UFS Publications Platform (Univ. of the Free State)
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When context and education system are at risk: Teachers’ relationship perceptions and well-being during a South African banking time intervention
Full text linkTeachers play a central role in children’s lives. Among the various factors influencing student outcomes, teacher-student relationships (TSR) are particularly important for development. Research indicates that TSR, characterised by high closeness and low conflict, best supports students. Grounded in attachment theory, this study conceptualises TSR as a dynamic process shaped by the mutual influence of both partners, with quality emerging from perceptions of accumulated shared experiences and information exchanges. Although extensive research on TSR exists, most findings come from Western contexts. The present study examines the potential effects of a relationship-based approach, namely Banking Time, in South Africa. This intervention\u27s origins lie in a dynamic understanding of relationships and targets TSR at a dyadic level. Using a single case study design involving seven teachers and students (N = 7), I first conducted a needs assessment and then measured outcomes from teachers’ perspectives through Direct Behaviour Ratings (DBR) and self-report scales in an A–B design. Data were analysed using Non-Overlap Indices and level effect calculations. Findings reveal changes in teachers’ perceived closeness to students, perceptions of student behaviours and emotional states, and self-rated well-being. Notably, greater and more significant changes occurred in dyads where teachers initially rated student behaviour as more externalising. The discussion underscores the importance of relational histories, students’ relational and socio-cultural backgrounds, and the value of qualitative approaches to deepen the understanding of teachers’ implicit beliefs
Artificial intelligence in higher education institutions in Tanzania: Analysis of policy perspectives
Full text linkArtificial Intelligence (AI) presents significant opportunities as well as challenges within the educational landscape. Proper mechanisms are, therefore, needed for AI to be deployed in safe and ethical ways in the education sector. Against this backdrop, the present study was conducted to examine the policy perspectives regarding the use of AI in higher education institutions (HEIs) in Tanzania. The study specifically sought to determine the extent to which AI policies are adopted in Tanzanian HEIs, the role that AI policies play in HEIs, and the challenges hindering the effective implementation of AI policies in Tanzanian HEIs. A qualitative research methodology was employed, with data collected through interviews with key informants. In total, 14 key informants (KIs) from eight different Tanzanian HEIs participated in the interviews. Content analysis was used to analyse the collected data. Findings revealed that, despite the numerous advantages and potential risks associated with AI for both students and educators, none of the HEIs participating in this study had established any AI policies. The underlying reasons for this include the rapid advancements of AI technology, a lack of clear focus on which specific AI elements the policy should govern, a lack of expertise in the AI field, and insufficient push from HEIs’ top leadership. The study, therefore, calls for HEIs to ensure that appropriate AI policies are formulated and operationalised, among other recommendations
The use of artificial intelligence in lesson delivery and evaluation in large-scale teaching environments
Full text linkArtificial intelligence has been increasingly utilised in lesson delivery and assessment, revolutionising the way students learn. It has the potential to be employed in the administration, evaluation, and grading of exams and coursework, as well as overseeing remote assessments. However, these applications are currently in the initial phases of development, and educators are hesitant to fully rely on AI for significant assessments. Therefore, this study aims to explore the effectiveness of artificial intelligence in enhancing educational outcomes and improving the overall assessment experience for students. This study is grounded in the principles of cognitive psychology and educational technology, emphasising the importance of personalised learning and adaptive assessment strategies. By leveraging artificial intelligence algorithms, educators can tailor instruction to meet the individual needs of students, promoting a more engaging and effective learning environment. The materials and methods employed in this study include a systematic literature review of academic articles, research papers, and case studies related to the use of artificial intelligence in education. The results of this study revealed that artificial intelligence has the potential to significantly enhance the quality of education by providing personalised learning experiences, automating administrative tasks, and facilitating real-time feedback for students. It is therefore recommended that educators, policymakers, and researchers collaborate in developing ethical guidelines, implementing professional development programmes, and fostering a culture of innovation in education. Embracing artificial intelligence as a tool for enhancing teaching and learning can help stakeholders harness its full potential to create a more inclusive, engaging, and effective educational system
Psycho-social effects of cyberbullying in selected secondary schools, KwaZulu-Natal, South Africa
