Interdisciplinary Journal of Sociality Studies
IJSS provides a platform for academics, practitioners, and social development experts to publish their intellectual works. IJSS encourages empirical research, theoretical argument, review and conceptual opinions on social development, policies and practices, relationships and innovations that empower individuals, families, groups, organisations, and small and large entities. Our interest is limited to social-related issues, social interpretations, and emancipation of socially disadvantaged groups, which contributes to creating a socially just, rights and humanity-based context.
Digital literacy and academic readiness: Insights from first-year education students from a South African university
The rapid integration of digital technologies in higher education has elevated digital literacy from a supplementary skill to a critical determinant of academic readiness, especially for first-year students transitioning from unequal schooling contexts. This paper examines first-year education students' perceptions of how their computer skills shape their engagement within a technology-enhanced learning environment at a South African university. Drawing on Van Dijk's digital divide theory, digital inequality is conceptualised as extending beyond access to include differentiated capacities for effective use. A qualitative approach was employed using an online questionnaire consisting of open-ended questions administered to 325 purposively selected participants and was analysed thematically. Findings indicate that digital competence functions as a differentiation mechanism, enabling or constraining academic participation. It appears that digitally competent students manage academic tasks effectively, navigate online platforms independently, and remain engaged. Therefore, confidence in using digital tools emerged as a stronger determinant of academic readiness than technical proficiency alone, highlighting its mediating role in translating competence into performance. While students with limited digital proficiency experienced barriers such as restricted platform access, reduced performance, and emotional strain, including anxiety and frustration, which reinforced inequalities. Despite these challenges, students showed a strong willingness to improve their skills, indicating a high level of motivational access. The authors argue that persistent inequalities are shaped by pre-university digital preparedness. Therefore, higher education should integrate compulsory digital literacy development, embedding digital skills across first-year curricula to promote equity, inclusion, and student success.
Copyright (c) 2026 Loquitur Maka, Eleanor Bernard, Somarie Holtzhausen https://creativecommons.org/licenses/by/4.0
Mobility risks and the gender questions in migration governance: Refocusing the Nigeria-Libya-Europe route
The article argues that migration governance along irregular migration corridors reproduces the mobil­ity risks and vulnerabilities it seeks to mitigate. Conceptu­ally informed by the Global Compact for Migration and theoretically grounded in feminist political economy, the article conceptualises borders as labour-market technolo­gies that filter migrants according to global labour de­mands, rather than as mere physical boundaries. The study employed purposive and snowball sampling methods to address the research objectives and to gather 18 respond­ents divided into two groups: Nigerian survivors and re­turnees to Libya (Category A) and government, institu­tional, and transnational authorities (Category B), utilising an interpretivist-oriented qualitative case study design. Questionnaires and key informant interviews were em­ployed to collect data, which were analysed thematically using NVivo 14. Four themes emerged: empirical examina­tion of risk production along the route, gendered dimen­sions of mobility risks, coping and survival strategies, and understanding effective gendered migration governance. The findings revealed that the governance architecture provides an informal economy of containment, in which securitisation, deterrence-based policies, and externalised enforcement mechanisms shape the inter­section of migrants, mobility risks, and systematic exploitation. Female migrants are subjected to sex­ual violence and forced prostitution; male migrants face labour exploitation, organ harvesting, and kidnapping, while LGBTQ+ individuals encounter compounded violations. Migrants employ embod­ied bargaining strategies, such as selling sexuality, labour, or ransom, as survival currencies. The paper concludes that migration governance continues to perpetuate the political economy of managed ille­gality and proposes gender-mainstreamed, rights-based, and disruptive policy changes aimed at achieving safer migration governance in Africa and beyond.
Copyright (c) 2026 Adedeji Odunayo Oso, Vivian Besem Ojong https://creativecommons.org/licenses/by/4.0
Funding as the primary constraint: A study of police service delivery in Enga province, Papua New Guinea
The inadequate funding of policing operations by successive national, provincial, and local-level govern­ments (LLG) in Papua New Guinea has hindered effective service delivery by the Royal Papua New Guinea Constab­ulary (RPNGC). This research investigates the dynamics of police service delivery in Enga Province, Papua New Guinea. It adopts the Home Rule theory of policing, which views the police as servants of the community, to explore service delivery in the law and justice sector in Papua New Guinea. The researchers conducted a focus group inter­view (FGI) with seven police personnel selected from Enga Province to generate data, which was analysed using the NRI Qualitative Venn-Diagrammatic Analysis (NRI-QVDA) with a basic Venn diagram. The results indicated that funding is the greatest challenge to effective police ser­vice delivery in Enga Province. The research makes a strong case for establishing a Police Service Delivery Fund to transform police service delivery in Papua New Guinea.
