UFS Publications Platform (Univ. of the Free State)
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Implementation of democratic classroom management at a university: Practices and perceptions
Full text linkIn South Africa, the translation of democratic principles into actionable classroom management strategies presents a significant challenge, particularly within teacher-educator training programmes. This study explores the practices and perceptions of student-teachers and lecturers regarding democratic classroom management practices at a university in South Africa. The research is framed by critical theory as its theoretical foundation and adopts a transformative research paradigm within a qualitative research approach. A participatory research design is utilised, with data collected through observation and semi-structured interviews involving 10 student-teachers and 5 lecturers at a selected university in the Eastern Cape Province of South Africa. Thematic analysis indicates that some classrooms predominantly employ traditional lecture-based approaches, characterised by limited student engagement and minimal use of participatory methods, while others exhibit efforts to cultivate a more inclusive and interactive learning environment. The findings reveal that students place a high value on feeling heard and respected, advocating for active participation in decision-making processes. Conversely, lecturers underscore the empowering nature of democratic management in fostering student ownership of education and collaborative learning environments. The research identifies challenges in translating theory into practical techniques due to student reluctance and highlights the positive effects of providing students with opportunities for decision-making in class activities. Furthermore, the study emphasises the importance of flexibility and adaptability in the implementation of democratic practices. In conclusion, the research posits that effective democratic management is contingent upon nurturing a collaborative environment in which students feel empowered, while also ensuring alignment with educational objectives
Education for sustainable development and its implication for the preparation of pre-service mathematics teachers
Full text linkThis chapter explores the integration of Education for Sustainable Development (ESD) into mathematics teacher education programmes. It highlights the fundamental principles of ESD and examines the potential benefits and challenges of incorporating these principles into mathematics education. The chapter methodically synthesises key themes related to ESD principles, such as an interdisciplinary approach, critical thinking and problem-solving, active participation, values and ethics, sustainable consumption, and holistic understanding. Furthermore, it identifies various pedagogical strategies that can facilitate the integration of ESD into mathematics teacher education programmes and discusses their significance. The chapter argues that integrating ESD into mathematics teacher education can enhance mathematics teacher educators\u27 ability to foster critical thinking and problem-solving skills among pre-service mathematics teachers. It also reveals that while there are significant opportunities for enriching the mathematics curriculum through ESD, challenges such as limited resources, lack of training, and resistance to change within educational institutions persist. The chapter emphasises the need for collaborative efforts among educators, policymakers, and institutions to overcome these obstacles. Additionally, it contributes to the existing body of knowledge by providing valuable insights for mathematics teacher educators and stakeholders interested in promoting sustainable practices within mathematics curricula. Thus, by addressing both the challenges and opportunities associated with ESD integration, this chapter serves as a foundational resource for future research and practice in the field
Reclaiming epistemologies of woundedness: Pain and the politics of knowledge in African higher education
Full text linkThis paper argues that epistemologies of woundedness are essential for transforming knowledge systems historically shaped by Eurocentric and exclusionary frameworks. It explores how wounded epistemologies disrupt traditional knowledge paradigms by centring the lived experiences of communities impacted by colonialism, systemic racism, and historical violence. In postcolonial societies, such as those in Africa, where the legacies of colonialism persist, epistemic healing becomes crucial in reclaiming Indigenous ways of knowing and addressing the psychological and cultural wounds inflicted by these histories. This paper advocates for actively decolonising education systems, curricula, and research practices to restore dignity to marginalised epistemologies and create inclusive spaces for diverse perspectives. Examining the implications for education, social justice, and knowledge production, the paper highlights the need for curricula that recognise Indigenous and African philosophies, dismantling colonial structures within academic institutions, and research practices that amplify voices traditionally excluded from scholarly discourse. Ultimately, the paper calls for a comprehensive rethinking of African knowledge validation processes to foster a more just, democratic, and inclusive intellectual landscape
Student teachers’ perceptions of artificial intelligence chatbots for classroom practices: An interpretative phenomenological analysis
