Interdisciplinary Journal of Education Research
type: channel
description: The IJER is an open-access, double-blind, peer-reviewed journal publishing rigorous, interdisciplinary scholarship on education as a field of theory, policy and practice. Drawing on the humanities and social sciences, it gives particular attention to educational transformation, equity and access in African and other Global South contexts, while welcoming work of international relevance across all phases of education, from early childhood to higher, vocational and adult education. IJER publishes research articles, review and conceptual papers, book reviews and scholarly commentaries, each offering a clear theoretical grounding and a demonstrable contribution to knowledge or practice.
publisher: ERRCD Forum
language: en
publication name: Interdisciplinary Journal of Education Research
issn: 2710-2114
items: Supporting conceptual understanding in electricity and magnetism: A systematic review and the DIS heuristic
items: Knowledge production in a South African University: Interventions through research capacity development initiatives
items: Education innovation in teaching and learning among lecturers and students in selected higher education institutions in Dar es Salaam, Tanzania
items: Equity-focused inquiry pedagogy: Linking engagement to scientific literacy in Ghanaian senior high schools
items: Negotiating survival: A qualitative study of postgraduate student experiences in a historically disadvantaged South African University
items: A narrative review of assessment in higher education
items: An intersectional approach: unpacking gender inequality in Kenyan higher education
items: Trends and production dynamics in university rankings research: A bibliometric analysis for higher education policy
items: Practitioner perspectives on artificial intelligence-assisted translation of study material in a comprehensive, open, distance and e-Learning institution
items: Navigating epistemological borders: A reflective autoethnography of postgraduate supervision in transnational contexts
items: Conceptualising leadership for inclusive, digitally mediated psychosocial support in South African rural secondary schools
items: Rewiring learning: 25 years of digital literacy research in South Africa higher education
items: When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention
items: Interdisciplinary perspective on the role of active learning in enhancing memory
items: Reconsidering group work assessment in higher education: A social constructivist analysis of challenges and perceptions
items: Improving foundation phase learners' addition skills using digital interventions: A hermeneutic meta-synthesis
items: Higher education system support initiatives for teaching and learning: Experience in Nigerian universities
items: Mapping the shift from digitisation to digital transformation: A 20-year bibliometric analysis of higher education research
items: Charting new frontiers: The need for decolonial governance in post-human universities
items: Global research trends in integrating education for sustainable development into school curricula: A bibliometric analysis (2015–2024)
items: Between compliance and consciousness: Africanising curriculum and professional identity in South African vocational education
items: Unpacking classroom participation among undergraduates: The role of collaborative learning and peer assessment
items: Servant leadership and teachers' collaboration: Insights from rural South African schools
items: Passion to practice: Early career teachers’ motivation, content confidence, and coping strategies in teaching
items: Investigating the influence of virtual chemistry laboratories on learners’ attitudes towards chemistry in rural schools
items: Intersecting identities and barriers to knowledge: Exploring equity and access in South African Higher education
items: Career transition support for learners with Down syndrome: A global scoping review (2013-2023).
items: Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa
items: Self-reflection and concept mapping as self-regulated learning strategies for learners in Online Open Distance e-Learning: A Bibliometric Review from 2014-2024
items: Navigating the digital divide in open distance and e-learning: perspectives from urban and rural student teachers

