11613 research outputs found
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Global perspectives on modern slavery: a reflective narrative on John Wesley’s thoughts upon Slavery and Social Justice
No full textThis paper delves into the worldwide views on modern slavery, with a particular focus on the reflective narrative presented in John Wesley’s thoughts on slavery and social justice. Modern slavery remains a pressing issue in contemporary society, with millions of individuals subjected to exploitative and inhumane conditions. By examining Wesley’s thoughts on slavery and social justice by applying them to the context of modern slavery, this paper aimed to shed light on the importance of addressing this grave violation of human rights. Through a comparative analysis of historical perspectives and current global efforts to combat modern slavery, this paper sought to provide insights into the ongoing struggle for social justice and human dignity. The study outcomes underscored the continued significance of Wesley’s perspectives on slavery and social justice in addressing contemporary forms of exploitation and oppression. It is crucial to recognize that, while Wesley championed the equality of all individuals, he also demonstrated cultural biases and attitudes of superiority characteristic of his era in other discursive contexts, particularly in discussions surrounding human sin. In the context of today’s anti-racist movements, Wesley’s opposition to slavery should not be leveraged by his theological successors to assert a position of moral superiority. Instead, it should serve as an impetus to critically examine, across various contexts, what it genuinely means to be transformed into the image of a merciful and just God.Publisher's versio
Environmental consciousness among students
No full textDetermining individuals’ levels of environmental consciousness is essential in research. Concern about the environment is growing because of the increasing environmental degradation caused by human activities. Environmental consciousness is a term that has become more popular in recent years as environmental problems, largely caused by human activities, have accelerated. Environmental consciousness is a multifaceted concept with four dimensions, including environmental attitude, knowledge, value, and motivation. Environmental consciousness also entails socio-economic and psychological factors relating to an individual’s propensity to engage in pro-environmental behaviour. It focuses on people’s understanding of the environment, its problems, and processes.
The relationship between humans and the environment has been one-sided for centuries, which has resulted in overwhelming and irreparable damage to the environment and ecosystems. This damage is largely due to human consumption causing the vulnerability of social systems. Since environmental problems have escalated to a global agenda, society is starting to question its environmental attitudes and behaviours; there seems to be an attitude-behaviour gap that exists in society. Human consumption and the extinction of species are not considered to be pressing environmental issues, which is problematic. Therefore, engaging people about their environmental behaviour and attitudes towards the environment is essential. Previous studies on environmental consciousness have focused more on consumer behaviour rather than on students’ attitudes and awareness of environmental issues. Therefore, there is a gap in the literature about young people’s attitudes to the environment, their awareness of environmental issues, and their perceptions of environmental sustainability.
This gap in the literature is especially true in the South African context. The scant research is evidence that students’ perceptions of environmental problems are not well-known. Furthermore, how students learn about the environment is not integrated into their primary or secondary schooling or even into higher education curricula. Indeed, understanding the environmental attitudes and behaviour of university students has become a salient topic at South African universities because environmental attitudes and behaviour play a key role in shaping students’ perceptions of the environment at large. Furthermore, many environmental actions taken today are not actually based on protecting the environment from the influence of human activity and consumption. Rather, protecting the environment is a key social and political issue. Therefore, this study aims to explore what South African students’ perceptions of the environment are and what their level of environmental consciousness is. The study also intends to investigate whether students are indifferent or ambivalent towards the environment and environmental issues and, if so, what the reasons behind this attitude are.
The study employed a mixed methods approach embedded in a cross-sectional study. The researcher embedded methodological triangulation to cross-validate the findings of the study to provide a comprehensive analysis. The target population consisted of both undergraduate and postgraduate students. The population also consisted of students from all genders, ages, ethnic groups, and faculties. The random sample size consisted of 380 respondents (at a 95% confidence level and 5% confidence interval). To allow for an estimated sample mortality of 35%, a total sample size of 585 was decided upon. The sampling design was determined with the Simple Random Size calculator.
There were two data collection phases. Phase one (the quantitative component embedded in an exploratory survey design) entailed the dissemination of an online survey. The online survey was administered to a sample of registered students at all three campuses of the University of the Free State (the Bloemfontein, South, and QwaQwa campuses). Phase two (the qualitative component involved inviting the respondents who had completed the online survey to participate in mini groups. A sequential explanatory approach was embedded in the data-gathering processes of both phases. The study adopted a six-step reflexive thematic analysis to examine the participants’ experiences and perceptions of environmental issues.