Full text linkThe psychological and social effects of cyberbullying on secondary school students are deep and far-reaching. Effectively addressing this issue requires a holistic approach involving the active participation of researchers alongside educators. Therefore, this study aimed to explore the psychological and social influence of cyberbullying on secondary school learners in selected KwaZulu-Natal secondary schools, South Africa. The Coping with Cyber Bullying Questionnaire (CWCBQ) was adopted from Sticca\u27s works. While the p-value was used to establish the psychological and social influence of cyberbullying among secondary school learners, the independent t-test (?=?0.05) was used to compare differences in opinions among learners regarding the psychosocial effects of cyberbullying on victims in secondary schools. The study revealed that there were no statistical differences in cyberbullying behaviour and psychosocial effects on victims in secondary schools. Very few learners affirmed that cyberbullying could cause social and psychological harm to the lives of those who are bullied online. The study recommended the collaboration of various stakeholders, including learners, parents, teachers, school administrators, psychologists, social workers, and law enforcement agencies, to participate in the reduction, prevention, and management of cyberbullying in schools
Psychological well-being of adolescents living with albinism. A case of one school in Bizana, Eastern Cape, South Africa
Full text linkIn many parts of Sub-Saharan countries such as Mozambique, Tanzania, and Malawi, research indicates that people with albinism face discrimination, violence, and death due to a deficit of melanin (pigmentation), which causes visual impairment, skin damage, and health problems. To investigate how South African adolescents living with albinism (ALWA) enhance their psychological well-being, a qualitative study was conducted utilising semi-structured interviews with twelve purposively sampled participants aged 14 to 18 years from one special school in Bizana, Eastern Cape. Inclusive Education (IE) policies and Carol Ryff’s six-dimensional theory of psychological well-being guided this study. The school principal and the participants’ legal guardians granted consent to the researchers to interview the participants. Before data collection, the researchers obtained informed consent from the participants to be audio-taped during the interviews and ensured their confidentiality and privacy. Transcribed data were coded for the identification of themes, relying on Tesch’s six steps of thematic data analysis. Participants attributed their psychological well-being to the positive school environment, parental support, and the implementation of IE policies, which contributed to their self-esteem, sense of purpose, and academic performance. Furthermore, counselling, empowerment support groups, church involvement, and emotional support from their partners indicated resilience and positive coping strategies against bullying, depression, and rejection among ALWA. These findings inform educational officials about the need to devote more resources to special schools to align with the Sustainable Development Goals of 2030, ensuring the representation of people living with albinism in tertiary institutions and beyond
Enhancing technology in counselling university students on drug and substance abuse
Full text linkIn this empirical study, we explore the integration of technology in counselling university students struggling with drug and substance abuse (DSA). The increasing prevalence of DSA among this demographic poses significant challenges, exacerbated by easy access to substances and peer influence. Our research identifies the inconvenience of traditional physical counselling sessions, which often conflict with students’ academic commitments, as a major barrier to seeking help. The framework for our study is grounded in Bandura\u27s social learning theory (SLT), which emphasises problem-solving without reliance on drugs. Employing a mixed-methods approach, we collected and analysed data from both qualitative interviews and quantitative surveys administered to a diverse student population. Our findings reveal that technology-enhanced counselling offers a safe, flexible, and engaging environment for students to address their substance use issues. Additionally, we found that students feel more comfortable communicating through digital platforms, highlighting the necessity of adapting counselling services to their preferences. However, privacy and security concerns must be addressed to ensure effective engagement. In conclusion, the study asserts that leveraging technology in counselling can significantly improve accessibility and support for university students grappling with DSA, emphasising the need for universities to invest in developing user-friendly digital platforms for this purpose. University counsellors provide counselling services to students
The Kairos document, church(es), Christianity and the liberation struggle in South Africa during the 1980s: A reappraisal
Full text linkThis article offers a critical reappraisal of the Kairos Document (1985) within the broader context of Christianity and the liberation struggle in South Africa during the 1980s. The 1980s in South Africa was a decade of intense political repression, during which theological involvement in the struggle also took centre stage. Thus, the Kairos Document (KD) represented a radical theological intervention that challenged both the moral legitimacy of apartheid and the complicity of mainstream church structures. It drew its strength from liberation and contextual theology. As shown in this article, the KD distinguished between \u27State Theology\u27, \u27Church Theology\u27, and \u27Prophetic Theology\u27. This approach urged Christian communities in the black townships across the country to adopt a praxis-oriented stance in solidarity with the oppressed. It is within this context that the article revisits the historical genesis of the KD, its theological underpinnings, and its reception among various ecclesial bodies, including ecumenical and denominational responses. Furthermore, it highlights tensions between the apartheid-institutionalised religious dogmas and anti-apartheid grassroots activism. The enduring legacy of the KD in post-apartheid theological discourse is also scrutinised. The article contributes to a more complex understanding of the intersection by placing the text within both its immediate socio-political environment of the 1980s and its enduring theological influence regarding faith, justice, and resistance in the country\u27s struggle for liberation. The article employs Critical Discourse Analysis (CDA) to interrogate the discursive strategies and ideological constructions embedded within the KD