Supporting conceptual understanding in electricity and magnetism: A systematic review and the DIS heuristic
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description: This systematic review synthesises 37 empirical studies published between 2019 and 2024 regarding secondary school teaching and learning in electricity and magnetism. Following PRISMA 2020 procedures, screening reliability was assessed (κ = 0.76–0.83), although the protocol was not formally registered. The review examines research across five analytically linked dimensions: topical scope, diagnostic practices, instructional mediation, conceptual change, and contextual factors. Findings indicate that research continues to concentrate on electric circuits (n = 28, 76%), while magnetism and electromagnetic induction are underrepresented (n = 5, 14%), thus limiting generalisability across the field. Diagnostic and assessment practices are predominantly outcome-focused, relying on pre-test/post-test instruments (n = 25, 68%), with few process-oriented or formative approaches that capture students' reasoning trajectories. Instructional strategies, including simulations, inquiry, and modelling, demonstrate contingent effectiveness: meaningful conceptual gains predominantly emerge when teachers provide structured guidance and pedagogical mediation. Evidence of sustained conceptual change is scarce, and contextual factors, including equity considerations, are seldom integrated into study designs. In response, this review proposes the Diagnose–Intervene–Sustain (DIS) heuristic, which foregrounds diagnostic assessment, evidence-informed instructional mediation, and reinforcement to support conceptual learning. Equity is positioned as a cross-cutting dimension of the heuristic, reflecting its role as a mediating condition in instructional effectiveness. Implications highlight the necessity for broader content coverage, systematic teacher mediation, process-oriented diagnostics, and attention to equity to enhance electricity and magnetism instruction.
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creator: Loyiso Currel Jita
creator: Olalekan Taofeek Badmus
creator: David Maleho Letloenyane
creator: Maria Tsakeni
rights: Copyright (c) 2026 Loyiso Currel Jita, Olalekan Taofeek Badmus, David Maleho Letloenyane, Maria Tsakeni https://creativecommons.org/licenses/by/4.0
date: 2026-07-14
publication date: 2026-07-14
starting page: a04
ending page: a04
doi: 10.38140/ijer-2026.vol8.2.04

Knowledge production in a South African University: Interventions through research capacity development initiatives
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description: Several studies have attributed the limited number of research outputs on the African continent to the lack of research capacity-building initiatives. Recognising this shortfall, the need for research-enabling environments has become a significant concern for several African universities. While traditional institutions in many African countries have long focused on teaching and learning, there has been increasing attention paid to research, particularly in South Africa. Adopting a qualitative research approach, data were collected through semi-structured interviews with academic staff at a South African university and were analysed thematically. The findings revealed that participants perceived Research Capacity Development (RCD) initiatives as critical in enhancing research skills, improving publication output, strengthening postgraduate supervision practices, and promoting grant-writing competencies. An ARCD framework was developed to explain RCD challenges and the necessary interventions for higher education institutions. The model highlights the global benefits of knowledge production when academics are fully equipped to produce problem-solving research publications.
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creator: Vaneshree Govender
creator: Kunle Musbaudeen Oparinde
rights: Copyright (c) 2026 Vaneshree Govender, Kunle Musbaudeen Oparinde https://creativecommons.org/licenses/by/4.0
date: 2026-07-15
publication date: 2026-07-15
starting page: a05
ending page: a05
doi: 10.38140/ijer-2026.vol8.2.05

Education innovation in teaching and learning among lecturers and students in selected higher education institutions in Dar es Salaam, Tanzania
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description: 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.
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creator: Bertha Erasto Losioki
rights: Copyright (c) 2026 Bertha Erasto Losioki https://creativecommons.org/licenses/by/4.0
date: 2026-07-11
publication date: 2026-07-11
starting page: a03
ending page: a03
doi: 10.38140/ijer-2026.vol8.2.03

Equity-focused inquiry pedagogy: Linking engagement to scientific literacy in Ghanaian senior high schools
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description: 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).
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creator: Joshua Dugah
creator: Mary Ayongo Demah
creator: Maxwell Bunu
creator: Judith Asabil
creator: Ibrahim Whasosookor Abdallah
creator: Eric Appiah-Twumasi
rights: 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
date: 2026-07-09
publication date: 2026-07-09
starting page: a01
ending page: a01
doi: 10.38140/ijer-2026.vol8.2.01

Negotiating survival: A qualitative study of postgraduate student experiences in a historically disadvantaged South African University
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description: 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 reso…
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creator: Asabonga Mngeni
creator: Abongile Ngwabe
rights: Copyright (c) 2026 Asabonga Mngeni, Abongile Ngwabe https://creativecommons.org/licenses/by/4.0
date: 2026-07-09
publication date: 2026-07-09
starting page: a02
ending page: a02
doi: 10.38140/ijer-2026.vol8.2.02