Copyright (c) 2025 Olugbenga Adebayo Ige, Akam Tom https://creativecommons.org/licenses/by/4.0
The right to rule, power and reward: Liberation movements and the currency of political entitlement on the African continent
With the attainment of independence across Africa, liberation movements transformed into ruling regimes. They employed various strategies, including the utilisation of liberation heritage to maintain a grip on political power. Victory against colonial rule became a justification for former liberation movements to hold on to power. Using case studies from across Africa, we argue that there is a politics of entitlement among former liberation movements, whereby liberation credentials are mobilised to legitimise political hegemony. We used a neo-patrimonialism framework to explain how liberation movements in Africa leverage historical legitimacy to build personal political capital, promote patronage systems, and justify their entitlement to state resources. Observation and media analysis, blended with an examination of secondary written texts, were used to gather data that addressed questions on how historical legitimacy is employed to entrench neo-patrimonialism. We discovered that despite the uniqueness of individual countries’ geopolitics, the behaviour of liberation movements exhibits striking similarities across Africa, entrenched in the belief that dislodging colonialism justifies perpetual political legitimacy. While there is extensive literature on postcolonial African politics, this study is unique as it contributes to the historiography of African liberation politics by analysing the methods used by former liberation movements in utilising liberation heritage as political capital.
Copyright (c) 2026 Chitja Twala, Hove Baldwin https://creativecommons.org/licenses/by/4.0
Loneliness and psychosocial outcomes among left-behind learners in child-only households in South Africa
Parental labour migration in South Africa has led to an increasing number of left-behind learners residing in child-only households. This separation disrupts familial structures and adversely affects children’s psychosocial well-being and academic performance. This study aims to investigate how loneliness manifests among left-behind secondary school learners and influences their emotional, behavioural, and educational outcomes within both school and community contexts. A qualitative case study design was employed at one secondary school in South Africa. Fourteen left-behind learners and twelve community and educational informants were purposively selected to participate in focus group discussions and follow-up interviews. Data were analysed thematically. Findings indicate that loneliness has significant emotional repercussions, including heightened sadness, anxiety, and low self-esteem. Behaviourally, learners exhibit withdrawal, aggression, and risk-taking due to limited or absent parental supervision. Academic performance is negatively impacted by diminished motivation, concentration difficulties, and absenteeism. Furthermore, negative stereotypes within the community and school exacerbate learners’ isolation and restrict access to supportive networks. In conclusion, loneliness emerges as a critical psychosocial risk factor that undermines the holistic well-being and educational experiences of left-behind learners. The study recommends the implementation of school and community-based support initiatives to enhance emotional care, social inclusion, and academic participation.
Copyright (c) 2025 Ricanos Jaure, Alfred Henry Makura https://creativecommons.org/licenses/by/4.0
Strategies to manage prejudice-based bullying against LGBT students at a selected university in South Africa
Lesbian, Gay, Bisexual, and Transgender (LGBT) individuals in rural Eastern Cape of South Africa face persistent marginalisation due to remoteness and conservative social attitudes, including within universities. This study explores strategies to manage prejudice-based bullying against LGBT students and reduce the stressors associated with such discrimination. To achieve the aim of this study, the research was framed within the constructivist paradigm, employing a qualitative research approach and a phenomenological design for a deeper understanding of the phenomenon. The snowball sampling technique was used to select six LGBT students, while purposive sampling was employed to identify two Student Representative Council (SRC) members and two Student Affairs workers. In-depth interviews were conducted to gather data, which were then analysed and interpreted using Braun and Clarke’s 2006 thematic analysis steps. This study revealed several forms of bullying experienced by LGBT students, as well as strategies suitable for managing prejudice-based bullying among them. It emerged that LGBT students encounter technology-facilitated gender-based bullying, verbal bullying, and discrimination, all of which adversely affect their psychological health, resulting in long-term psychological disorders. To ensure the welfare, inclusivity, and safety of LGBT students at the university, participants suggested the need for policy and structural changes, increased awareness and education, support systems, disciplinary measures, and fair resource allocation. This study recommends that the university hold ongoing educational workshops and campaigns, allocate adequate financial resources, network with external stakeholders to gain new insights on managing bullying motivated by prejudice, and promote inclusivity.
Copyright (c) 2025 Nizibone Juliet Mguye, Bunmi Isaiah Omodan (Author) https://creativecommons.org/licenses/by/4.0
Voices from the forefront: Socio-cultural factors hindering women’s representation in principalship positions in South Africa
The underrepresentation of women in principalship roles within the education sector constitutes a persistent global challenge, significantly influenced by socio-cultural factors. This case study investigates stakeholder perceptions of these barriers in two secondary schools located in South Africa's Eastern Cape. Employing a qualitative research design within an interpretive paradigm, data were collected through semi-structured interviews with nine selected participants. Analysis revealed key themes pertaining to the systemic challenges that women encounter in progressing to leadership positions. The study identified several critical factors that impede women's advancement, including entrenched societal stereotypes and cultural beliefs that perpetuate discrimination in leadership selection. Cultural and societal norms further complicate the landscape for aspiring female leaders. The findings indicate a pressing need for initiatives aimed at cultivating a supportive environment for women in educational leadership. Recommendations include the implementation of leadership awareness workshops to educate stakeholders about the value of gender diversity and to address unconscious biases in promotion practices. Moreover, community empowerment campaigns are essential for engaging local support for women in leadership. Enhancing access to professional development opportunities for women can equip them with the requisite skills for leadership roles. Ultimately, the study advocates for schools to ensure equal opportunities based on talent and merit rather than gender, thereby fostering an equitable framework for advancement in educational leadership.
