UFS Publications Platform (Univ. of the Free State)
Not a member yet
378 research outputs found
Sort by
Supportive mechanisms in enhancing teachers’ agency for inclusive educational practices in rural Lesotho schools
Full text linkRecently, the government of Lesotho has intensified its focus on promoting inclusive education across all sectors, driven by a commitment to enhance access to quality education and improve learners’ success. Despite these efforts, challenges persist, particularly in rural schools, which are often disadvantaged and face difficulties in fully implementing inclusive educational practices. Although the overarching goal of inclusive education remains vital for ensuring access and success for all learners, effective implementation necessitates enhanced teacher skills and knowledge. This paper explores the supportive mechanisms that enhance teachers’ agency for inclusive educational practices in rural Lesotho schools. It further examines their perspectives on fostering inclusive education. A qualitative transformative approach was adopted through a participatory case study design. Data were generated through focus group discussions with two groups of six teachers, totalling twelve participants, from two rural primary schools in Lesotho. These discussions were then analysed using a thematic approach. The findings illuminate supportive mechanisms that can enhance teachers’ agency in fostering inclusive educational practices. Additionally, the paper identifies a significant lack of explicit acknowledgement of teachers\u27 agency within Lesotho\u27s inclusive education practices. There tends to be a tendency to blame teachers rather than recognise and build upon their strengths. Consequently, acknowledging and leveraging teachers\u27 resilience is highlighted as crucial. The paper advocates for the effective implementation of inclusive education in Lesotho by strengthening rural educators, emphasising the significance of an asset-based approach to challenge the notion of rural insufficiency rather than the richness of resources needed for successful inclusive education
Through the eyes of students and staff: The psychosocial drivers of violence in selected South African universities
Full text linkGlobally, universities have traditionally been viewed as sanctuaries of peace, devoid of violence. However, the increase in campus-related violence in South Africa has dispelled this assumption. Recently, there has been a rise in the incidence of murders, violent protests, and self-directed violence at several universities in South Africa, raising alarm among stakeholders in university education. Against this background and underpinned by Sameroff’s Transactional Model of Development, this study set out to explore the psychosocial drivers of violence at three South African universities from the perspectives of students and staff. To achieve this, the study employed a qualitative approach and a multiple case-study design, selecting participants through convenience sampling. Data were collected using semi-structured online interviews with students and lecturers at the three universities. The findings revealed a range of factors, including substance abuse, mental health issues, upbringing and background, and peer influences, as the principal psychosocial factors driving violence at the universities. The study, therefore, concluded that although violence is a complexly interwoven phenomenon, if universities are to reclaim their reputations as peaceful societies, there is an urgent need for all stakeholders in higher education to collaborate and address violence from diverse perspectives
Aftermath of overlooking foundation pre-service mathematics teachers’ beliefs: A self-study in post-apartheid South Africa
Full text linkMathematics is often described as a “high status” discipline and in primary schools, mathematics is compulsory. However, in educational research, myriad performance issues in primary mathematics teaching and learning have been emphasised. The foundations of future mathematics learning are laid for young learners by their teachers who are often the learners’ main resource, and foundation mathematics problems snowball as learners progress through schooling levels. Teachers are certified by higher education institutions so it is thus worthwhile for primary mathematics teacher educators to explore constructive, reflexive, optimistic, starting-with-ourselves approaches to reflect on what is offered in mathematics education. This looking inward approach contrasts with research in which recommendations are proposed to encourage improvements in professional practice. The research question for this study was: “What primary mathematics education professional learning can I (re)construct by reflecting on teacher education modules offered at my higher education institution, using a self-reflexive approach?” My primary study source was the foundation phase mathematics education modules detailed in University of KwaZulu-Natal’s Handbook for 2024. This qualitative study explored the competences offered by these modules in the university’s foundation phase mathematics teacher education programme, and included a set of objects used as a metaphor for self-reflexivity and to represent the importance of attending to the often-overlooked pre-service teachers’ beliefs about mathematics education in post-apartheid South Africa
Conceptualising Anglican theology’s role in fostering a convivial society in the context of education 5.0: a case study of the Matabeleland diocese