A narrative review of assessment in higher education
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description: Higher education assessment has historically been characterised by high-stakes examinations that frequently promote surface learning and constrain deep understanding. This narrative review traces the evolution of assessment from early merit-based systems to contemporary methodologies that position assessment as a catalyst for learning. Drawing on 65 peer-reviewed and scholarly sources published between 1967 and 2025, the study employs an interpretive thematic synthesis to examine summative, formative, and sustainable assessment, with particular emphasis on feedback practices, peer assessment, and student motivation. The findings indicate that the design of assessment plays a critical role in shaping student engagement and learning outcomes, with transparent, well-aligned tasks corresponding to deeper learning, whereas poorly designed high-stakes assessments contribute to anxiety and disengagement. The review further identifies persistent gaps between student expectations and institutional practices, particularly concerning feedback quality, fairness, and clarity. To address these challenges, the study advocates for the integration of low-stakes formative assessment, enhanced feedback mechanisms, the development of feedback literacy, and more inclusive and context-sensitive assessment design. Overall, the review underscores the necessity of reconceptualising assessment as a collaborative, equitable, and learning-oriented process in higher education.
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creator: Peter Merisi
creator: Olaitan Ayotunde Shemfe
creator: Raymond Emekako
rights: Copyright (c) 2026 Peter Merisi, Olaitan Ayotunde Shemfe, Raymond Emekako https://creativecommons.org/licenses/by/4.0
date: 2026-07-16
publication date: 2026-07-16
starting page: a06
ending page: a06
doi: 10.38140/ijer-2026.vol8.2.06

An intersectional approach: unpacking gender inequality in Kenyan higher education
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description: 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.
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creator: Cheryl Genga
creator: Sunday Babalola
rights: Copyright (c) 2026 Cheryl Genga, Sunday Babalola https://creativecommons.org/licenses/by/4.0
date: 2026-06-12
publication date: 2026-06-12
starting page: a18
ending page: a18
doi: 10.38140/ijer-2026.vol8.1.18

Trends and production dynamics in university rankings research: A bibliometric analysis for higher education policy
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description: 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.
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creator: Loquitur Maka
creator: Olushola Olatunji
creator: Christopher Strydom
rights: Copyright (c) 2026 Loquitur Maka, Olushola Olatunji, Christopher Strydom https://creativecommons.org/licenses/by/4.0
date: 2026-04-18
publication date: 2026-04-18
starting page: a15
ending page: a15
doi: 10.38140/ijer-2026.vol8.1.15

Practitioner perspectives on artificial intelligence-assisted translation of study material in a comprehensive, open, distance and e-Learning institution
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description: 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
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creator: Dolly Motjatji Mathabatha
creator: Olivia Khomotjo Ramokolo
rights: Copyright (c) 2026 Dolly Motjatji Mathabatha, Olivia Khomotjo Ramokolo https://creativecommons.org/licenses/by/4.0
date: 2026-04-19
publication date: 2026-04-19
starting page: a16
ending page: a16
doi: 10.38140/ijer-2026.vol8.1.16

Navigating epistemological borders: A reflective autoethnography of postgraduate supervision in transnational contexts
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description: 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.
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creator: Theophilus Adedokun
rights: Copyright (c) 2026 Theophilus Adedokun https://creativecommons.org/licenses/by/4.0
date: 2026-03-06
publication date: 2026-03-06
starting page: a08
ending page: a08
doi: 10.38140/ijer-2026.vol8.1.08

Conceptualising leadership for inclusive, digitally mediated psychosocial support in South African rural secondary schools
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description: 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.
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creator: Newlin Marongwe
rights: Copyright (c) 2026 Newlin Marongwe https://creativecommons.org/licenses/by/4.0
date: 2026-04-16
publication date: 2026-04-16
starting page: a14
ending page: a14
doi: 10.38140/ijer-2026.vol8.1.14

Rewiring learning: 25 years of digital literacy research in South Africa higher education
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description: 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.
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creator: Loquitur Maka
rights: Copyright (c) 2026 Loquitur Maka https://creativecommons.org/licenses/by/4.0
date: 2026-02-12
publication date: 2026-02-12
starting page: a04
ending page: a04
doi: 10.38140/ijer-2026.vol8.1.04

When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention
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description: 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.
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creator: Kathrina Joanna Walther
rights: Copyright (c) 2026 Kathrina Joanna Walther https://creativecommons.org/licenses/by/4.0
date: 2026-01-11
publication date: 2026-01-11
starting page: a01
ending page: a01
doi: 10.38140/ijer-2026.vol8.1.01

