Recently, there has been increased popularity in the use of Information and Communication Technology (ICT) at all levels of education globally and in southern Africa. This situation results from improved access to technologies and the transformative agency possible in the use of ICT in education. In Malawi, the use of ICT in education is more prominent in higher education settings than in the lower levels of education because of the issue of accessibility and proficiency. Even so, the larger discourse on ICT use in higher education pertains to the ‘typical’ student. There is less focus on how ICT can mediate inclusive learning for students with disabilities. Research that has attempted to study the use of ICT among higher education students with disabilities in Malawi focuses on the convenience the ICT brings to such students. Globally, studies agree that ICT presents practical opportunities for implementing inclusive education at all levels of education. These opportunities are largely missed in the current Malawian education setting. From our experiences, we attribute this situation to the lack of connection between ICT and inclusivity. Therefore, this article conceptualises the use of ICT in higher education for inclusivity from a learning instead of convenience perspective. Through our critical reflections as educators in Malawian higher education institutions, we employ Vygotsky’s theoretical framework of mediation and mediating tools to argue that ICT (mediating tool) can facilitate inclusive learning for higher education students with disabilities if used in a manner that influences the subject (students with disabilities) to engage with the object (learning process).
This study investigates the spatio-temporal dynamics of land use and land cover (LULC) changes in the Buffalo City Metropolitan Municipality (BCMM), South Africa, and explores the implications of these changes for pedagogy and rural education. As the first of its kind in the study area, the research underscores the relevance of analysing ecological challenges and coastal vegetation conservation in the context of spatial development. The study collected data from advanced geospatial technologies, including satellite imagery and indices, spanning a 20-year period from 1998 to 2018. This comprehensive approach provides an in-depth overview of the extent and drivers of vegetation loss within the area. The analysis focused on establishing the relationship between LULC and two key indices: the Normalized Difference Vegetative Index (NDVI) and the Normalized Difference Built-Up Index (NDBI). LULC classification results were validated using five (5) different accuracy assessment techniques and tests. The results indicated a significant increase in built-up areas from 194 km(2) in 1998 to 814 km(2) in 2018, with statistical tests demonstrating high overall classification accuracies (R-2=0.89 and P=0.86) over the study period. These results indicate that approximately 466 km(2) of forest vegetation has been lost in BCMM during the study period. The study's findings have practical implications for policymakers, conservationists, educators, and rural communities, providing essential data and insights to inform policies and actions aimed at mitigating BCMM's adverse environmental impacts and contributing to sustainable development.
Background: Ensuring a pipe-line of students from undergraduate into postgraduate phase of higher education is of critical importance to most countries' post-school strategies and economic growth. While there are some insights in the international literature on the role of funding in respect of postgraduate access and success, there are limited studies in the South African context. This study examined the impact of prospective financial aid receipt on students registered at a selected South African university. Method 1: The study first analysed the financial aid receipt status and academic performance of postgraduate students on a selected sample of Commerce students of a South African university in 2019 (the last 'normal' year before COVID-19 took place). The data indicates that 46 per cent of these students received financial aid. The recipients were predominantly African female fulltime students. Findings 1: The empirical findings indicated that financial aid receipt was associated with a significant shorter studies completion time at Postgraduate Diploma (PGDip) level, followed by Honours level. Method 2: The study proceeded to use primary data collected from the 2023 final-year undergraduate students, as well as those in Year 1 (Honours and PGDip), and Year 2 (Masters) students of the same university on their intention to pursue the next level of postgraduate studies in 2024. A total of 159 responses were received and the results showed that 88 per cent of final-year undergraduate students; 64 per cent of first-year postgraduate students; and 45 per cent of Masters students had an intention to proceed into further postgraduate studies. Findings 2: The primary reason for not intending to pursue further studies (Masters and Doctorate) was the need to become economically active through work opportunities to provide financial support to their families. In respect of final-year undergraduate students there were two factors that would influence their decision to apply for postgraduate studies, namely meeting minimum entry requirements and receipt of financial aid. Significance of research: This research is important as it provides valuable insights on the key factors that drive the students' decision to pursue further postgraduate studies and the role of financial aid to improve students' academic success at postgraduate level.