Full text linkThis paper examines student teachers’ understanding of Artificial Intelligence (AI) chatbots and their application in teaching and learning practices. A qualitative research methodology, specifically Interpretative Phenomenological Analysis (IPA), was employed to explore student teachers’ perceptions of AI chatbots. A purposive sampling strategy was used to select eleven (11) student teachers in their fourth year of study for a B.Ed. degree at the University of Technology in South Africa. To interpret and analyse student teachers’ perceptions of the use of AI chatbots in their teaching and learning practices, data analysis was conducted using Systematic Text Condensation (STC) in a five-step process. The study explored themes aligned with the knowledge dimensions of the Technological Pedagogical Content Knowledge (TPACK) framework. Findings revealed a generally limited understanding among student teachers regarding artificial intelligence, particularly chatbots. Although some learners in schools use chatbots, student teachers still lack the knowledge to utilise these technological systems for teaching practices. This includes, among other things, using AI chatbots to transform classrooms into personalised learning environments for classroom management and student analytics. In a nutshell, an AI chatbot for classroom purposes can serve as a diligent administrative assistant, an Indigenous planner, and enhance pedagogical practices. These findings underscore the need for further research and training to improve student teachers\u27 knowledge and utilisation of AI chatbots in the classroom
Place-based mathematics education: An education for sustainable development pedagogy to enhance mathematics teacher training
Full text linkMathematics education in South Africa is experiencing a crisis that disproportionately affects the majority of learners, enhancing inequality and inequity and promoting unsustainable development. Part of the problem lies in the quality and training of Mathematics teachers, as well as the pedagogy they follow. South African education, particularly Mathematics education, should contribute to the transformation of society into an equitable and sustainable one. Hence, the orientation of South African education towards Education for Sustainable Development (ESD). It is believed that ESD will contribute to equity, equality, and sustainability. One way to implement ESD is through Place-Based Education (PBE). PBE capitalises on place, community, experiences, location, and geography to create unique, authentic, meaningful, and personalised learning opportunities. Consequently, PBE expands the mathematics classroom to include the surrounding community. This empowers Mathematics teachers to make the subject relevant to learners by incorporating their local context into their pedagogy. This approach to Mathematics teaching and teacher training promotes equity and the realisation of sustainable development, as it addresses the educational needs of the majority of South Africa’s learners within Mathematics education. This desktop chapter scrutinises literature on the topic to highlight the value and relevance of ESD and PBE in Mathematics teacher training, and to situate PBE as a pedagogy within Mathematics education and teacher training. I provide an overview of Mathematics teacher training in South Africa; thereafter, I discuss ESD and its connection to Mathematics education; and finally, I reflect on PBE and its relevance and value to Mathematics teacher training
The management of secondary school security and safety practices in Nigeria: School managers\u27 perspectives
Full text linkIn this empirical study, we examined the perspectives of school managers on the management of security and safety practices in secondary schools. The study is grounded in securitisation theory, which advocates for proper management of security in politics, the provision of security in policies, and the implementation of such policies to create safe schools. This study is qualitative in nature, involving purposefully conducted individual interviews with six school managers from three rural secondary schools in Nigeria, using semi-structured interview techniques. The findings indicated that school managers employ a variety of strategies to ensure the security and safety of their respective schools. In light of these findings, the study recommends improvements in school safety and security management practices, including the need for increased collaboration among school administrators, local police, and other stakeholders. The study also highlights that school managers should consider various ethical considerations when implementing security and safety initiatives. This study contributes to the existing literature by providing insights into the perspectives of school managers on the management of security and safety practices in secondary schools
Teachers’ experiences in using universal design for learning in primary mathematics classrooms: Professed benefits
Full text linkThe study explored the potential benefits of using the Universal Design for Learning (UDL) guidelines in primary mathematics classrooms. The multiple case study reported in this paper, grounded in social constructivism theory, focused on five under-resourced rural primary schools in the Free State Province, South Africa. A homogeneous purposive sampling method was used to select five mathematics teachers, one from each school. Data was generated through lesson observations, focus group discussions, and document analysis, with inductive content analysis employed to analyse the data. UDL guideline version 2.2 was used to interpret the data and provide explicit examples of UDL practices. The major pedagogical benefits of UDL, as indicated by the study\u27s findings, included enhanced understanding and processing of content, offering learners multiple ways to access and engage with mathematical concepts, providing flexible teaching, and catering to a diverse learner population. Thus, the study\u27s findings suggest that teachers should be strategic and intentional in using UDL to strengthen learning