Full text linkThis paper explores the Anglican Diocese of Matabeleland’s pursuit of healing and reconciliation within the context of Education 5.0. This inquiry arises from the troubling reality that, despite the passage of over three decades, many individuals continue to bear the scars of Gukurahundi, which jeopardises the harmonious development envisioned in Education 5.0. The study employs the lens of post-foundationalism to examine the role of the Anglican Diocese of Matabeleland in fostering a convivial society. This is a transformative paradigm paper that uses qualitative research as its design. Data were collected through interviews and focus group discussions with 20 participants, who responded to two pivotal questions: What challenges do unhealed survivors face, and how can Anglican theology complement the efforts of Education 5.0 in promoting a convivial society? Data were analysed using a thematic approach. The findings reveal that the people of Matabeleland grapple with multiple challenges rooted in unresolved issues stemming from Gukurahundi, thereby endangering the developmental aspirations intrinsic to Education 5.0. I conclude the paper by arguing for a negotiated theology that seeks to address the aspirations of the populace, not merely on a spiritual level, but across all dimensions of life. Consequently, Education 5.0 emerges as a foundational platform for fostering a negotiated theology aimed at healing and reconciliation in Zimbabwe
Leveraging psychometric properties of Ubuntu measures to reveal its structural components
Full text linkUbuntu is an African worldview that often shapes policy and social ethos; however, its distinct meaning remains unclear due to primarily philosophical discussions. This study seeks to define and measure Ubuntu\u27s dimensions operationally and quantitatively using psychometric literature. Limited conceptual clarity has hampered research on Ubuntu thus far. This study aims to define Ubuntu, considering the materialisation of the concept and its components when measured, and to provide a usable measurement tool to advance research. A comprehensive review of Ubuntu measurement tools was conducted, focusing on research that included discussions of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and measurement invariance (MI). Five Ubuntu measures were identified, revealing similar constructs but inconsistent terminology. EFA helped refine constructs, while CFA validated frameworks. MI was applied once, demonstrating cross-context adaptability. This study reveals that Ubuntu is frequently described as having more structural components than those that emerge from psychometric scrutiny and calls for a standardised framework and an agreed-upon, consistent measure of Ubuntu to advance empirical research. It provides a foundational list of items for a comprehensive measure, bridging the gap between philosophical and empirical approaches to Ubuntu
Evaluating the impact of professional development programmes on curriculum design and implementation for sustainability education in high schools: A scoping review
Full text linkThis scoping review aims to evaluate the impact of professional development programmes on the curriculum design and implementation of sustainability education in high schools. Reviewing literature published between 2010 and 2025, the study explores how these programmes prepare teachers to integrate sustainability concepts into their teaching practices, thereby promoting sustainable development. A systematic review of existing studies identifies key themes, challenges, and best practices in professional development for sustainability education. The findings reveal that well-designed professional development programmes significantly enhance teachers\u27 knowledge and skills, leading to more comprehensive curriculum design and effective implementation. However, challenges such as inadequate resources, lack of administrative support, and insufficient ongoing training persist. The study highlights the importance of continuous, structured professional development to ensure integration of sustainability education into high school curricula. These insights are intended to guide policymakers, educators, and stakeholders in developing and maintaining effective sustainability education programmes at the secondary level
Perceived factors influencing students to drop out of a post-graduate programme
Full text linkSome post-graduate students of Agricultural Education enrolled in Master\u27s degree programmes in Eswatini do not graduate. Unfortunately, no study has been conducted on the factors contributing to the dropout rates among these graduate students. Therefore, this study sought to determine the perceived factors that influence post-graduate students to leave the programme. The study utilised a survey design, collecting data from post-graduate master\u27s students from 1997 to 2024. A questionnaire was developed for the study and validated by three members of the Department of Agricultural Education and Extension. The reliability coefficient was determined using Cronbach\u27s Alpha, with an overall reliability coefficient of 0.84. Both descriptive and inferential statistics were used to analyse the data. The findings indicated that the factors influencing post-graduate students to drop out include dispositional, academic, institutional, and situational factors. It was concluded that the decision of post-graduate students to drop out is primarily influenced by institutional and academic factors. It is recommended that the Institute of Post-Graduate Studies at the University and the Department of Agricultural Education develop policies that are favourable to post-graduate students, such as creating schedules that accommodate working students
