Research in Social Sciences and Technology (E-Journals)
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Advancing Social Science Teaching Through GIS-Based Mapping and Forecasting of LULC Changes of Recreational Parks in Durban Metropolis
Full text linkThis study examines the spatio-temporal and projected dynamics of land use and land cover (LULC) changes in Durban Metropolis, South Africa. The research problem focuses on the growing tension between urban sprawl and the ecological sustainability of recreational parks in Durban Metropolis. As rapid urban expansion continues to encroach upon the recreational green spaces, it exacerbates degradation, threatening biodiversity and undermining ecosystem resilience. This study's significance extends to Higher Educational Institutions (HEIs) by demonstrating how GIS technology can be integrated into research, teaching, and learning to enhance environmental literacy and promote sustainable development principles. This research also contributes to bridging the gap between environmental research and pedagogy, empowering educators and students to engage actively in ecosystem conservation. The study adopts the Place-Based Education (PBE) Frameworks, providing a foundation for understanding the interconnectedness between societies and ecosystems, thereby aligning well with the study’s emphasis on advancing environmental education. A quantitative research approach was employed, combining GIS-based spatial analysis of satellite imagery with quantitative data. Base maps from 2004, 2014, 2024 and projections for 2034 for 9 major parks were analyzed to project trends in vegetation loss and urban LULC for the study area in 2034, highlighting areas of significant ecological concern. Findings emphasize continued pressure on green spaces, underscoring the urgent need for conservation strategies. The study recommends integrating GIS-based tools in teaching sustainable urban development, fostering critical thinking, and promoting place-based learning to equip students with skills for analyzing and addressing real-world environmental challenges. 
Exploring Lecturers’ Responsiveness to Teaching and Learning Using Moodle at a Namibian University
Full text linkThe responsiveness of lecturers at Namibian universities to Moodle as a teaching and learning platform is addressed in this paper. It observes, among other things, the increasing adoption of Moodle as an LMS in Namibian and higher education settings globally and notes that special challenges may be barring Namibian universities from harnessing Moodle to full potential; chief among these are issues concerning poor internet connectivity and limited technical support. Guided by the interpretative paradigm and anchored in the Community of Inquiry (CoI) framework, a robust and widely respected research methodology, the study explored lecturers' responsiveness to teaching and learning using Moodle at a Namibian university. The research employs a descriptive case study design and involves a purposive sample of seven faculty members from diverse disciplines. In-depth virtual interviews were used for data collection, with thematic analysis revealing key findings. Findings revealed various factors influencing lecturer responsiveness, including factors promoting blended learning and challenges hindering responsiveness. Further challenges encompass workload, course design, technical support availability, and access to learning resources. Based on the results, implications advocated for comprehensive Moodle orientation and training programmes, improved technical support, reliable internet access, and staff well-being. This research provides valuable insights for enhancing e-learning practises at a Namibian higher education institution. Future research may investigate the pedagogical aspects of Moodle usage in other contexts and extend these insights to diverse educational settings
An Analysis of Staff Perceptions on Translanguaging in Teaching and Learning at One South African University
Full text linkTranslanguaging is increasingly recognized as an essential strategy to improve epistemic access in multilingual societies, including many developing societies. This view is especially spurred by scholarly results that have confirmed that all languages are essential resources for learning beyond the language of teaching and learning. Therefore, this study focused on the perceptions of academics at a South African University on translanguaging, as they are crucial in successfully implementing these strategies to improve learning. The study employed a mixed-methods approach, using semi-structured questionnaires to gather academic data. Descriptive statistics were used to analyse the quantitative data, while the qualitative data was analysed thematically. The results show that most staff had positive perceptions of translanguaging and conceded that it positively affected student learning. However, a few noted that using other languages was an impediment since students do not understand all languages. The study recommends that universities provide academics with language learning opportunities, ensure that academics understand the official university language policies, and provide training on translanguaging to ensure that academics know translanguaging strategies that can be adopted in university learning spaces.  
Charting the Skies and Seas: A Comparative Study of Career Awareness in Aviation and Maritime Professions Among Primary School Learners
Full text linkThe aviation and maritime sectors are vital for global transport and economic growth, yet attracting youth to these fields is challenging. This comparative analysis investigates primary learners' views on aviation and maritime careers, emphasising motivations, barriers and educational needs. Utilising Social Cognitive Career Theory (SCCT) and Social Learning Theory of Career Decision-Making (SLTCDM), the research assesses how early exposure, outcome expectations and self-efficacy influence learners' interest in these industries. By focusing on primary school learners, a largely overlooked group in career development research, this study contributes novel insights into early-stage career perceptions. A qualitative thematic analysis was conducted using feedback from learners attending a career exhibition targeting aviation and maritime professions. Results indicate that both fields are viewed as exciting and lucrative; however, aviation careers are linked to academic challenges and high training costs, while maritime roles are perceived as physically demanding and associated with prolonged family absences. Key motivators identified include financial security, opportunities for global travel and diverse career options, whereas significant barriers entail issues related to work-life balance, limited career awareness and industry-specific challenges. The findings underscore the need for structured career exposure, experiential learning, and mentorship programmes to connect learners with non-traditional careers. Practical implications include integrating career education into curricula, fostering industry-school partnerships, promoting gender diversity, and leveraging technology for career guidance. Addressing these challenges through targeted interventions can effectively attract a diverse, skilled workforce to the aviation and maritime sectors. 