Widespread violence perpetrated by men against women has put masculinities under the spotlight. This article draws on the data from a broader qualitative study with male university peereducator students (MUPES) in South Africa1. It focuses on MUPES' perspectives on the connections between masculinities and gender-based violence (GBV) and how they envision masculine transformation towards preventing GBV at universities. We worked with a purposefully selected group of MUPES and drew on theories of masculinities to thematically analyse the data from individual interviews and focus group discussions. The findings show that men are not always active producers of violence. While some intermittently reproduced hegemonic versions of masculinity that legitimate violence, most scrutinised and challenged the socio-cultural norms that valorise it. Not only did MUPES actively deconstruct some hegemonic masculine norms, but they also proposed a remaking of them and encouraged positive change in other men. We argue that male peer educators are valuable resources that may be engaged in university GBV intervention.
This article investigates the institutional readiness of South African public higher education institutions for the implementation of multilingual language policies, specifically focusing on the recently promulgated National Language Policy Framework for Public Higher Education Institutions (NLPFPHE). Drawing on applied linguistics, Weiner's (2009) theory of organisational readiness for change, and policy implementation studies, the authors explore how various institutional factors shape the capacity to implement language policies effectively. Using a mixed-methods approach, data from the national language audit (Van Dyk, Wilken, Ravyse, Du Plessis, Khumalo and Steyn, 2023) to assess current preparedness is analysed. The findings highlight key areas where institutions demonstrate readiness, such as staff engagement with policy, but also expose critical gaps in resources and student awareness. Moreover, the authors advocate for applying organisational readiness theory as a framework for guiding language policy implementation without specific models from the Department of Higher Education and Training (DHET). By outlining challenges and opportunities in the current landscape, this article offers practical insights for institutions that foster linguistic inclusivity and excellence. It aims to empower stakeholders with a structured approach to assess readiness, address gaps, and enhance the implementation of multilingual language policies.
This study examines the factors that affect technology adoption among academic staff at a South African university, focusing on resistance to change and technology self-efficacy. Its goal is to determine how educators' attitudes towards technology affect their willingness to use new tools to improve digital literacy and adoption in educational settings. A cross-sectional survey was carried out among faculty members from various disciplines using a quantitative methodology. The results showed a significant gap between technology self-efficacy and readiness to adopt new technologies, with resistance to change being a major obstacle. The study proposes practical strategies that institutions can use to promote a culture of innovation and openness to technological advancements. It emphasises the importance of supportive frameworks encouraging staff to engage with digital tools. The study's contributions include insights into overcoming resistance to change and enhancing technology readiness in higher education, providing valuable implications for policy-makers and educational leaders who aim to facilitate technological integration and innovation.
The conditions being faced by university students have deteriorated, while the institutions of higher learning are enrolling a massive number of undergraduate students. This article looks at factors that make undergraduate students suffer from academic stress, which leads to their underperformance and not focus on completing their degrees on time. The theoretical framework used was narrative therapy and ecosystems perspective to connect the researcher to the existing knowledge. Data were collected using in-depth semi-structured interviews. Fifteen undergraduate students were sampled, utilising convenience sampling. Academic stress does not always have negative consequences but can bring positive outcomes for undergraduate students if it is well managed. A collaborative effort among structures in universities is vital in addressing the negative impact of this phenomenon. This article recommends the skills reinforcement of students, counsellors, lecturers, mentors, and tutors on non-educational methods (such as continuous psychosocial support), which could assist academically stressed students to overcome social challenges that have a negative impact on their academic life: a student-friendly strategy to monitor and assist mischievous students; collaborative engagement among student structures in fighting the stigma of academic stress; the establishment of student support groups; the involvement of students in policy formulations on issues like stress; and broader academic discussions about academic stress. Since empirical evidence on challenges students face at universities and colleges during post-Coronavirus (COVID-19) is inadequate, this article fills that gap.