Interdisciplinary perspective on the role of active learning in enhancing memory
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description: 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.
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creator: Veronia Nasralla
creator: Elise Jasmijn Heesbeen
creator: Jeroen Janssen
creator: Elisabeth Yvonne Bijlsma
rights: Copyright (c) 2026 Veronia Nasralla, Elise Jasmijn Heesbeen, Jeroen Janssen, Elisabeth Yvonne Bijlsma https://creativecommons.org/licenses/by/4.0
date: 2026-03-03
publication date: 2026-03-03
starting page: a05
ending page: a05
doi: 10.38140/ijer-2026.vol8.1.05

Reconsidering group work assessment in higher education: A social constructivist analysis of challenges and perceptions
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description: 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.
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creator: Oyinlola Omolara Adebola
rights: Copyright (c) 2025 Oyinlola Omolara Adebola https://creativecommons.org/licenses/by/4.0
date: 2025-12-29
publication date: 2025-12-29
starting page: a22
ending page: a22
doi: 10.38140/ijer-2025.vol7.2.22

Improving foundation phase learners' addition skills using digital interventions: A hermeneutic meta-synthesis
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description: 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.
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creator: Thokozani Ndlovu
creator: Mmakgabo Angelinah Selepe
rights: Copyright (c) 2026 Thokozani Ndlovu, Mmakgabo Angelinah Selepe https://creativecommons.org/licenses/by/4.0
date: 2026-03-20
publication date: 2026-03-20
starting page: a12
ending page: a12
doi: 10.38140/ijer-2026.vol8.1.12

Higher education system support initiatives for teaching and learning: Experience in Nigerian universities
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description: 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.
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creator: Babatunde Kasim Oladele
rights: Copyright (c) 2026 Babatunde Kasim Oladele https://creativecommons.org/licenses/by/4.0
date: 2026-04-29
publication date: 2026-04-29
starting page: a17
ending page: a17
doi: 10.38140/ijer-2026.vol8.1.17

Mapping the shift from digitisation to digital transformation: A 20-year bibliometric analysis of higher education research
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description: 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.
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creator: Loquitur Maka
rights: Copyright (c) 2025 Loquitur Maka https://creativecommons.org/licenses/by/4.0
date: 2025-12-18
publication date: 2025-12-18
starting page: a20
ending page: a20
doi: 10.38140/ijer-2025.vol7.2.20

Charting new frontiers: The need for decolonial governance in post-human universities
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description: 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.
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creator: Bunmi Isaiah Omodan
rights: Copyright (c) 2025 Bunmi Isaiah Omodan https://creativecommons.org/licenses/by/4.0
date: 2025-11-17
publication date: 2025-11-17
starting page: a16
ending page: a16
doi: 10.38140/ijer-2025.vol7.s1.16

Global research trends in integrating education for sustainable development into school curricula: A bibliometric analysis (2015–2024)
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description: 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.
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creator: Mzuyanda Percival Mavuso
creator: Kayode Babatunde Olawumi
rights: Copyright (c) 2026 Mzuyanda Percival Mavuso, Kayode Babatunde Olawumi https://creativecommons.org/licenses/by/4.0
date: 2026-02-26
publication date: 2026-02-26
starting page: a06
ending page: a06
doi: 10.38140/ijer-2026.vol8.1.06

Between compliance and consciousness: Africanising curriculum and professional identity in South African vocational education
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description: 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.
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creator: Ezekiel Majola
creator: Deidre Geduld
creator: Heloise Sathorar
rights: Copyright (c) 2026 Ezekiel Majola, Deidre Geduld, Heloise Sathorar https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: a13
ending page: a13
doi: 10.38140/ijer-2026.vol8.1.13

Unpacking classroom participation among undergraduates: The role of collaborative learning and peer assessment
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description: 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.
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creator: Mensah Prince Osiesi
creator: Malesela Maepa
creator: Cina Patricia Mosito
creator: Heloise Sathorar
rights: Copyright (c) 2026 Mensah Prince Osiesi, Malesela Maepa, Cina Patricia Mosito, Heloise Sathorar https://creativecommons.org/licenses/by/4.0
date: 2026-03-14
publication date: 2026-03-14
starting page: a10
ending page: a10
doi: 10.38140/ijer-2026.vol8.1.10

