This study examines undergraduate nursing students’ experiences of theoretical assessments at a South African higher education institution, with a focus on how gender, age, and academic level shape these experiences. A cross-sectional quantitative design was used, and 302 students completed the Assessment Experience Questionnaire, rated on a five-point Likert scale. Results indicated that gender and academic level had no significant impact, while age influenced perceptions of examination quality, technical demands, and preparation. Older students reported greater preparedness and awareness of assessment quality, suggesting a link between age and academic maturity. The study highlights the need for inclusive, developmentally appropriate assessment strategies that support diverse cognitive and experiential profiles. These insights are valuable for improving assessment design in nursing education to better promote equity, engagement, and learning outcomes.
This phenomenological study focused on the systemic and pedagogical challenges experienced in inclusive education regarding students with visual impairment in an inclusive setting. This entailed analysing the lived experiences of lecturers, support staffs including administrators, and visually impaired students at a TVET college in KwaZulu-Natal, RSA. A qualitative research method and employed to generate data in an inclusive natural environment. The total sample for the study comprised of twelve participants: six (6) students with visual impairment, four (4) subject lecturers, and two (2) support staff members. Purposive sampling was applied in the selection of the participants. The study identified significant barriers undermining effective inclusion’ which emanated from inadequate and neglected infrastructure, outdated teaching methods, insufficient time allocated to teaching and learning, lack of teaching-learning resources neglected, for example, Braille material, assistive technology and an inadequate number of specialised lecturers to manage and teach students with visual impairment in an inclusive institution. Furthermore, the findings indicated a lack of sustained parental commitment and inconsistent institutional support. Lastly, the study suggested specific pedagogical strategies to be implemented by lecturers in class in order to assist students with visual impairment so that they can benefit from an inclusive environment.
Language is a fundamental human ability essential for society’s communication and survival. In education, language facilitates teaching and learning. For learners with communication disabilities, this core ability becomes limited, requiring alternative strategies. Research indicates that teachers’ practices often do not address learners’ challenges in inclusive settings. This study examined how teaching strategies support the language capabilities of learners with special needs. Using a qualitative research approach and a case study design, the study involved six English language teachers from three mainstream secondary schools in northern Malawi. Data were collected through individual semi-structured interviews and three English-speaking lesson observations. The data were analysed thematically. We interpreted the themes through Amartya Sen’s capability approach, which emphasises human capabilities as vital for justice and equality. The findings identified participation gaps, limited time and grammatical difficulties as obstacles faced by learners in speaking skills classes. We argue that these challenges impact learners’ capabilities and should inform teachers’ lesson planning, including considerations related to delivery mode, materials and methods. These strategies can be implemented if teachers are capacitated with skills in classwork, repetition and lesson evaluation to promote inclusivity.
A close relation between parental rearing practices and students’ mental well-being has been identified and linked to various socioeconomic, academic, and developmental factors. The current evolving societal landscape presents new challenges every day. However, limited attention has been given to the parental rearing practices and their outcomes on students' well-being in higher education settings. This study aimed to explore how parental rearing practices influence students’ mental well-being at the tertiary level, particularly psychological well-being, academic success, and emotional stability as they navigate adulthood in different social environments. In this qualitative study, nine semi-structured interviews were conducted to collect data. A thematic analysis was employed to identify key themes, and the findings highlighted the role of psychological support in reducing anxiety, emotional distress, and susceptibility to depression, while the negative outcomes included poor social skills and emotional withdrawal from parents. These findings underscore the need for social awareness and family education in the upbringing of the young generation on intergenerational transitioning that does not harm the mental well-being of students.
The Fourth Industrial Revolution (4IR) has transformed the business environment and redefined workforce skill requirements, compelling educational institutions to address these evolving needs. In accountancy, curricula prescribed by international and national governing bodies aim to align labour market expectations with graduate competencies to ensure employability and professional success. This study aimed to evaluate the extent of alignment between SAICA’s curriculum requirements and the competencies highlighted in current research as essential for accountancy graduates entering the 4IR workplace. A systematic literature review (SLR) document analysis was conducted guided by a structured protocol. The process ensured a rigorous and transparent selection of international peer-reviewed articles for the qualitative document exploration. The competency frameworks of accountancy governing bodies served as the conceptual foundation for the analysis. Data was examined in ATLAS.ti™ using Boeije’s constant comparative method and a combination of deductive and inductive coding. The findings provide a comprehensive overview of and nuanced insights into the competencies essential to accountancy graduates’ employability in the 4IR workforce. The findings offer evidence-based guidance for refining international and national accountancy competency frameworks and for informing higher education institutions on the specific skills that should be embedded in tertiary curricula.