Copyright (c) 2025 Ntsika Dyantyi, Lulama Lynette Mbatha (Author) https://creativecommons.org/licenses/by/4.0
Learners as activists: Secondary school girls, critical consciousness, and the liberation struggle in Southwestern Zimbabwe, c.1966–1979
This paper offers a gendered analysis of the experiences of secondary school students in the fight against oppression in Rhodesia. Using case studies from mission boarding secondary schools in southwest Rhodesia, the article discusses the daily realities of secondary school girls during Zimbabwe’s liberation struggle (circa 1966–1979). This analysis is framed through the lenses of Critical Pedagogy and gender analysis. Guided by Paulo Freire’s concepts of critical consciousness, the study examines various forms of oppression at the school level and analyses the effects of racialised colonial educational policies and guerrilla war teachings in awakening activism among girl students. Archival records, oral histories, and secondary texts were the sources interrogated. It was discovered that while the major struggle was against colonial rule, forms of oppression also existed at the school level. Girls in secondary schools fought against such oppression through strikes, rumourmongering, and repurposing domestic skills for the war effort. The study concludes that these everyday acts of resistance, often overlooked, were central to the war's logistical and moral fabric, challenging the dominant masculinist historiography. Thus, the girls’ dual identity as learners and activists tested the masculinist framing of the liberation war. Therefore, there is a need for narratives of girls to be elevated in liberation discourses, as they were not only collaborators but also active participants in the birth of a post-colonial Zimbabwe. Consequently, this study subscribes to decolonial feminist historiography, repositioning schooling as a site of the girl child’s struggle for empowerment and social transformation.
Copyright (c) 2025 Hove Baldwin, Bekithemba Dube https://creativecommons.org/licenses/by/4.0
Bridging classroom and real-world learning: The impact of field trips on geography students’ engagement and critical thinking in South Africa
This study investigates the enhancement of learning in Geography Education through field trips at a South African university, guided by Dewey’s philosophy of experiential learning and Kolb’s Experiential Learning Cycle. The aim was to explore how practical, real-world experiences strengthen students’ comprehension of theoretical concepts and foster professional development. The research was framed within an interpretivist paradigm, emphasising the subjective meanings and experiences of participants. A qualitative approach was adopted, employing a case study design to provide in-depth insights into a specific field trip experience. The population comprised all third-year Geography Education students at the university, with a purposive sample of 17 participants who attended the field trip and completed the survey. Data was collected through an open-ended questionnaire (administered via Google Forms) immediately following the field trip, as part of a routine evaluation process. Responses were analysed using thematic analysis, allowing for the emergence of patterns and themes from participants’ narratives. Four themes emerged: experiential learning and concrete understanding, theory-to-practice integration, affective engagement and critical reflection, and skill development through collaborative learning. The findings reveal that well-structured field trips can substantially deepen learning, foster critical thinking, and build professional competencies. This well-structured and insightful study clearly demonstrates the value of experiential learning in Geography Education, although the noted challenges highlight areas needing further attention. This study contributes to the literature by applying the Dewey–Kolb framework in a South African higher education context, offering evidence of how experiential learning promotes academic and professional development.
Copyright (c) 2025 Zenande Nonkula https://creativecommons.org/licenses/by/4.0
Unpacking dynamics: A systematic literature review on gender-based violence, its cultural and structural influences in South African universities
Gender-based violence (GBV) remains a pressing issue in South African universities, triggered by a complex interplay of cultural and structural factors. Universities have been grappling with high rates of GBV cases, which can be attributed to various contributory factors. This systematic literature review aims to examine the dynamics of GBV within universities, specifically focusing on its cultural and structural influences. Utilising a comprehensive analysis of academic articles, institutional reports, and policy documents, this study investigates how entrenched gender norms, patriarchy, power imbalances, and institutional frameworks contribute to GBV in universities. This review employs an intersectional approach, exploring how these factors shape survivors' experiences and the effectiveness of institutional responses. The findings reveal a high prevalence of GBV within universities, associated with both cultural and structural drivers. University policies and societal attitudes were found to fail in providing adequate support for survivors, resulting in the underreporting of GBV. Cultural beliefs and systemic barriers were found to hinder the effective implementation of GBV interventions in universities. This study recommends GBV policy reforms, enhanced institutional accountability, culturally sensitive strategies, and the establishment of survivor-centred support systems to create safer campuses. Future research should assess efforts addressing GBV within South African universities.
Copyright (c) 2025 Memory Gwiza, Eleanor Alvira Hendricks https://creativecommons.org/licenses/by/4.0
Troubling artificial intelligence space to reflect on sustainable curriculum practices and the emergent cyborg identities among postgraduate students
COVID-19 highlights the urgent need for re­form of the postgraduate curriculum to address complex and rapidly changing global challenges. This study re­flects on the formation of cyborg identities among post­graduate students, drawing upon Donna Haraway’s cy­borg theory as these individuals navigate the intricacies of modern curriculum practices infused with artificial intel­ligence (AI). A cohort of eight postgraduate students en­rolled in master’s and doctoral programmes participated in this study through a virtual participatory action re­search design. The study facilitated dynamic discussions and the exhibition of evolving student identities using platforms such as Yammer and various digital devices. Data were collected from online discussions and webi­nars, transcribed with the assistance of Fireflies software, and analysed using critical discourse analysis. The re­search reveals how the integration of remote learning and AI into curriculum practices uncovers a 'hidden curricu­lum' that merges human and cybernetic systems, suggest­ing a more commonplace presence of cybernetics in daily life than previously acknowledged. Furthermore, it underscores the significant influence of cyberspace on altering human consciousness and social identity, implications that extend into 'second life' realities and the experiences of post-educational curriculum innovation. These findings contribute to the on­going discourse regarding the role of AI in education, highlighting the importance of ethical curricu­lum reforms that consider data privacy and aim to elevate AI for personalised learning experiences without reinforcing existing educational disparities. Situated within the thematic discussion, this re­search addresses pressing challenges and envisions the future of curriculum development through the lens of AI’s transformative capabilities.