This study explores the current trends in research and academic publishing at Jinka University, Ethiopia. The objectives include assessing the university's research practices, examining the status of academic publications, and identifying factors influencing research and publication activities. A descriptive survey research design employing mixed methods was utilized, with data collected both quantitatively and qualitatively. Findings reveal that while Jinka University allocates sufficient research budgets and conducts periodic research review workshops, there is room for improvement in adherence to research guidelines, peer-reviewed proposal evaluations, and the provision of adequate research facilities. Academic publishing trends were found to be influenced by factors such as limited financial support, lack of incentives, insufficient training on predatory journals, and restricted access to reputable journals. Researchers also highlighted the importance of addressing attrition of experienced staff, enhancing research skills, and streamlining financial processes. The study underscores the need for improved research management, targeted training, and stronger institutional support systems to enhance research productivity and academic publishing outcomes at Jinka University.
Writing centres in higher education are often perceived as remedial spaces, yet they play a far more complex role in supporting student learning and shaping professional identities. In this article, I use autoethnography to explore how writing centres function as Third Spaces that blur the boundaries between teaching, academic development, and student support. Drawing on Third Space Theory and Academic Literacies Theory, I critically reflect on my experiences as a writing centre practitioner, examining the institutional positioning of writing centres and the evolving identities of those who work within these spaces. Despite contributing significantly to academic literacy development, writing centre practitioners remain in liminal professional spaces, often caught between academic and administrative roles. Through this reflection, I highlight how writing centres challenge deficit-based institutional narratives and foster student agency beyond the classroom. I propose that universities should move beyond the service-based model of writing centres and recognise them as intellectual spaces that play a critical role in academic development. I argue that through formally acknowledging writing centre practitioners as Third Space professionals, institutions can enhance their legitimacy and impact, strengthening their role in fostering inclusive, student-centred approaches to academic literacy.
The South African universities have come under increasing pressure to cope with high student failure, high dropout rates and longer completion time. In particular, some at-risk students who are in the early years of their undergraduate studies experience greater jeopardy of being unsuccessful academically due to a wide range of academic and non-academic reasons. To address the former reasons, early academic interventions are needed, yet there are hardly South African studies that comprehensively examine the impact of these interventions. To fill the existing research gaps, this study investigated the effect of special academic interventions in two quantitative high-priority modules at the commerce faculty of a South African historically advantaged university. The empirical findings showed that whilst the students who were not identified as the at-risk ones enjoyed greater likelihood of passing the two modules under study, the academic interventions were successful to some extent that certain groups of at-risk students experienced a relatively high pass rate while other groups of at-risk students still suffered lower pass rate. These latter groups of students were primarily Africans who enrolled in the 4-year extended curriculum program with Mathematical Literacy in Grade 12. These students were also associated with a lower frequency of visiting the e-teaching course sites.
Teacher educators in universities globally and in South Africa struggle to prepare and challenge primary school preservice teachers with mathematics content that demands them to reason at a higher level of cognition. This article provides an analysis of cognitive demands and content domains of fourth-year preservice teachers at a South African university who are trained to teach mathematics in the intermediate phase. In this mixed-method research study, a total of 30 fourth-year students participated in an online Primary Teacher Education (PrimTed) test. The data from the PrimTed online test were analysed using MS Excel version 2207 software and manually sorted to identify higher-order responses to answer the research question. The findings revealed that the fourth-year students performed high on lower-order concepts and low on higher-order concepts. The findings also reveal that preservice teachers performed low on decimals, measurement, and pattern tasks. The conclusion is that teacher education programmes in similar higher education institutions need to emphasise the analysis and interpretation of higher-order thinking skills for fourth-year student teachers.
This study explored the lived experiences of academics post-PhD, examining their perceptions of the degree's worth in relation to career stability, intellectual growth, and personal wellbeing. While the PhD is widely regarded as the pinnacle of academic achievement, its practical worth remains contested, particularly in an era of precarious employment and shifting career landscapes. Using a phenomenological approach, this study draws on insights from ten early- and mid-career academics across disciplines. Findings reveal a dual reality: while the PhD enhances intellectual development and research expertise, it often fails to secure stable employment, leading to career uncertainty, financial precarity, and psychological strain. Academics reported unmet career expectations and challenges in translating their doctoral training into non-academic roles, accentuating the misalignment between doctoral education and contemporary job markets. To address these issues, the study advocates for PhD programmes to integrate comprehensive career preparation, mental health support, and clearer job market guidance. A conceptual model is proposed to map academics diverse post-PhD lived experiences, offering insights into how academic and professional trajectories intersect. Through highlighting systemic challenges and areas for reform, this study contributes to ongoing discussions on the evolving role and value of the PhD in academia and beyond.