Servant leadership and teachers' collaboration: Insights from rural South African schools
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description: 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.
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creator: Melese Shula
rights: Copyright (c) 2026 Melese Shula https://creativecommons.org/licenses/by/4.0
date: 2026-02-06
publication date: 2026-02-06
starting page: a03
ending page: a03
doi: 10.38140/ijer-2026.vol8.1.03

Passion to practice: Early career teachers’ motivation, content confidence, and coping strategies in teaching
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description: 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.
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creator: Anthony Mpisi
creator: Nyarayi Chinyama
rights: Copyright (c) 2026 Anthony Mpisi, Nyarayi Chinyama https://creativecommons.org/licenses/by/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: a07
ending page: a07
doi: 10.38140/ijer-2026.vol8.1.07

Investigating the influence of virtual chemistry laboratories on learners’ attitudes towards chemistry in rural schools
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description: 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.
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creator: Rudorwashe Hungwe
creator: Mamothibe Thamae
creator: Mendon Dewa
rights: Copyright (c) 2025 Rudorwashe Hungwe, Mamothibe Thamae, Mendon Dewa https://creativecommons.org/licenses/by/4.0
date: 2025-10-11
publication date: 2025-10-11
starting page: a16
ending page: a16
doi: 10.38140/ijer-2025.vol7.2.16

Intersecting identities and barriers to knowledge: Exploring equity and access in South African Higher education
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description: 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.
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creator: Raudina Madina Simelane
rights: Copyright (c) 2025 Raudina Madina Simelane https://creativecommons.org/licenses/by/4.0
date: 2025-10-07
publication date: 2025-10-07
starting page: a14
ending page: a14
doi: 10.38140/ijer-2025.vol7.2.14

Career transition support for learners with Down syndrome: A global scoping review (2013-2023).
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description: 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.
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creator: Nettie Nobukosi Ndou-Chikwena
creator: Maximus Monaheng Sefotho
rights: Copyright (c) 2026 Nettie Nobukosi Ndou-Chikwena, Maximus Monaheng Sefotho https://creativecommons.org/licenses/by/4.0
date: 2026-01-28
publication date: 2026-01-28
starting page: a02
ending page: a02
doi: 10.38140/ijer-2026.vol8.1.02

Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa
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description: 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.
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creator: Aloysius Claudian Seherrie
creator: Bernadictus O‘Brian Plaatjies
creator: Michael Moos Van Wyk
rights: Copyright (c) 2026 Aloysius Claudian Seherrie, Benedictus O‘Brian Plaatjies, Michael Moos Van Wyk https://creativecommons.org/licenses/by/4.0
date: 2026-03-12
publication date: 2026-03-12
starting page: a09
ending page: a09
doi: 10.38140/ijer-2026.vol8.1.09

Self-reflection and concept mapping as self-regulated learning strategies for learners in Online Open Distance e-Learning: A Bibliometric Review from 2014-2024
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description: 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.
subject: Education Research Articles
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creator: Babawande Emmanuel Olawale
creator: Mncedisi Christian Maphalala
rights: Copyright (c) 2026 Babawande Emmanuel Olawale, Mncedisi Christian Maphalala https://creativecommons.org/licenses/by/4.0
date: 2026-03-15
publication date: 2026-03-15
starting page: a11
ending page: a11
doi: 10.38140/ijer-2026.vol8.1.11

Navigating the digital divide in open distance and e-learning: perspectives from urban and rural student teachers
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description: 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.
subject: Education Research Articles
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creator: Gabriel Tshepo Mphuthi
creator: Mbazima Amos Ngoveni
creator: Ramashego Shila Mphahlele
rights: Copyright (c) 2025 Gabriel Tshepo Mphuthi, Mbazima Amos Ngoveni, Ramashego Shila Mphahlele https://creativecommons.org/licenses/by/4.0
date: 2025-10-27
publication date: 2025-10-27
starting page: a15
ending page: a15
doi: 10.38140/ijer-2025.vol7.s1.15