Copyright (c) 2025 Molaodi David Tshelane https://creativecommons.org/licenses/by/4.0
Democratic education in technology-mediated postgraduate nursing: Equity and access in resource-limited contexts
This study explores how Master of Nursing Sci­ence students navigate technology-mediated learning and institutional support, examining how digital platforms ei­ther promote or hinder equitable access in resource-lim­ited contexts through a critical pedagogy lens. A qualita­tive research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions in­volving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet con­nectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strate­gies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students expe­rience in resource-limited contexts. The findings highlight the need for universities to transition from passive re­source provision to proactive institutional engagement, ensuring structured support that fosters mean­ingful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education.
Copyright (c) 2025 Bokang Amelia Mahlelehlele; Jeanette Elizabeth Maritz; Gisela Hildegard van Rensburg https://creativecommons.org/licenses/by/4.0
Philosophical practices within social enterprises in South Africa: A search for inclusive socio-economic development
Generally, economic investment models are primarily premised on maximising profit and accumulating wealth, a development paradigm that mostly benefits investors, with little attention to the indigent. South Africa, despite being one of the richest countries in Africa, continues to record high levels of inequality, poverty, unemployment, and social injustice. This paper focuses on social entrepreneurship as a socio-economic paradigm that aims to balance profit-making and social impact for economic inclusivity in Buffalo City Municipality in the Eastern Cape Province, South Africa. An interpretivist paradigm, which aligns with a qualitative research approach, was adopted. Using a case study research design, three social enterprises in the agriculture, ICT, and clothing sectors were selected from which ten participants were purposively sampled and interviewed. Thematic analysis revealed that people-centrism, socio-economic empowerment, cultural integration, and continuous innovation are key philosophical pillars driving social enterprise practices. The findings highlight that by aligning traditional African values with market-oriented strategies, social enterprises contribute to rebuilding community solidarity, democratising economic participation, and addressing systemic inequalities. These principles advance the social investment paradigm in social enterprises by enabling the reconceptualisation and contextualisation of wealth creation and its concomitant social impact on communities. However, tensions remain due to differing perceptions of social enterprises as either Afrocentric solutions or neo-colonial constructs. The study concludes that philosophical authenticity and contextual sensitivity are crucial for enhancing the efficacy and acceptance of social entrepreneurship models in South Africa’s socio-economic development landscape. The study recommended that practitioners implement inclusive, equity-based investment models to promote human development.
Copyright (c) 2025 Robert Mutemi Kajiita, Simon Murote Kang'ethe https://creativecommons.org/licenses/by/4.0
Conceptualising Anglican theology’s role in fostering a convivial society in the context of education 5.0: a case study of the Matabeleland diocese
This paper explores the Anglican Diocese of Matabeleland’s pursuit of healing and reconciliation within the context of Education 5.0. This inquiry arises from the troubling reality that, despite the passage of over three decades, many individuals continue to bear the scars of Gukurahundi, which jeopardises the harmonious development envisioned in Education 5.0. The study employs the lens of post-foundationalism to examine the role of the Anglican Diocese of Matabeleland in fostering a convivial society. This is a transformative paradigm paper that uses qualitative research as its design. Data were collected through interviews and focus group discussions with 20 participants, who responded to two pivotal questions: What challenges do unhealed survivors face, and how can Anglican theology complement the efforts of Education 5.0 in promoting a convivial society? Data were analysed using a thematic approach. The findings reveal that the people of Matabeleland grapple with multiple challenges rooted in unresolved issues stemming from Gukurahundi, thereby endangering the developmental aspirations intrinsic to Education 5.0. I conclude the paper by arguing for a negotiated theology that seeks to address the aspirations of the populace, not merely on a spiritual level, but across all dimensions of life. Consequently, Education 5.0 emerges as a foundational platform for fostering a negotiated theology aimed at healing and reconciliation in Zimbabwe.
Copyright (c) 2025 Albert Mvundla Ncube, Bekithemba Dube https://creativecommons.org/licenses/by/4.0
Leveraging psychometric properties of Ubuntu measures to reveal its structural components
Ubuntu is an African worldview that often shapes policy and social ethos; however, its distinct meaning remains unclear due to primarily philosophical discussions. This study seeks to define and measure Ubuntu's dimensions operationally and quantitatively using psychometric literature. Limited conceptual clarity has hampered research on Ubuntu thus far. This study aims to define Ubuntu, considering the materialisation of the concept and its components when measured, and to provide a usable measurement tool to advance research. A comprehensive review of Ubuntu measurement tools was conducted, focusing on research that included discussions of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and measurement invariance (MI). Five Ubuntu measures were identified, revealing similar constructs but inconsistent terminology. EFA helped refine constructs, while CFA validated frameworks. MI was applied once, demonstrating cross-context adaptability. This study reveals that Ubuntu is frequently described as having more structural components than those that emerge from psychometric scrutiny and calls for a standardised framework and an agreed-upon, consistent measure of Ubuntu to advance empirical research. It provides a foundational list of items for a comprehensive measure, bridging the gap between philosophical and empirical approaches to Ubuntu.
