First-generation university students are believed to face a myriad of challenges around the world. Although religiosity and spirituality are believed to serve as protective factors in times of adversity, there is little literature on how religiosity and spirituality impact the academic resilience of first-generation university students in South Africa. Black students in South Africa have historically been disadvantaged due to imbalances created by the apartheid system. This study aimed to examine the religiosity, spirituality, and academic resilience of first-generation black students. A correlational research design was used with a web-based questionnaire that combined demographics, Daily Spiritual Experience, Centrality of Religiosity and the Academic Resilience Scale. Data were collected from 239 North-West University (NWU) first-generation black students, aged 18 years or older, with voluntary convenience sampling used. The study adopted a quantitative approach. Data were analysed using descriptive analysis and inferential analysis that included bivariate correlation and hierarchical multiple regression. The respondents reported a high mean religiosity of M = 4.1, SD = 0.6, with alpha ~0.76 on the Centrality of Religiosity Scale. A high score of 4.52, median 4.65, on the Daily Spiritual Experience Scale suggests generally frequent spiritual experiences. Participants scored a mean of 2.42 on the Academic Resilience Scale. This suggests that the participants have a moderate level of academic resilience. Spirituality was positively correlated with resilience (r = .42, p < 0.01), while religiosity showed a weaker relationship. The study contributes to the growing corpus of research examining the relationship between university students’ academic drive and religiosity.
Using synonyms in essay writing tasks is one of the skills that improves clarity and precision. In the educational context, learners are expected to employ an extensive lexical repertoire to enhance clarity in their communication. Thus, this study focused on synonyms as a strategy to enhance communication. The study used a descriptive qualitative method. Data were collected using a document analysis instrument. The data were analysed using thematic analysis. The participants were fifteen (15) Grade 12 First Additional Language learners from one of the schools in the Malamulele South circuit. The results showed that some First Additional Language learners (EFAL) in the Malamulele South Circuit use synonyms in their English essays to improve clarity and understanding of the text. Furthermore, the study revealed that the causes of incorrect synonym usage include overgeneralisation, limited vocabulary, and poor reading habits. The study recommended more targeted instruction on the nuances of word choice and the importance of context in writing. The study contributes to existing knowledge by highlighting the role of synonym use as a specific lexical strategy in improving clarity and precision in essay writing, particularly among EFAL learners.
The effective delivery of Foundation Phase Mathematics is crucial to establish strong numeracy foundations in South African primary schools; however, many teachers continue to face challenges related to content knowledge, pedagogical practices, and sustained instructional improvement. Mentoring has increasingly been identified as a key strategy to support teachers’ professional development and improve classroom practice. This study explored teachers’ experiences and perceptions of mentoring for Foundation Phase Mathematics delivery, drawing on Deliverology and Implementation Science as complementary analytical frameworks to understand how mentoring initiatives are designed, implemented, and sustained. The study examined the role of mentoring in improving instructional quality, identified factors that support or hinder effective implementation, and generated evidence-based strategies to strengthen mentoring programmes in primary schools. A qualitative, multiple-case study design was used, involving selected South African primary schools that implemented structured mentoring interventions. Data were collected through semi-structured interviews with Foundation Phase teachers, mentors, and school leaders, as well as classroom observations and document analysis. The findings indicate that mentoring contributes positively to teachers’ confidence, pedagogical content knowledge, and instructional consistency in Mathematics. However, challenges related to time constraints, variability in mentor expertise, and limited monitoring mechanisms were also identified. Applying Deliverology and Implementation Science frameworks highlighted the importance of clear goals, continuous feedback loops, and systemic support for sustaining mentoring initiatives. Overall, the study demonstrates that well-structured mentoring, when effectively implemented and supported, has the potential to significantly improve Foundation Phase Mathematics delivery in South African primary schools.
This paper adopts the AI Literacy Framework and broader Digital Literacy Frameworks as the theoretical framework to explore students’ behavioural intentions toward AI. AI literacy encompasses learners’ ability to understand, evaluate, and use AI systems critically and ethically, grounding engagement in core values such as human judgment, justice, and informed decision‑making, as emphasised in the Digital Promise AI Literacy Framework. Grounded in the interpretivist paradigm, a survey was conducted to identify additional resources or support to help students engage with AI effectively and responsibly. A total of 165 undergraduate students from one of South Africa’s comprehensive universities completed the survey via Microsoft Forms. The survey had nine (9) questions: seven (7) were closed-ended, while the remaining were open-ended. However, this paper is based on only one of the two open-ended questions: What additional resources or support can help students engage effectively and responsibly with AI? A thematic strategy was adopted for data analysis purposes. The findings of this paper call for AI literacy and capacity-building workshops, clear guidelines for the ethical use of AI, and mentorship, collaboration, and community engagement to advance AI adoption among students. This paper has implications for the adoption of AI in higher education and how such tools can be used effectively for student learning, teaching, and assessment.
This paper examined the effects of distributed leadership on academic performance in a selected school within the Chris Hani West District. The study is based on Gunter’s theory of leadership and adopts a qualitative research approach with a case study design. Convenient sampling was used to select the school, while purposive sampling guided the selection of participants. Data were collected through semi-structured interviews and analysed using thematic content analysis, presenting findings as emerging themes. The study revealed that distributed leadership promotes effective leadership practices, enhances teacher engagement, and contributes positively to academic performance. The key benefits identified include aligning teachers with school goals and values and reducing the administrative burden on principals. Based on these findings, it is recommended that principals foster leaders who clearly understand the school’s vision and purpose, encourage teamwork and collaboration among staff, and actively involve teachers in decision-making processes to improve motivation and commitment. This study contributes to scholarship by providing empirical evidence on the practical application of distributed leadership in a South African school context. It highlights its potential to improve school performance and offers insights into policy and leadership development in educational settings.