Reconceptualising blended learning and pedagogies for innovative classroom practices
Full text linkContemporary education has undergone tremendous pedagogical shifts, culminating in an altered higher education landscape. The transition from the dominant traditional in-person mode to emergency remote online facilitation, and subsequently to adopted blended learning environments, necessitates a reconceptualisation of pedagogy for strategic and process realignment. Furthermore, the rapid transformation in education, accompanied by reforms, has raised expectations for lecturers and graduates to possess abilities that combine subject understanding with suitable instructional practices to meet the demands of the digital workforce. This study employs a conceptual analysis methodology to understand and reconceptualise blended learning and its pedagogies. By navigating the literature through the lenses of the Community of Inquiry, the study highlights the relevance of university teachers and students comprehending the concept and pedagogies in order to implement blended learning effectively. Additionally, a supportive environment must be established with frameworks that promote innovative classroom practices and inclusive learning. The study indicates that inadequate comprehension of blended learning concepts, modes, models, and pedagogies hinders the promotion of optimal learning and teaching practices in modern educational settings. It suggests that providing contemporary technological tools and resources is crucial for fostering innovative classrooms. Moreover, continual professional development is essential to respond to the rapidly emerging digital technologies for effective blended learning implementation. The study underscores the importance of understanding both the concept and pedagogies, and it provides insights into the implications for higher education institutions\u27 rapid adoption of blended learning
Exploring teachers’ understanding of skills-based teaching approach in History
Full text linkThis empirical paper explores teachers’ understanding of the Skills-Based Teaching Approach (SBTA) in history at primary schools in the Motheo Education District. Prompted by the shift towards skills-based learning, the study addresses the challenges teachers face in interpreting and applying skills such as critical thinking, historical inquiry, and student-centred learning. The research adopts a qualitative approach, utilising a constructivist paradigm and practice architecture theory as the theoretical framework. The case study design employed in this research facilitated the exploration of SBTA in history within the Motheo Education District, with data collected through semi-structured interviews and analysed using thematic analysis. The significant challenges identified include varying levels of understanding of SBTA, difficulties in balancing content coverage with skills development, and limited professional training. However, successes in promoting active learning and critical engagement were also noted. The study highlights the need for stronger professional development programmes and support systems to better equip teachers. The findings contribute to discussions on enhancing skills-focused pedagogies in history education, offering recommendations to bridge the gaps between policy intentions and classroom practices
Exploring neuromarketing strategies towards boosting consumer engagement with rural agricultural products: A systematic review
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Rural agricultural products play a crucial role in local economies and cultural heritage; however, they encounter significant market challenges, such as limited consumer trust, weak branding, and inadequate marketing resources. Neuromarketing, which involves the application of neuroscience tools such as eye-tracking, electroencephalogram (EEG), functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS), provides a novel approach to understanding consumers\u27 unconscious responses to marketing stimuli. This systematic review synthesises the literature on neuromarketing strategies designed to enhance consumer engagement with rural agricultural products. Multiple searches were conducted across various academic databases (e.g., Google Scholar, ScienceDirect, PubMed, PsycINFO, JSTOR, AGRIS) using targeted keywords (e.g., "consumer neuroscience," "rural agricultural products," "sensory marketing"), focusing on peer-reviewed English studies published from 2018 onwards. From an initial pool of 236 articles, screening and eligibility checks yielded 14 highly relevant studies. Key themes that emerged include the influence of emotional and cognitive stimuli, packaging design, narrative storytelling, labelling, pricing, and ethical cues on consumer behaviour. For instance, appealing emotional narratives and authentic cultural storytelling consistently enhance recall and brand loyalty. Clear, trust-building labels (e.g., "organic," "antibiotic-free") engage decision-making regions of the brain, serving as cognitive shortcuts that strengthen perceived value. Additionally, visual design elements such as prominent eco-labels and origin indicators capture attention and convey quality. Despite their value, existing studies face key limitations such as small, non-representative samples and artificial settings. However, applying neuroscience insights can help rural producers enhance packaging, branding, and storytelling to build consumer trust and promote sustainable economic growth