Factor analysis was conducted to reduce the large dataset into a smaller one made up of fewer factors. Exploratory factor analysis was used in the early stages of the data analysis to explore the interrelationships between the set of variables contained in the study’s five scales. Furthermore, Cronbach’s alpha coefficients were measured to determine the reliability and validity of the items contained in the scales; only highly dependable coefficients with values between 0.80 and 1.00 were reported. There were 416 respondents who completed the online survey and nine participants who participated in the mini groups. The findings revealed that students had both anthropogenic and ecologically-minded worldviews; they also had mixed reactions to the environment and environmental issues and were either exemptionalists or ecologically-minded. The participants were aware of environmental issues and of their behaviour towards the environment, despite some limitations. The respondents were, for example, unwilling to engage in public demonstrations to protect the environment, despite their strong involvement in the fallist movements of 2015/16 at South African universities. There is, therefore, a need to change their perceptions about the environment, especially with regard to protecting the environment. The results of the study do, however, show that there is potential to grow the environmentalism movement among students.
Environmental problems have a significant impact on humans in the same way that other social problems, such as crime, unemployment, and poverty do. The study revealed that some social issues such as crime, unemployment and poverty are considered more important than environmental issues, despite the intersecting nature of social issues with environmental issues; environmental awareness should thus be afforded the same level of recognition and importance. The findings also revealed that education plays a role in determining an individual’s level of environmental consciousness. Overall, the research confirmed some of the findings from previous similar studies. The findings confirm that the participants often do not understand the human-nature relationship. Environmental issues seem to be a low-level concern for most people, while social issues, such as unemployment, crime, and gender-based violence, are considered more worthy of governmental intervention. However, environmental issues need to be treated with the same level of urgency as other social issues, and young people should start to act as the voices of the environment
The BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?
No full text/. Educational systems have moved towards more constructive and non-violent disciplinary practices, due to the negative impact of corporal punishment on learner well-being and academic outcomes. This study explored alternatives to corporal punishment strategies employed in schools and the challenges associated with their implementation.
/. The study adopted a qualitative approach within an interpretive paradigm, using a phenomenological multi-case study design. It was grounded in Self-Efficacy Theory. Data was collected from six teachers and four school management team members purposively selected from two quintile three secondary schools. Inductive content analysis was used to analyse the data.
. The findings reveal the influence of teachers’ beliefs, professional environments, and systemic factors on using an alternative to corporal punishment strategies. These include teachers' reluctance, lack of training, and learners' attitudes toward alternatives. Low self-efficacy, often linked to inadequate training and support, was identified as a barrier to embracing new disciplinary approaches.
. The study concludes that the persistence of corporal punishment may be due primarily to a lack of training in alternative disciplinary measures, emphasising the urgent need for professional development initiatives focused on discipline to enhance teacher self-efficacy and promote sustainable change.Publisher's versio
A framework to enhance clinical learning and teaching in undergraduate nursing education in Ghana
No full textNursing education is intended to produce practice-ready nurses at graduation to render high-quality care to the deserving populace. This expectation is, however, far-fetched amid the numerous challenges confronting clinical education. Although frameworks for nursing education have proved effective in guiding clinical education, nurse educators in low-income contexts acknowledge the difficulty in identifying appropriate frameworks to guide clinical education. Currently, clinical education in Ghana is compromised and fragmented, and the existing frameworks are not aligned with context-specific needs, resulting in undesirable outputs, and are not informed by practice needs or the needs of the broader community involved in clinical education. A need to develop a framework that aligns with the prevailing needs in clinical nursing education, leading to desirable outcomes, was identified.
The current study, therefore, aimed to develop a theory-informed framework to enhance clinical learning and teaching in undergraduate nursing education in Ghana.
A multi-method research design underpinned by the theory of change logic model guided the development of the framework through a three-phased approach. Preceding the development of the framework, two separate studies were conducted. Triangulated data from the two earlier studies were used to develop a draft framework. Twelve (n = 12) expert stakeholders were purposively invited to participate in a one-day workshop to refine and validate the framework.
The final framework visualises the six theory of change logic model components, and incorporates the best available evidence and stakeholders’ inputs.
The developed framework could enhance clinical learning and teaching in undergraduate nursing education in Ghana.Publisher's versio
Caring for perpetrators of sexual violence: a pastoral theological perspective defining sexual violence, possible causes, its impact, and risk factors
No full textProfessional/ Advisory note / report in a numbered series (CPSC Notes No. 32)As a church pastor, I have often observed that many worshippers seek counselling due to their challenges in their various walks of life. These challenges vary widely, ranging from difficulties with children coping with schoolwork to financial and marital problems, which can lead to harmful coping mechanisms such as substance abuse (Miranda & Van Nes 2020:np). Upon closer examination through narrative therapy, it frequently becomes evident that sexual violence is the underlying cause of many of these issues.