Student-centered teaching and learning practices encourage critical thinking and clinical reasoning skills in nursing education, but these practices are challenging for nurse educators. This study followed an action research approach, which involved collective, self-reflective inquiry by the participating nurse educators to identify educational practices that will foster the development of clinical reasoning skills among undergraduate student nurses. This paper describes the action research applied, outlining the implementation and outcomes which led to a co-constructed action plan. Four challenges: teaching, learning, and assessment; the clinical learning environment; continuous professional development and support; as well as the selection of nurse educators and students was addressed. This reflective process contributed to nurse educators evaluating their own pedagogy and adapting their teaching and learning practices to foster clinical reasoning skills among nursing students.
This conceptual article explores the discourse of teacher-centred (TC) versus student-centred (SC) through the lenses of Freire's critical pedagogy, Sen's capability approach, and Vygotsky's social constructivism to establish which model best promotes equity and inclusion in Ghanaian higher education. The narrative analysis shows that TC models offer structured delivery but perpetuate hierarchies, while SC approaches may encourage engagement but also require significant institutional support. As such, neither paradigm adequately addresses the challenges of equity and inclusion. Instead, this study proposes a hybrid pedagogical framework that combines (1) scaffolded content delivery, (2) culturally responsive SC adaptations, and (3) strategic digital integration. For effective implementation, the model requires systemic reforms, including teacher development programs and infrastructure investments. The proposed blended approach transcends the TC/SC binary to create an inclusive academic environment in which diverse learners can thrive. This research contributes to the pedagogical discourse in the Global South by offering a context-sensitive model for equitable higher education in resource-constrained settings.
The adventure tourism sector continues to grow in both developed and developing countries. With this growth, there also exists an increased demand for qualified and highly trained employees that are ready for the real world of work. Further education and higher education institutions (HEIs) serve as platforms for the development of this much needed human resource. Specialised curricula, form the basis on which this human capacity is developed. However, not much is known about the landscape of adventure tourism higher education offerings in South Africa, in particular. This article seeks to address this shortcoming by critically analysing the adventure tourism higher education landscape in South Africa. Results are presented and recommendations are made to further the academic discourse in adventure tourism curriculum development.
Inclusive education has become a critical aspect of the Higher Education system. This article explored ways to promote inclusivity and reduce exclusion in TVET colleges by addressing how lecturers view students with visual impairments. Drawing on the Learning Journey Theory (LJT) and Theory of Change (TOC), the researchers sought to re-conceptualise and understand lecturers' learning journeys to facilitate inclusivity. Qualitative data was gathered from six TVET lecturers and analysed using thematic narrative analysis. The training of TVET lecturers to support students with VI emerged as a major barrier hindering the lecturers' practice to enhance such students' academic performance. Additional challenges included a dearth of educational resources, funding, inappropriate training programs, a lack of professional growth, and clear guidelines for educating visually impaired students. The findings indicate that policies for visually impaired students should be supported by thorough, ongoing training for lecturers. Furthermore, it is essential to have backing from government bodies and educational institutions to provide vital learning materials, assistive technologies, and well-defined policy guidelines. Hiring knowledgeable and empathetic instructors towards visually impaired students is another indispensable component.
The Fourth Industrial Revolution has ushered in an era where technology significantly impacts various aspects of life, including higher education. Blended learning, which combines synchronous and asynchronous learning, has gained popularity as a pedagogical approach. However, its effective implementation is a challenge, particularly in the context of the COVID-19 pandemic and technological obstacles faced in South Africa. This study focused on lecturers' pedagogical practices to implement blended learning. With a specific aim to understand teaching and learning strategies preferred by lecturers to integrate digital tools that facilitate the blended learning approach. Using heutagogy and constructivism as theoretical frameworks, the study aimed to uncover insights into the lecturer's teaching and learning practices to overcome challenges in designing and facilitating blended learning modules. Through a qualitative analysis, the following themes emerged student engagement, pedagogical practices, digital tools, and feedback emerged, highlighting the complexities and opportunities in a blended learning classroom. The findings emphasize the importance of tailoring methods to students' needs and subject matter, aligning with constructivist principles. Recommendations include promoting professional development opportunities, addressing infrastructure issues, and fostering a supportive learning environment.