Copyright (c) 2025 Renier Steyn, Pumela Msweli https://creativecommons.org/licenses/by/4.0
Epistemic justice, institutional transformation and the pursuit of a decolonised African academe
Decolonisation aims to create a more just, inclusive, and equitable academic landscape in Africa by centring marginalised voices and embracing diverse epistemologies. Despite the clamour for truly decolonised universities and the incessant calls for transformation, several studies have demonstrated the pervasiveness of epistemic injustice and the laboured pace at which genuine change is happening. Against this background, this article examines the need for decolonising higher education within the African context, exploring the enduring legacies of colonialism and their continued influence on academic institutions. The article analyses colonial power's psychological, epistemic, and cultural dimensions by drawing on key postcolonial and decolonial theories, including the seminal arguments presented by Said, Fanon, Spivak, and Bhabha. The article also critiques the limitations of postcolonial theory and highlights the emergence of decolonial thought as a more radical approach to dismantling colonial structures. The article identifies four key sites for decolonising the African academe: epistemic, pedagogical, institutional, and research-based. Epistemic decolonisation calls for the reclamation of African ways of knowing and challenges the dominance of Western epistemologies. Pedagogical decolonisation focuses on curriculum reform and the integration of indigenous knowledge. Institutional decolonisation addresses the need to dismantle colonial structures within universities and promote academic autonomy. Research decolonisation advocates for community-centred approaches that empower local voices. Finally, the article emphasises the importance of intersectionality in decolonisation efforts and argues that neglecting the interconnectedness of various forms of oppression risks reproducing existing hierarchies.
Copyright (c) 2025 Bonginkosi Hardy Mutongoza https://creativecommons.org/licenses/by/4.0
The Kairos document, church(es), Christianity and the liberation struggle in South Africa during the 1980s: A reappraisal
This article offers a critical reappraisal of the Kairos Document (1985) within the broader context of Chris­tianity and the liberation struggle in South Africa during the 1980s. The 1980s in South Africa was a decade of intense po­litical repression, during which theological involvement in the struggle also took centre stage. Thus, the Kairos Docu­ment (KD) represented a radical theological intervention that challenged both the moral legitimacy of apartheid and the complicity of mainstream church structures. It drew its strength from liberation and contextual theology. As shown in this article, the KD distinguished between 'State Theology', 'Church Theology', and 'Prophetic Theology'. This approach urged Christian communities in the black townships across the country to adopt a praxis-oriented stance in solidarity with the oppressed. It is within this context that the article revisits the historical genesis of the KD, its theological under­pinnings, and its reception among various ecclesial bodies, including ecumenical and denominational responses. Fur­thermore, it highlights tensions between the apartheid-insti­tutionalised religious dogmas and anti-apartheid grassroots activism. The enduring legacy of the KD in post-apartheid theological discourse is also scrutinised. The article contributes to a more complex understanding of the intersection by placing the text within both its immediate socio-political environment of the 1980s and its enduring theological influence regarding faith, justice, and resistance in the country's struggle for liberation. The article employs Critical Discourse Analysis (CDA) to interrogate the discursive strategies and ideological constructions embedded within the KD.
Copyright (c) 2025 Thembani Gxhaweni, Chitja Twala https://creativecommons.org/licenses/by/4.0
A scoping review of culturally sensitive large language models-based cognitive behavioural therapy for anxiety and depression: Global lessons for African implementation
Anxiety and depression are significant global mental health challenges. In Africa, these conditions are critical social issues deeply connected to factors such as socio-economic disparities, cultural stigma, and limited healthcare resources. These factors create substantial barriers to effective care, highlighting the need for innovative approaches to mental health treatment. Large Language Model-based (LLM-based) Cognitive Behavioural Therapy (CBT) addresses this need by leveraging CBT’s structured and effective interventions while allowing for innovative approaches to scale the intervention for these conditions. However, existing research predominantly explores LLM integration in Western contexts, with minimal focus on African cultural dynamics. This scoping review investigates the integration of culturally sensitive elements in LLM-based CBT interventions for anxiety and depression, focusing on addressing the unique considerations for African implementation. Scopus, Web of Science (WOS), EBSCO, and Google Scholar were searched to identify studies published between 2019 and 2024. The review examines global practices of integrating cultural elements into LLM-based CBT and specific considerations for implementing these interventions in Africa. Findings reveal key challenges, including limited culturally representative datasets, diverse norms, traditional beliefs, and ethical concerns. Collaboration with African researchers and communities is crucial for addressing these gaps and ensuring culturally appropriate solutions. LLM-based CBT can address Africa’s mental health needs if culturally sensitive practices are prioritised. This review offers guidance for ethical, accessible, and effective interventions, combining global best practices with local insights.
