https://pubs.ufs.ac.za/index.php/joheti/issue/feed 2025-04-03T18:57:22+02:00 Bekithemba Dube bekithembadube13@gmail.com Open Journal Systems <p>JoHETI is a peer-reviewed, open-access scholarly journal that offers an interdisciplinary platform for research, theoretical discourse, and practical insights at the convergence of the humanities, educational technology, and innovation. The journal aims to investigate the transformative influence of technological advancements and innovative methodologies within education, culture, and society, emphasising the promotion of inclusive, equitable, and human-centred approaches to learning and knowledge production. JoHETI invites submissions that critically examine the ways in which digital and emerging technologies are redefining the humanities and education, addressing significant challenges, ethical considerations, and the evolving significance of creativity and critical thinking in an increasingly technologised world.</p> https://pubs.ufs.ac.za/index.php/joheti/article/view/1785 2025-02-28T12:44:49+02:00 Mandla NDLOVU ndlovum@zou.ac.zw

<p class="Abstractparagraph">Although social media platforms have been hailed as powerful tools for marginalized communities to express themselves, this phenomenon has also raised important questions about their capacity to facilitate meaningful developmental efforts in these communities. Regardless of the potential benefits of social media, concerns have been raised about its ability to drive tangible positive change in rural areas, highlighting the need for a more nuanced understanding of the relationship between social media and development. This research explored the potential of social media to facilitate community development, with a particular emphasis on its utilisation and effectiveness in supporting developmental initiatives at the local level. Within the framework of participant development communication theory, this study adopted a qualitative research design, drawing on data from participants purposively sampled from Insiza, a rural district in Zimbabwe. The evidence suggests that negative perceptions and inadequate coordination have hampered social media’s potential to improve the lives of villagers. Based on the findings, I argue that the capacity of social media to facilitate development in rural areas is often overestimated. I contend that educating villagers on effectively utilising social media platforms can unlock enormous benefits for their communities.</p>

2025-04-04T00:00:00+02:00 Copyright (c) 2025 MANDLA NDLOVU https://pubs.ufs.ac.za/index.php/joheti/article/view/1806 2025-03-05T13:23:00+02:00 Patrick SENDERAYI senderayipatrick637@gmail.com Sihle Patience SENDERAYI sp.senderayi@gmail.com

<p>Considering the current curriculum transformation in Zimbabwean higher education institutions, the purpose of this theoretical article is to argue for the use of transformational and flexible methodological teaching approaches in Zimbabwean teachers’ colleges. The use of information communication technology (ICT)-mediated strategies in teacher education offers a plethora of both opportunities and challenges. There is a need for flexible methodological paradigms in Zimbabwean teachers’ colleges to effectively manage the semesterised modular approach to learning necessitated by the current curriculum transformation in education. The rise of digital technologies has transformed the way students and lecturers interact both within and outside the classroom. This article argues that current teaching practices in Zimbabwean teachers’ colleges are heavily mired in administrative and pedagogical inconsistencies, which call for the adoption of reflective ICT-mediated methodologies to effectively support student learning. There is an urgent need to thoroughly (re)consider and (re)design or adapt teaching and learning pedagogical practices to address the demands fostered by the newly transformed educational environment in Zimbabwe. We therefore illuminate some strategies that can be adopted and applied by Zimbabwean teachers’ colleges to offer 21st-century compliant educational pedagogies to mitigate the current challenges they face.</p> <p><strong> </strong></p>

2025-04-03T00:00:00+02:00 Copyright (c) 2025 Patrick SENDERAYI, Sihle