This study aimed to identify academic hardiness and its relationship to test anxiety among postgraduate students at Saudi universities. The descriptive correlation method was used to reveal the objective of the study. The study sample consisted of 541 male and female postgraduate students at Saudi universities, including 166 male and 375 female students, who were chosen using the random method. The Academic Hardiness Scale and the Test Anxiety Scale were administered after verifying the apparent and constructive validity of the two scales. The results showed that the level of academic hardiness was average with an arithmetic mean of 2.76. Test anxiety overall was averaged with an arithmetic mean of 2.39, and the values of the arithmetic mean for the dimensions ranged between 2.44-2.29, all of which were at the intermediate level. This indicated that there were no statistically significant differences at the significance level (alpha = 0.05) between the arithmetic means of all sub-dimensions. For academic hardiness due to the gender variable, there were statistically significant differences between the arithmetic means of the dimensions of test anxiety in favour of females. There were positive direct correlations with statistical significance between the dimensions of academic hardiness. Test anxiety values ranged between 0.177-0.586, and academic hardiness was associated with test anxiety with a positive (direct) relationship with statistical significance with a value of 0.430. The researchers recommend conducting studies related to test anxiety for undergraduate students and linking these to the variable of specialisation to see if there is a difference between science and humanity disciplines regarding test anxiety.
This article examines the key success factors (KSFs) influencing prospective students' selection of private higher education institutions (PHEIs) in South Africa, highlighting significant shifts in priorities pre-and post-COVID-19. This study examined the importance of factors assigned by students enrolled at PHEIs, assigned to 18 measures that influenced their choice of Higher Education Institution (HEI) after COVID-19. Before the pandemic, students selecting PHEIs primarily valued the quality of teaching, employment prospects, campus safety, academic facilities, international links, language policies, institutional reputation, and flexible study modes. However, post-pandemic priorities for students have shifted markedly. The findings of this study indicate that campus safety remains paramount. Additionally, the significance of access to technological infrastructure, such as reliable internet and digital devices, has markedly increased. This highlights the essential need for robust digital resources to support remote learning effectively. Financial assistance and the capability to engage in blended and online learning have emerged as crucial, alongside enduring priorities such as employment prospects and teaching quality. This study was conducted at a large PHEI in South Africa. With over 28,000 students, the Independent Institute of Education (IIE) Rosebank College offers a valuable case study with a large sample pool. Based on the results of this study, recommendations are made that enhancing campus safety and security measures, investing in advanced information technology (IT) infrastructure, and expanding financial assistance programmes are vital steps for HEIs to remain attractive to students. Furthermore, improving blended learning capability, strengthening industry links for better employment outcomes, and maintaining high teaching standards through continuous faculty development are crucial. Promoting international opportunities and ensuring that digital learning tools are accessible and engaging will further align the institution's offerings with post-pandemic student expectations. The recommendations focus on HEIs' adaptations that will not only meet students' current needs but also position the PHEI sector as resilient, reliable and forward-thinking in the increasingly competitive landscape of higher education.
This article explores the hidden discourses and far-reaching implications associated with labelling students as "at-risk" and "underprepared" in a South African university. By unpacking the criteria, exploring the consequences, and scrutinising systemic biases, we provide a comprehensive understanding of the multifaceted dynamics surrounding these two labels. We adopted theory triangulation with Labelling theory as the central theoretical framework operationalised through Mill's Millian theory of names, Frege's Sense-based theory of names, and Russell's Descriptive theory of names. We employed qualitative methods, encompassing questionnaires and literature reviews, and thematic analysis was utilised for data analysis. Findings reveal that "at-risk" and "underprepared" labels are used loosely without due consideration of the variety of contextual, socio-economic, and educational backgrounds of the students. Through this article, we advocate for dialogue among university teachers to support all students and propose new terms to describe students who require extra support. For instance, we suggest names such as "Students in Transition" (SIT) or "Students on a Developmental Pathway" (SDP). In its entirety, this article highlights the need for more inclusive and culturally sensitive naming in higher education as more humane alternatives.
