Open Books and Proceedings : Announcements
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description: Welcome to Open Books and Proceedings, an extension of the ERRCD Forum, committed to advancing knowledge through the publication of high-quality academic books, edited volumes, conference proceedings, and other scholarly monographs. Founded by a collective of experienced scholars, our mission is to ensure that cutting-edge research and evidence-based literature are accessible to all. ERRCD Forum is a registered private and independent publishing house that specialises in open-access publications. Our dedication to open access means that all our published works are freely available to readers, students, and researchers worldwide. We believe in the power of knowledge sharing and are passionate about making scholarly work accessible to a broader audience.
language: en
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description: Book Title: Building the Foundations: Effective and Equitable Approaches in Mathematics Teacher Preparation Book Editor: Babawande E. Olawale (PhD) bolawale@ufh.ac.za and beolawale@outlook.com School of Further and Continuing Education Faculty of Education University of Fort Hare Republic of South Africa BACKGROUND Teacher preparation programmes play a crucial role in shaping the knowledge, skills, and attitudes of prospective mathematics teachers. However, there is considerable variation in the methods employed to train these educators (Prestigiacomo et al., 2020; Olawale, 2022; Khasawneh, 2023; Blundell et al., 2023; Olawale, 2024a), giving rise to concerns about the effectiveness and fairness of these programmes. Although extensive research has been conducted on teacher preparation in general (Darling-Hammond, 2020; Tankiz & Uslu, 2023), the specific field of mathematics education remains relatively unexplored. Furthermore, existing research provides some insights into the overall impact of teacher preparation programmes on student outcomes (Boyd et al., 2009; Olawale, 2024b), but there is limited information on how different programme components, such as coursework, field experiences, forms of assessments and mentorship, contribute to teachers' development and readiness to teach mathematics. Moreover, there is a gap in the literature regarding the incorporation of cultural competence and diversity training in teacher preparation programs. It is essential to investigate how these programmes integrate culturally responsive teaching practices, address implicit biases, and promote equity and social justice in mathematics education. Understanding how these elements affect the effectiveness of pre-service teachers in diverse classrooms is of utmost importance. To address these gaps, the book will offer a comprehensive overview of diverse approaches to teacher preparation programmes in mathematics. Educators, researchers, and policymakers are invited to submit abstract…
creator: Open Books and Proceedings
date: %2024-%08-%01

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description: Book Title: Artificial Intelligence and Postgraduate Supervision in Higher Education Editors: Prof. Israel Kariyana ikariyana@wsu.ac.za Department of Continuing Professional Teacher Development Faculty of Education Walter Sisulu University Republic of South Africa Prof. Winter Sinkala wsinkala@wsu.ac.za Department of Mathematical Sciences and Computing Faculty of Natural Sciences Walter Sisulu University Republic of South Africa Background The rapid evolution of artificial intelligence (AI) is reshaping higher education, particularly the postgraduate supervision landscape. Traditional mentorship models, rooted in human interaction and the gradual nurturing of intellectual autonomy, are being challenged by AI technologies that promise to enhance efficiency, automate routine tasks, and generate academic outputs. AI-powered tools such as ChatGPT, Grammarly, and automated data analysis software now offer students unprecedented support in drafting proposals, analysing data, and even producing well-structured academic papers (Bond et al., 2024). While these advancements hold transformative potential, they also present existential questions regarding the role of supervisors in a technology-driven ecosystem. Supervisors must grapple with how to preserve the core values of mentorship—such as fostering critical thinking, creativity, and ethical inquiry—when students increasingly rely on AI-driven shortcuts and automated outputs. As such, the rise of AI poses both challenges and opportunities for redefining postgraduate supervision in ways that reflect the complexities of the digital age (Crompton & Burke, 2023). Research on AI in higher education has proliferated in recent years, highlighting its capabilities and limitations. Bond et al. (2024) conducted a systematic review of AI applications in education, emphasising ethical considerations and the need for transparency in AI deployment. Similarly, Omodan and Marongwe (2024) explored the role of AI in decolonising academic wr…
creator: Open Books and Proceedings
date: %2025-%01-%10

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description: Book Title: Work-Integrated Learning in the Age of Artificial Intelligence: Equity, Innovation, and Partnerships for Bridging Theory and Practice Editor: Prof. Cias T. Tsotetsi TsotetsiCT@ufs.ac.za Campus Vice-Principal: Academic and Research University of the Free State Republic of South Africa Background Work-Integrated Learning (WIL) has emerged as a cornerstone of higher education, particularly in contexts where professional competence and workplace readiness are critical outcomes. It is embedded across a wide spectrum of disciplines and institutions, including teacher education, nursing and health sciences, engineering, business and management, information and communication technology, agriculture, law, creative industries, and the technical and vocational education and training (TVET) sector. Across these diverse fields, WIL offers students authentic opportunities to connect theoretical frameworks with practical learning, cultivate employability skills, and develop professional identities. Nevertheless, persistent challenges remain, including uneven access to placements, resource constraints, superficial or poorly aligned partnerships with industry, and contested approaches to assessment (Cooper, Orrell, & Bowden, 2010; Jackson, 2018; Pit et al., 2020). The emergence of artificial intelligence (AI) in both education and the workplace intensifies these debates. Virtual internships and digital placements are reshaping the reach of WIL, extending opportunities to students previously excluded from conventional models while simultaneously highlighting inequalities in digital infrastructure and access (Lee, 2025). AI-enabled mentoring platforms and automated feedback systems introduce new possibilities for scalability and responsiveness, although concerns persist regarding the erosion of human-centred guidance, professional judgement, and ethical mentoring (Brown & Zhang, 2024). Furthermore, automated placement-matching systems and AI-driven assessment tools are imp…
creator: Open Books and Proceedings
date: %2025-%10-%04

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description: African-Centred Teaching Cases for MBA and Postgraduate Business Education An edited volume of the Operations Management Pedagogy, Artificial Intelligence and Research (OPAR) Project Please note that publication is free for all authors Editors: Prof. Nelda Mouton, Faculty of Economics and Management Sciences, North-West University Business School, North-West University, South Africa; Dr Mary Mwanzia, Department of Business Administration, School of Business, KCA University, Republic of Kenya; Prof. Pfumbudzayi Robert Machera, Faculty of Business and Accounting, Botho University Faculty of Business and Accounting, Botho University, Botswana; Dr Ronald Kwena, Graduate School, University of Kigali, Rwanda. Introduction Africa is not merely catching up to a global economy designed elsewhere; it is rewriting the terms on which operations are conceived and managed. Across the continent, digitalisation, artificial intelligence (AI), sustainability imperatives, entrepreneurial dynamism and increasingly complex supply chains are reshaping how organisations create and deliver value. Yet the operational realities that define African enterprise, intermittent infrastructure, large informal sectors, volatile input markets, and deeply relational, community-embedded ways of working, rarely resemble the resource-rich, tightly institutionalised settings that populate mainstream Operations Management textbooks. Recent evidence shows that African firms are already turning to AI and advanced manufacturing to build supply-chain resilience under precisely these constraints (Peprah et al., 2025), generating decisions and trade-offs that existing teaching materials seldom capture. This mismatch exposes a persistent gap in postgraduate business education. Although international case libraries are extensive, they carry an implicit geography: the problems, institutions and assumptions they encode are overwhelmingly drawn from the Global North, leaving African students to reason about their own…
creator: Open Books and Proceedings
date: %2026-%08-%02