable them to implement meaningful learning for sustainable development.

Reconceptualising blended learning and pedagogies for innovative classroom practices

Billey Addam — 2025-08-05

Contemporary education has undergone tremendous pedagogical shifts, culminating in an altered higher education landscape. The transition from the dominant traditional in-person mode to emergency remote online facilitation, and subsequently to adopted blended learning environments, necessitates a reconceptualisation of pedagogy for strategic and process realignment. Furthermore, the rapid transformation in education, accompanied by reforms, has raised expectations for lecturers and graduates to possess abilities that combine subject understanding with suitable instructional practices to meet the demands of the digital workforce. This study employs a conceptual analysis methodology to understand and reconceptualise blended learning and its pedagogies. By navigating the literature through the lenses of the Community of Inquiry, the study highlights the relevance of university teachers and students comprehending the concept and pedagogies in order to implement blended learning effectively. Additionally, a supportive environment must be established with frameworks that promote innovative classroom practices and inclusive learning. The study indicates that inadequate comprehension of blended learning concepts, modes, models, and pedagogies hinders the promotion of optimal learning and teaching practices in modern educational settings. It suggests that providing contemporary technological tools and resources is crucial for fostering innovative classrooms. Moreover, continual professional development is essential to respond to the rapidly emerging digital technologies for effective blended learning implementation. The study underscores the importance of understanding both the concept and pedagogies, and it provides insights into the implications for higher education institutions' rapid adoption of blended learning.

Understanding the out-of-field teaching experiences: A review of selected national contexts

Kazeem Ajasa Badaru — 2025-08-04

This literature review examines the phenomenon of out-of-field (OOF) teaching experiences across various national contexts, highlighting their prevalence, challenges, and adaptive strategies. OOF teaching, where educators are assigned subjects outside their formal qualifications, remains a systemic issue exacerbated by teacher shortages and inequitable distribution. The study is grounded in a social constructivist framework and employs a narrative literature review to investigate the experiences of OOF teaching across diverse national contexts. The review aims to identify the challenging experiences of OOF educators and propose strategies to mitigate the impacts of this phenomenon. A systematic search of secondary data was conducted using databases such as Google Scholar, Scopus, Web of Science, and ScienceDirect, yielding over 50 sources. Through defined inclusion criteria and Boolean search terms, 14 relevant articles were selected for in-depth review. The findings were analysed using thematic analysis to uncover patterns related to teacher adaptation, support mechanisms, and educational outcomes. A narrative review of global, African, and South African studies reveals that structured policies and targeted training programmes improve OOF teaching outcomes, while under-resourced regions face persistent challenges. The findings emphasise the need for policy interventions, enhanced teacher training, and equitable recruitment strategies to mitigate the negative impacts of OOF teaching. Future research should explore long-term implications for educators and students, focusing on sustainable solutions that support OOF teachers across diverse educational settings.

AI adoption in African higher education: A systematic review of benefits and ethical implications

Abdul Feroz Maluleke — 2025-08-13

The accelerated adoption of artificial intelligence (AI) within African higher education presents both challenges and benefits. Numerous studies indicate that integrating AI into higher education can facilitate educational accessibility, enrich teaching and learning, bolster skills development, and streamline administrative tasks, thereby reducing costs. This study employed the PRISMA methodology to select 113 articles from the Web of Science and Scopus databases, spanning the years 2020 to 2024. Thematic content analysis revealed four primary benefits of AI adoption: enhanced teaching and learning, improved administrative efficiency, strategic digital transformation, and expanded access and inclusion. Conversely, the study identified four core ethical challenges: risks to academic integrity through the misuse of generative AI, data privacy concerns, the digital divide and infrastructural inequality, and institutional unpreparedness, including policy and capacity gaps. These findings emphasise the dual imperative of harnessing AI’s potential while mitigating associated risks. To support responsible AI integration, the study recommends that African higher education institutions establish context-specific AI governance frameworks, invest in equitable digital infrastructure, embed AI competencies across academic curricula, and provide targeted training for faculty and students. Moreover, fostering intra-African research collaboration and policy dialogue is critical for building contextually relevant, ethical, and inclusive AI adoption pathways. This study contributes to the growing literature on AI in African higher education and offers actionable insights for policymakers, institutional leaders, and scholars committed to advancing digitally responsive and ethically grounded education systems across the continent.