Composite effects of bullying on grade 10 learners\u27 academic achievements in Buffalo City Metropolitan Municipality, Eastern Cape Province, South Africa
Full text linkThis study examines the composite effect of bullying on the academic achievement of Grade 10 learners in the Buffalo City Metro (BCM), South Africa. Bronfenbrenner\u27s ecological systems theory guided the study. A quantitative research method was employed; schools were selected through simple random sampling, and participants were chosen using proportional stratified sampling. When planning this study, 14,819 Grade 10 learners were confirmed at the BCM Education District, of which 1,037 were included. A structured questionnaire, along with a list of Grade 10 term report marks, was used as part of the analysis. Both descriptive and inferential analyses were performed. The analysis of the study findings reveals that learners who have “Never” experienced forms of bullying are 0.748 times less likely to fail academically compared to those who “Always” experienced bullying. However, since the p-value for this result is 0.315 (greater than 0.05), the impact is not significant. This study concludes that a small proportion of learners had experienced intimidation, spreading of rumours, verbal degradation, physical assault, property destruction, exclusion, and insults. It is recommended that learners be encouraged to speak out about bullying incidents. Parents and guardians are encouraged to monitor their children’s behaviour, including their use of technology and phone conversations, and to maintain regular communication with class teachers to track their children’s academic progress. If learners continue to study in an adverse environment where violence flourishes, such an environment could create fear, anxiety, and psychological trauma in their minds, which may subsequently affect their academic achievement
Leveraging artificial intelligence as a learning tool in higher education
Full text linkThe integration of Artificial Intelligence (AI) technologies in education has gained significant attention, particularly in the context of higher education, in recent years. Despite concerns about academic integrity, academics recognise the opportunity for AI to foster critical thinking and prepare students for real-world scenarios. However, its integration into courses requires careful consideration of course objectives and ethical implications. This study explores the utilisation of AI in higher education settings, focusing on its role as a learning tool. The study systematically reviewed 87 empirical studies from databases between 2014 and 2024 to investigate the benefits, challenges, and implications of incorporating AI into higher education. Additionally, it examines the potential impact of AI on teaching methodologies, student outcomes, and the overall learning experience. The findings of this study underscore the significant influence of AI integration in higher education on teaching methodologies. This integration promotes personalised and adaptive instruction, enhancing student engagement, performance, satisfaction, and overall learning experiences. However, the adoption of AI in higher education raises significant ethical concerns that demand careful consideration. These concerns include data privacy, algorithmic bias, intellectual property rights, and academic integrity. Academics\u27 perspectives on AI adoption vary based on technological proficiency, pedagogical beliefs, and institutional support. Successful AI integration necessitates alignment with pedagogical theories such as constructivism, connectivism, and self-directed learning, ensuring a robust technical infrastructure and addressing ethical considerations to maximise benefits while minimising risks
Unseen influencers: Deputy principals\u27 perceptions of their roles in primary school leadership
Full text linkThis study examines the often overlooked yet critical roles of deputy principals in primary schools, exploring how they perceive their responsibilities within the existing school hierarchy. Although deputy principals make significant contributions to the quality of educational activities and the promotion of a positive school environment, their roles are minimally recognised in the Personnel Administration Measures (PAM). This limited recognition may influence how they perceive their impact and responsibilities, affecting their interactions and effectiveness in the school setting. Guided by Distributed Leadership Theory, which highlights the shared distribution of leadership roles across different school levels, these roles can be shaped by factors such as race, gender, age, and other intersecting identities. However, this study specifically focuses on gender. Grounded within the qualitative interpretive paradigm and using phenomenological narrative inquiry through individual face-to-face interviews, this study purposively selected four female deputy principals to capture their experiences and perspectives on their roles. Data were analysed thematically. Findings revealed that deputy principals\u27 perceptions shape their roles and reinforce mutual relationships between actions and perceptions. The study recommends that policymakers implement policy changes, emphasising the need for increased recognition and support for deputy principals to cultivate school environments that promote positive educational outcomes and encourage staff collaboration