The Impact of the Study Non-pastoral counselling disciplines, which contribute to efforts combating sexual violence, define it as follows: , (Jelin 2012:343-345; Blandino et al. 2021:112). These non-consensual sexual acts include criminal offences such as rape, sexual abuse, sexual assault, and sexual harassment (Augustyn et al. 2024:1-32; Ferragut 2022:757-775; Quick & McFadyen 2017:286). ' , , , .
This understanding will inform the church's role in contributing to combating sexual violence. Given the increasing prevalence of sexual violence in South Africa (Ajayi et al. 2021:7; Devries & Meinck 2018:367-368; Isilow: 2021:np), an examination of related literature indicates that considerable efforts have been made to empower counselling and pastoral care practices for victims of sexual violence (Rudolfsson & Tidefors 2015:453,463-467; Dlamini 2022:238-249; Koloti 2021:108-110). , .
, . To address this gap, I conducted an empirical study to determine whether the church is willing and capable of contributing to the fight against sexual violence perpetration, particularly by providing pastoral care to perpetrators, in addition to its prophetic responsibility.Publisher's versio
Translating quality into practice: insights from South African Instructional Designers
No full textThe instructional design profession is on the rise in African higher education, but research on instructional designers' practices in Africa is limited compared to in the Global North. Contextual factors play a vital role in shaping instructional design approaches, and understanding how instructional designers perceive and ensure the quality of online learning materials is crucial. This study explores the perspectives of experienced South African instructional designers on quality, particularly in terms of pedagogy, during the creation of online learning content. Using the ADDIE model, and Margaryan, Bianco, and Littlejohn's 10-principle framework expanding the work of Merrill, the study conducted in-depth interviews with nine proficient instructional designers. While it was expected that instructional designers would rely on standardised quality assurance tools, the findings revealed a more eclectic approach, with designers drawing from various resources when crafting online learning materials. A key focus for these designers was establishing “human connectedness” through the intentional incorporation of teaching presence and collaborative learning activities. The quality principles mentioned align with the community-of-inquiry model, ensuring sound pedagogical practices in online education.Publisher's versio
Pharmacological significance, medicinal use, and toxicity of extracted and isolated compounds from species found in Southern Africa: a review
No full textThis study documents the Euphorbiaceae family of plants in Southern Africa, with a focus on their traditional medicinal applications, pharmacological properties, toxicity, and active secondary metabolites. A review of the literature from scientific journals, books, dissertations, and conference papers spanning from 1962 to 2023 was conducted for 15 species. Recent findings indicate that specific compounds found in Euphorbia plants exhibit significant biological and pharmacological properties. However, the white sticky latex sap they contain is highly toxic, although it may also have medicinal applications. Phytochemical analyses have demonstrated that these plants exhibit beneficial effects, including antibacterial, antioxidant, antiproliferative, anticancer, anti-inflammatory, antiviral, antifungal, and anti-HIV activities. Key phytochemicals such as euphol, cycloartenol, tirucallol, and triterpenoids contribute to their therapeutic efficacy, along with various proteins like lectin and lysozyme. Despite some Euphorbiaceae species undergoing screening for medicinal compounds, many remain insufficiently examined, highlighting a critical gap in the research literature. Given their historical usage, further investigations are essential to evaluate the medicinal significance of species through detailed studies of isolated compounds and their pharmacokinetics and pharmacodynamics. This research will serve as a valuable resource for future inquiries into the benefits of lesser-studied Euphorbia species.Publisher's versio
Multiple transitions resulting from remediation and re-entry of first-year undergraduate medical students: expectations and experiences, emotions and recommendations
No full textTransitioning from school to tertiary education can be daunting and overwhelming, and neither students nor institutions are necessarily prepared for these transitions. Some students may even experience multiple transitions in their academic programmes. This paper focuses on the multiple transition stages during the first year of the medical programme at the University of the Free State (UFS) in South Africa. The study aimed to determine first year undergraduate medical students’ perceptions of the multiple transitions involved in the medical programme. The research was designed as an exploratory qualitative study that used focus group discussions to obtain data. Two focus group discussions were held with 17 first-year undergraduates who had undergone multiple transitions in the first year of the medical programme. Multiple transitional stages were investigated: The first was at the start of the first year (January–-June), then six months later (July–December), and then back to the start of the first year for the second time (January–June of the following year). The analysis exposed three main themes, namely (1) expectations and experiences, (2) emotions, and (3) recommendations. These