Copyright (c) 2025 Kevin Igwe, Kevin Durrhiem https://creativecommons.org/licenses/by/4.0
Examining challenges and opportunities for effective democratic management practices in university classrooms
The study examines the challenges and opportunities in embedding democratic management practices in university classrooms. Grounded in the theoretical framework of Critical Pedagogy, as advocated by Paulo Freire, and utilising a transformative paradigm within a participatory research design, the study conducted semi-structured interviews with 15 participants, including 10 student teachers and 5 lecturers from a selected university in the Eastern Cape, South Africa. Thematic analysis was employed to analyse the data. The findings reveal significant challenges to the adoption of democratic practices, such as entrenched traditional teaching methods and a lack of institutional support and resources. However, the study also highlights the transformative potential of democratic practices in fostering critical thinking, personal growth, and a more inclusive educational environment. In conclusion, the study emphasises the need to reassess and revamp educational policies and practices to support the implementation of democratic principles in classroom management. It calls for a comprehensive approach that includes professional development for lecturers, curriculum redesign, and the provision of sufficient resources to overcome the identified challenges and leverage the opportunities for creating a more engaging, inclusive, and empowering learning experience for all students.
Copyright (c) 2025 Taiwo Christianah Omodan; Sekitla Daniel Makhasane, Cias Thapelo Tsotetsi https://creativecommons.org/licenses/by/4.0
The synergy amongst factors influencing pre-service science teachers’ perceptions of inclusive education
This study explores the synergy among factors influencing Ghanaian pre-service science teachers’ perceptions of inclusive education. The factors considered were desirable outcomes (DO) of inclusive education, implementation of inclusivity (IM), and willingness to adopt inclusivity (W). The study employed the explanatory sequential variant of the mixed-methods research design, using 503 pre-service science teachers from the Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development. The instruments used were a five-point Likert scale questionnaire and a semi-structured interview guide. Quantitative data were analysed using path analysis through structural equation modelling (SEM) employing Analysis of Moment Structures (AMOS) version 23. Qualitative data from the interviews were, however, analysed using thematic analysis. Quantitative findings revealed that the implementation of inclusive education significantly predicted Ghanaian pre-service science teachers’ perceptions of inclusive education. However, willingness to adopt inclusivity and desirable outcomes of inclusive education were not significant contributors. Qualitative findings, however, revealed that practical application and hands-on experience, availability of resources and support, self-efficacy, classroom diversity and time constraints, and the need for further training might have explained the non-significant influence of desirable outcomes of inclusive education and willingness to adopt inclusivity on the perceptions of Ghanaian pre-service science teachers regarding inclusive education. It was therefore recommended, among other things, that teacher training institutions in Ghana should prioritise experiential learning opportunities, such as intensive inclusive teaching practicums, classroom simulations, and mentorship programmes, which can bridge the gap between theoretical instruction and practical application.
Copyright (c) 2024 Eric Appiah-Twumasi, Peter Atakorah Ofori, Benedict Osei-Owusu, Eric Twum Ampofo https://creativecommons.org/licenses/by/4.0
South Africa after 30 years of democracy: Land claims and transitional justice in the spotlight
Transitional justice is a universal strategy employed worldwide to secure peace and avoid warfare when an authoritarian regime is succeeded by democratic rule. The short duration of the transitional process and the lesser priority placed on social justice have impacted rural poverty, unresolved land reforms, ideological differences, and inequalities. This literature review explores the disadvantages of transitional justice and government policies regarding land reforms. It traces the causes of conflicts surrounding land that have affected rural poverty by examining the roles played by transitional justice, land acts, and government policies over the past 30 years. The research is underpinned by the conflict theory of Karl Marx and Engels, which does not commit to socialism or capitalism while highlighting the conflict between the wealthy and the poor. The literature reveals that South Africa is experiencing conflicts rooted in socio-economic challenges, political differences, inequalities, and poverty due to unresolved land issues. Based on the findings, the paper concludes that transitional justice has adopted a neo-liberal angle that compromises the rights of Black individuals. The implication is that transformative justice is needed to represent the voices of the people, address inequalities, and enable access to land as a necessity for food security and residential purposes.
Copyright (c) 2024 Pulane Adelaide Molomo, Bekithemba Dube https://creativecommons.org/licenses/by/4.0
Quantifying the socio-economic benefits of music festivals: The case study of Phalaphala FM Royal Heritage festival
Understanding the socio-economic benefits of annual community festivals is vital for stakeholders like event planners and sponsors. This study, focused on Phalaphala FM Royal Heritage Festival, assumes festivals generate income for host communities and attract tourists. Using a dual approach (demand and supply perspectives), the study empirically evaluates these benefits, highlighting their impact on local economies and tourism. The aim is to assess and quantify the socio-economic advantages of music festivals for the host community. The research followed the quantitative method for both the demand and supply sides. The demand side collected data from sampled festival attendees; this was done face-to-face, while the supply collection of data from the SMMEs was done face-to-face and telephonically. The data was mainly analysed through descriptive analysis. The main findings revealed that retaining the earnings from the festival gains can be achieved by buying raw materials locally. Both the demand and supply sides depicted in the study show that the economic contribution of the festival involves the entire process of sourcing local produce from raw materials to finished products that may need to be done locally. However, the study established that buying locally might not be easy because some of the goods required are unavailable locally in the area. The festival greatly benefits both host communities and local businesses. The study recommends that there should be collaboration among local businesses to create packages (e.g., discounts for festivalgoers on food, accommodation, and transportation) to stimulate the local economy and to produce other raw materials locally.