The Impact of Autonomy and Decision Making on the Morale and Motivation of Technical Vocational Education and Training (TVET) Lecturers in the Eastern Cape, South Africa
Full text linkThe study focused on the impact of autonomy and decision making on the morale and motivation of TVET college lecturers in the Eastern Cape Province of South Africa. The study also exposed the autonomy and decision-making factors affecting the lecturers and it gave possible ways to minimise the negative impact on the teaching and learning programmes of the colleges. The research sample comprised of 40 female and male participants whose ages ranged from 25 to 60 years and were drawn from two randomly selected colleges. The study followed a mixed methods approach where both questionnaire and interview instruments were used to collect data giving rise to both qualitative and quantitative data respectively. The findings uncovered that autonomy and decision making among lecturers is negatively affecting lecturers’ morale and motivation. Factors that are making autonomy and decision-making problematic include participation prohibition, leadership restrictions and reduced self-reliance at work
Introducing a Supportive Framework to Address Students’ Misconceptions and Difficulties in the Learning Mathematical Proof Techniques: A Case of Debark University in Ethiopia
Full text linkThis research article is about "Introducing a Supportive Framework to Address Students' Misconceptions and Difficulties in Learning Mathematical proof techniques (MPT): A Case of Debark University”. This study aims to develop, introduce, and implement a supportive framework to overcome students’ misconceptions and difficulties in MPT. The framework, named IR2CP2CE, was developed, introduced, and implemented at Debark University in Ethiopia using various data-gathering instruments such as questionnaires, interviews, classroom observations, and document analysis from students and instructors. The study collected data over four months, including the implementation of a supportive framework using mixed, quasi-experimental, and pragmatism research approaches, designs, and paradigms respectively. The internal reliability of the data-gathering instruments was interpreted using Cronbach’s coefficient, Spearman-Brown, Spearman correlations, Kuder-Richardson 20 and 21, and difficulty and discrimination indices. The results showed that the implementation of the supportive framework led to significant improvements in students’ academic performance in MPT, regardless of factors such as gender, academic year category, and preliminary knowledge and proving skills. This study recommends additional imperatives for practice and future research. 
Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University
Full text linkAcademic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns. 
Skills Learnt in Youth Work Practice Necessary for the Digital age: A Qualitative Study of NEET Youth
Full text linkNot in education, employment and not in training (NEET) youth as vulnerable groups need to learn and relearn new set of skills needed for the digital age since traditional jobs will be replaced with new jobs that will demand a new set of skills. The study aims to explore the perspectives of NEET youth on the skills they had learnt in youth work practices that are necessary for the digital age. A qualitative approach was employed to guide the gathering and analysis of the data. Some of the skills learnt in youth work practices include business acuity, digital skills, active citizens, and teamwork skill. To improve youth work practices in the digital age, this study recommends that youth workers need to have intensive knowledge so they can implement youth work activities effectively and improve the outcomes of NEET youth in the digital age
Effects of Digital Story-telling on Motivation, Critical Thinking, and Academic Achievement in Secondary School English Learners
Full text linkWhile examining the findings, this study concentrated on academic success, critical thinking, and motivation. for demonstration. Secondary school students studying English are involved in digital story-telling research. A quasi-experimental approach was employed in the research with 48 11th grade students who took pretests and posttests. Teaching as DST in the experimental group and teaching as teaching in the control group were the two degrees of CT-integrated instruction that were used. Gather both quantitative and qualitative information, such as responses to academic questions and the outcomes of tests of English language and cognitive skills. Through the addition of unique cultural narratives with a Palestine focus, the work advances the DST tradition. This program sheds information on how learning outcomes for students are impacted by daylight saving time. Because ANCOVA yields effective and objective results, it was utilized in the data analysis process.  
The Challenges Entry-Level Mathematics Teachers Face in Conducting Blended Teaching
Full text linkIn recent years, there has been an increasing amount of literature on online teaching and learning. Teaching mathematics in the fourth industrial revolution offers entry-level mathematics teachers formidable challenges. Despite using various teaching aids in explaining the learning area, entry-level mathematics teachers, those with zero to three years of teaching experience, have experienced challenges in blended teaching during the COVID-19 pandemic. Such challenges could support the preconceived notion identified by others that the field of learning (mathematics) is difficult. This paper hinged on constructivist epistemology and investigated the challenges that entry-level mathematics teachers face in conducting blended teaching in the Sedibeng West District of Gauteng Province in the Republic of South Africa. Eight entry-level mathematics teachers were purposely sampled from four selected schools that participated in the article. This article adopted a case study design and responses were analysed thematically. The focus group interviews were used as tools to collect data in this study. The study revealed a variety of perceptions that entry-level mathematics teachers shared about the impact of blended teaching in mathematics learning. These included, but were not limited to, the use of teaching programs or software, the effects of load shedding and blended teaching challenges related to learners' performance and behaviour. The results of this study could provide program developers, subject advisors, school principals with other members of the management team, and mathematics teachers to support the entry-level mathematics teacher's confidence, sense of future and communication skills, as well as foster multigenerational connections in blended teaching.