Students’ readiness for the posthuman workforce in a rurally located university in South Africa
Full text linkThe rapid advancement of digital tools, artificial intelligence, and global connectivity is reshaping workforce expectations, rendering it crucial to understand how students in rural and historically disadvantaged universities are preparing for such changes. These students often encounter compounded barriers, including inadequate digital infrastructure, outdated learning tools, limited exposure to emerging technologies, and scarce opportunities for practical collaboration, all of which impede their acquisition of the skills and competencies necessary to thrive in a posthuman environment. Guided by the Technological Acceptance Model and further interpreted through Van Dijk’s Digital Divide Model and Sen’s Capability Approach within a transformative paradigm employing participatory action research as a design. Semi-structured interviews were conducted with 15 fourth-year rural university students selected through convenience sampling, and the data were analysed thematically. The findings reveal that poor connectivity, limited access to modern learning tools, reduced exposure to advanced technologies, and inadequate opportunities for practical application collectively hinder students’ preparedness for technology-driven work environments. Despite these challenges, students exhibit resilience, adaptability, and problem-solving potential—qualities that are valuable for the evolving workforce. The study concludes that targeted interventions to improve infrastructure, enhance access to digital tools, provide structured exposure to emerging technologies, and strengthen digital literacy programmes are essential to bridging the preparedness gap and enabling rural students to thrive in the posthuman workforce. Consequently, this article contributes to the literature by elucidating the digital readiness gaps experienced by rural students and proposes interventions to bridge infrastructural, technological, and literacy barriers to facilitate equitable participation in the workforce
Learning analytics in computer programming education: A bibliometric scoping review
Full text linkThere are often high failure rates and student attrition in programming education due to challenges with syntax, debugging, and abstract concepts. Traditional teaching approaches have struggled to meet the diverse learning needs of students. This paper presents a scoping review incorporating bibliometric analysis that examines Learning Analytics (LA) research in programming education within Computer Science, Engineering, and Mathematics. The study identifies thematic trends, research gaps, and instructional implications. A bibliometric scoping review was conducted on documents published from 2014 to 2023, retrieved from Scopus and Web of Science. After screening, 1,208 documents were analysed. The review reveals a growing focus on data mining, predictive modelling, and student-centred learning. Most research outputs emerge from Europe and North America, while Africa shows a growing contribution. However, programming-specific applications such as debugging and formative feedback remain underexplored. The study highlights the limited integration of learning theories in LA applications. It also suggests that aligning LA with frameworks like cognitive load theory can foster personalised learning, enhance engagement, and support skill acquisition. These findings provide evidence-based insights to guide instructional innovation, research collaboration, and the development of adaptive programming education systems
Enhancing learners\u27 academic mindedness through supportive school climate: Evidence from TIMSS 2023
Full text linkAcademic mindedness is essential for students’ engagement and success at all educational levels. While many educational administrators aim to promote academic mindedness to improve learning outcomes, the connection between a supportive school climate—encompassing factors like school safety, teacher-student interactions, class size, and the overall learning environment—and academic mindedness is underrepresented in the literature. This gap is a key motivation for the present study. The research utilised the 2023 data from the Trends in International Mathematics and Science Study (TIMSS) and developed a five-construct Structural Equation Model to analyse the causal relationships between supportive school climate factors and academic mindedness. The model\u27s quality criteria showed that the Standard Root Mean Square Residual (SRMR) was 0.041, and the Norm Fit Index (NFI) was 0.93, both meeting acceptable benchmarks. The findings indicate that the learning environment (B=0.117, t=11.255, p<0.05), class size (B=-0.026, t=2.767, p<0.05), school safety (B=0.504, t=29.067, p<0.05), and teacher-student interactions (B=0.041, t=4.205, p<0.05) significantly predict students\u27 academic mindedness. These results highlight the significance of a supportive school climate in fostering students\u27 academic motivation. Therefore, school stakeholders must take proactive steps to support students in achieving their academic goals. These findings contribute to the existing literature on the role of supportive school climate in fostering students’ academic mindedness. This study implies that school authorities and management should provide a supportive school climate characterised by trust, respect, safety, inclusivity, and strong relationships for both students and school staff