Copyright (c) 2024 Mamotse Mokabe https://creativecommons.org/licenses/by/4.0
Foetal alcohol syndrome disorder in South Africa: Understanding the enablers of alcohol consumption during pregnancy
Foetal alcohol spectrum disorder (FASD) remains one of the leading causes of non-genetic intellectual and developmental disabilities globally. Although there is no reliable estimate of the national burden of FASD in South Africa, a recent study reported a prevalence of 310 per 1,000 live births in a community within the Western Cape Province. This study reviews existing literature on the factors that enable and influence alcohol consumption among pregnant women in South Africa. A scoping review was conducted in August 2024. Using PubMed, ScienceDirect, JSTOR, and EBSCOHost, a Boolean search was conducted focussing solely on studies related to alcohol consumption among pregnant women or FASD, carried out in South Africa and published in English between 2020 and 2024. Seventeen studies were identified as relevant to the phenomenon. Some of the key enablers identified include unplanned pregnancies, intimate partner violence, mental health challenges, and socioeconomic hardship. Due to systemic knowledge gaps and limited resources, interventions are frequently delayed, exacerbating the health and socioeconomic outcomes associated with FASD. Effective mitigation strategies require culturally sensitive public health campaigns, enhanced early diagnosis in rural areas, and trauma-informed, non-judgmental healthcare practices.
Copyright (c) 2025 Oluwatobi Joseph Alabi; Mivuyo Jacob https://creativecommons.org/licenses/by/4.0
Tongue-tied: Language-based exclusion at a South African university
The post-apartheid government in South Africa adopted a multilingual education policy to provide education in learners' home languages as a foundation for learning while promoting proficiency in at least two additional official languages. This marked a paradigm shift from the apartheid regime, which was characterised by racial segregation and discrimination, prioritising Afrikaans and English at the expense of indigenous African languages. Although widely celebrated, achieving the multilingual promise ushered in by the democratic dispensation remains a challenge for post-apartheid South African higher education. This study explored students' experiences of language-based discrimination at a selected South African university. Using a qualitative approach, data were collected from 20 purposively sampled final-year students through an open-ended questionnaire that was distributed electronically to students in the Education faculty and analysed thematically. The findings revealed that minority language speakers grappled with feelings of invisibility, alienation, frustration, and exclusion in their academic and social lives, making it difficult for them to engage fully in university life. Various coping mechanisms were also reported, demonstrating the agency of these minority groups; however, these were found to be insufficient. The study thus recommended prioritising inclusive language policies and training that foster lingua-cultural empathy among students and staff, among other things.
Copyright (c) 2024 Sive Makeleni https://creativecommons.org/licenses/by/4.0
Pedagogical and Social Transformations in Post-Apartheid Mathematics Education
This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body of knowledge and deepening practitioners' understanding of its impact.
Copyright (c) 2024 Hlamulo Wiseman Mbhiza, Zingiswa Jojo https://creativecommons.org/licenses/by/4.0
Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics
This paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the creation of engaging and inclusive learning environments underpinned by teachers’ pedagogical responsiveness to the diverse needs of learners. We investigated pedagogical responsiveness, focusing on the Ukuqonda Institute’s mode of engagement in mathematics. We specifically pursued two research questions: 1) What are the key elements of the Ukuqonda Institute’s mode of engagement in mathematics? and 2) What characterised the pedagogical responsiveness of mathematics educators at the Ukuqonda Institute? We adopted collaborative autoethnography and used two data sets generated from audio recordings captured by the authors. We employed narrative analysis and organised the findings using the characteristics of pedagogical responsiveness as heuristic devices. The findings show that the participants’ pedagogical responsiveness was stimulated by the iterative process of team planning, deliberate implementation, and reflection. The prevalent characteristics were learner interactions, learner focus, inclusivity, dialogue and relationality, knowledge work, social justice, and equity. We recommend that similar studies be conducted targeting pedagogical responsiveness with a focus on other mathematical themes. Furthermore, this study suggests that, to remain pedagogically responsive, there should be constructive alignment among the types of tasks, questions, classroom interactions, and targeted content that underpin mathematics teaching and learning across different educational levels.
Copyright (c) 2024 Satsope Maoto, Manare Setati, Gabriel Mphuthi https://creativecommons.org/licenses/by/4.0
Conflicts and competing interests in infrastructure development: A case of N2 toll road project, wild coast, South Africa
The Wild Coast region in the Eastern Cape Province, South Africa, is arguably the least developed area, primarily due to its historical marginalisation caused by Apartheid. To counter this underdevelopment, the current government of South Africa plans to implement a 550 km N2 Toll Road Project to link East London in the Eastern Cape with Durban in KwaZulu-Natal. The government envisions that the project will lead to spatial development through improved accessibility to resources. However, it has been criticised by many, including local communities and environmental advocacy groups, who contend that it will result in socio-ecological disasters and conflicts. Against this backdrop, this study explored the differing views and conflicts among stakeholders affected by the N2 Toll Road Project. A qualitative research approach was adopted, involving in-depth interviews and focus group discussions (FGDs) with government officials, local communities, business communities, and environmental advocacy groups. The findings indicate that the N2 Toll Road Project has generated significant controversy, with public opinion sharply divided between those who believe the road will have predominantly positive impacts and those who contend that its effects will be overwhelmingly negative. Concerns regarding the disruption of livelihoods, loss of land, destruction of socio-cultural heritage, and lack of consultation emerged as key sources of conflict among stakeholders. The study recommends the use of inclusive consultation processes and mitigation strategies to minimise conflicting ideologies among stakeholders.