themes are explained by focusing on the participants’ perceptions and following a linear process for the multiple transition stages. Medical students who went through remediation and re-entered the first-year undergraduate programme reported that, during the initial transition, lecturers and senior students did not provide the ‘big picture’ regarding expectations in the medical programme. Instead, the shared expectations did not match their ‘real’ experiences in the programme. Furthermore, students experienced a range of emotions during the multiple transitions. In conclusion, students are accepted into medical schools such as the UFS but are underprepared for the rigours of the programme and are then exposed to multiple transitions. To ease the students’ transition, medical schools must consider designing support strategies that will enable these students to manage these transitions by attending to ‘soft determinants’, such as expectations and experiences, emotions, and contextually applying the students’ recommendations in setting up such strategies.Publisher's versio
Evaluating construction 4.0 attributes in South African Higher Education Curriculum: an activity theory perspective
No full textThesis (Ph.D.(Higher Education Studies))--University of the Free State, 2025The Fourth Industrial Revolution (4IR) has brought about profound changes in the field of Construction and the Built Environment (CBE), requiring attributes that are aligned with Construction 4.0 (C4.0) technologies. This doctoral study investigates the evolution and integration of C4.0 attributes at South African Higher Education Institutions (HEIs) with a focus on Quantity Surveying (QS) and Construction Management (CM) curricula. The research applies Cultural Historical Activity Theory (CHAT) to explore how students, lecturers and Industry professionals perceive, understand and react to C4.0 developments.
The study employs an explanatory, sequential, mixed-methods design, combining quantitative and qualitative data from semi-structured surveys, with qualitative data from focus-group discussions and interviews. The Quantitative analysis utilised a combination of descriptive statistics, Cronbach’s alpha for internal reliability, and inferential methods such as one-way ANOVA and Pearson correlation to explore relationships between variables. Qualitative data were thematically coded and analysed through content analysis
to identify patterns, perspectives, and emergent themes across stakeholder groups. Quantitative analyses assess the awareness and preparedness of students and lecturers regarding C4.0 attributes, while qualitative analyses explore deeper insights into the integration of the understanding, relevance and approach needed to develop C4.0 attributes and their influence on Construction 5.0 (C5.0) developments. C5.0 is the humancentric framing of future industry practices, emphasising ethical, collaborative, and socially responsive engagement with digital technologies.
While findings reveal that South African HEIs are progressively aligning curricula with emerging industries, there is still a gap between academic programmes and the practical application of C4.0 technologies in the workforce. Students and lecturers recognise the importance of digital literacy, problem-solving and adaptability. Still, there is a need for HEIs to enhance technical and soft skills further to improve the preparedness of graduates for the evolving construction industry. This research contributes to the existing body of
knowledge by offering two frameworks for integrating C4.0 graduate attributes into HEI curricula with a special focus on expansive learning (EL). Additionally, it emphasises the importance of industry collaboration in shaping higher education that responds to the dynamic demands of the CBE. The study’s findings can assist educators in aligning higher education programmes (i.e. QS & CM) to foster the required C4.0 attributes for the CBE.
This research contributes to the existing body of knowledge by offering a proposed preliminary framework for integrating C4.0 graduate attributes into HEI curricula, emphasising the importance of industry collaboration in shaping education that responds to the dynamic demands of the CBE
Witchcraft in Ga-Rankuwa Township: an African perspective
No full textThis study explored the cultural and social significance of witchcraft beliefs and practices in Ga-Rankuwa Township, South Africa, through an African perspective. Utilizing a mixed-methods approach, the research combined academic literature, ethnographic research, and community engagement to provide a comprehensive understanding of witchcraft as a complex phenomenon. The findings revealed that witchcraft operates at the intersection of traditional beliefs, social dynamics, and spiritual worldviews, significantly influencing community interactions and individual behaviours. Discussions highlight how these beliefs shape social relationships, conflict resolution, and coping mechanisms within the community. Based on the insights gained, the study recommends fostering open dialogues within the community to address misconceptions about witchcraft and promote understanding between traditional beliefs and modern perspectives. This research contributes to scholarship by offering a nuanced understanding of witchcraft in contemporary African contexts, emphasizing its relevance in social and cultural dynamics. It also highlights the importance of integrating traditional beliefs into broader discussions on mental health and community well-being, thereby enriching the discourse on spirituality and social cohesion in African societies.Publisher's versio