Copyright (c) 2024 Tafadzwa Mambiravana, James Donald Nyamahono, Joseph Budzi https://creativecommons.org/licenses/by/4.0
Minimal change in achievement in high-stakes mathematics examinations in low socio-economic status environments in post-apartheid South Africa
Since various curriculum versions have been implemented in the post-apartheid era, achievement results in high-stakes mathematics examinations are still structured along socio-economic status lines. Continuing professional development (CPD) for mathematics teachers is widely viewed as a mechanism to address this issue. This study uses a specific CPD project to explore the question, “Are three decades-long enough to enhance achievement outcomes in high-stakes mathematics examinations for learners from low socio-economic status environments?” Bricolage is employed as the underlying research framework due to the multifaceted nature of CPD. In one of the residential institutes in 2018, a 7-item questionnaire, based on features of effective CPD and containing four ordinal response categories, was administered to 55 participating teachers (30 females and 25 males). To acknowledge the complex nature of CPD, themes were developed and primarily analysed using descriptive statistics. The analysis revealed that, although mathematics teachers respond favourably to practising previously taught material, there are factors that hinder the sustainability of such an approach. It is concluded that 30 years is not a sufficient timespan to expect significant change. It is recommended that drastic measures be taken regarding the continuing professional development of mathematics teachers to address disparities along class and racial lines.
Copyright (c) 2024 Benita P. Nel, Cyril Julie, Faaiz Gierdien, Marius Simons, Bruce May https://creativecommons.org/licenses/by/4.0
Addressing gender-based violence through policy implementation: Key stakeholders and survivors’ perceptions in a selected university in South Africa
Universities have been stricken by gender-based violence (GBV). The high prevalence of GBV within universities is clear evidence of attacks on educational settings. To address GBV, universities have adopted policies that focus on deterring its occurrence. Shockingly, GBV incidents continue to manifest within universities despite these policies. This study aims to explore stakeholders' and survivors’ perceptions of the effectiveness of the adopted university policy in managing GBV at the University of Fort Hare. The rational choice theory (RCT) underpins this study, informing how university policies should be implemented to effectively manage GBV. A qualitative approach, supported by an exploratory design, was employed to gain nuanced insights from participants’ perspectives. In gathering data, ten purposefully sampled participants (two survivors of GBV, staff members from the GBV unit, counselling unit, HIV unit, and South African Police Service (SAPS) members) were interviewed one-on-one through semi-structured interviews. Data was analysed thematically. Findings based on participants’ perceptions revealed that the UFH harassment, sexual harassment, and GBV policy fails to effectively manage and avert GBV at the UFH, there is poor policy implementation regarding the reporting of GBV cases, a failure to execute justice in GBV cases, and inadequate support for survivors of GBV. Based on the research findings, we recommend strengthening university policies, establishing confidential and accessible reporting channels, conducting ongoing policy evaluations, and adopting multi-sectoral approaches to better manage GBV within university campuses. Such measures would help create a more supportive and accountable environment free from GBV.
Copyright (c) 2024 Memory Gwiza; Eleanor Alvira Hendricks https://creativecommons.org/licenses/by/4.0
Culturally responsive pedagogy for the promotion of understanding Mathematics: The case of rural situated primary schools in Post-apartheid South Africa
The language of instruction, awareness, and creativity are at the centre of the realities faced by both mathematics teachers and learners, shaped by a socio-political history whose impact and legacy transcend generations in South Africa. Consequently, the dire state of mathematics education in South Africa remains a cause for concern. Recognising the need to conceptualise and develop culturally responsive pedagogy, this paper presents the results from the third phase of a three-year longitudinal study focused on teachers' journeys in infusing indigenous knowledge when teaching geometry to senior primary learners in rural schools. This qualitative study, which followed a case study design, explored several approaches to discussing, teaching, and considering an immediate, perpetual, operative, and discursive approach as culturally disruptive pedagogy used as an indigenous way to promote geometric understanding. Observations and semi-structured interviews were conducted with two purposefully selected participants after their lesson presentations to allow them to clarify, elaborate, and introduce more detail, enriching their explanations of the artefacts used. Results indicated that teachers’ references to several artefacts and indigenous activities, such as using straws, wool, and staplers, promoted the understanding of the construction of prisms and pyramids. Recommendations include training mathematics teachers to prepare lessons that incorporate indigenous knowledge and to explore ethnomathematics as a culturally responsive teaching strategy, particularly in contextualising mathematical geometry learning, so that this concept can have relevance and meaning for rural students.
Copyright (c) 2024 Zingiswa Jojo https://creativecommons.org/licenses/by/4.0