UFS Publications Platform (Univ. of the Free State)
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Navigating the digital divide in open distance and e-learning: perspectives from urban and rural student teachers
Full text linkIn an era of digital transformation, integrating technology into education is essential; yet disparities in access, literacy, and engagement persist between urban and rural student teachers. This study examines these differences within an Open Distance and e-Learning (ODeL) institution, focusing on student teachers during their teaching practice. Grounded in Digital Divide Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs a qualitative multi-case approach to compare the digital experiences of urban and rural student teachers in South Africa. The study involved sixteen purposively selected fourth-year student teachers, comprising ten from rural schools and six from urban schools, who were completing their teaching practice within the College of Education. Findings reveal that rural student teachers face significant barriers, including unreliable internet, limited digital resources, and inadequate institutional support. At the same time, their urban counterparts benefit from structured digital training and greater access to technological tools. Additionally, gaps in digital literacy are evident, with rural student teachers relying on mobile-based tools and self-directed learning, whereas urban students engage with more advanced digital platforms. These disparities impact their ability to integrate technology effectively into classroom instruction. The study concludes that addressing the digital divide in teacher education requires more than just device access. Targeted interventions, such as digital literacy training, mentorship programmes, and improved infrastructure, are critical for equitable technology integration
Exploring the external drivers of systemic change in mining companies: A case study of South Africa
Full text linkThe mining sector remains integral to South Africa’s economic development; yet, it faces mounting external pressures from regulatory shifts, market volatility, technological disruptions, and escalating sustainability demands. These evolving dynamics compel mining companies to transition from reactive compliance to proactive systemic change. This study explored how external factors drive systemic change within South African mining companies. Anchored in an interpretivist paradigm, the research employed a qualitative approach and a generic design to examine the participants’ perspectives. Data were gathered through semi-structured interviews with twelve purposefully selected participants, including senior executives, policy analysts, industry consultants, and regulatory officials. The data were analysed using thematic analysis to identify key external drivers of systemic change in the mining industry. The findings reveal that systemic change in mining companies is primarily driven by a range of external factors, including regulatory and policy frameworks, market and economic pressures, and technological disruptions. Other factors include stakeholder engagement and community activism, global sustainability trends, social and demographic shifts, strategic collaborations and partnerships, as well as investments in research and development. The study recommends strengthening governance compliance mechanisms, embedding environmental, social, and governance considerations and innovation into core strategies, institutionalising stakeholder engagement frameworks, and promoting inclusive leadership. It concludes that systemic change in the mining sector is no longer optional but essential for long-term resilience, social legitimacy, and competitiveness in a global green economy
Exploring history teachers’ understanding of the role of professional learning communities in enhancing curriculum implementation
No full textThe present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing on the theoretical framework of Community of Practice (CoP) and adopting a qualitative approach, the study employed a case study design and utilised both semi-structured interviews and focus group discussions to generate data. The generated data were thematically analysed using Braun and Clarke\u27s six septs of thematic analysis. The findings indicate that history teachers perceived PLCs as academic groups that fostered the development of historical content knowledge, new teaching approaches, and relevant assessment techniques through collaboration, engagement and the sharing of professional insights. It was also revealed that history teachers employed various strategies within PLCs, such as lesson study, workshops, seminars, and the integration of information and communication technology (ICT), to enhance the implementation of the history curriculum. The study recommends that school principals, with guidance from the Department of Education, take the lead in establishing Subject-Specific Professional Learning Communities (SSPLCs) to fully leverage the potential benefits of PLCs across all subjects in the school curriculum. Furthermore, it is suggested that some history teachers may require additional training in digital skills to effectively participate in virtual PLC activities. By contributing to the existing body of knowledge, this study advances the understanding of the best practices for using PLCs to improve school effectiveness and efficiency
The role of formative feedback in teaching and learning: Grade 10 Physical Sciences teachers’ perspectives
Full text linkThis study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners\u27 inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners\u27 academic achievement in Physical Sciences
No doctoral studies without hurdles: A review on pathways to prevent dropouts
Full text linkTraditionally, doctoral studies take at least three to six years of full-time study, depending on the country and institution. However, the number of doctoral students who complete their studies in the prescribed time does not meet the expectations of the scientific community. Many students who enrol in a doctoral programme either drop out or do not complete it within the expected time frame. The literature is replete with evidence of the challenges faced by early career researchers, but there is still little reported on how to bridge the existing and perceived barriers that continue to undermine doctoral study retention. These and other obstacles must be addressed and combated by questioning the root causes of students dropping out of their studies. Thus, this study sought to suggest pathways to overcome these and other obstacles by providing a coherent overview of what we need to do and how. The methodology used included a thorough review of international accredited peer reviewed articles extracted from the SCOPUS multidisciplinary database. A total of 24 articles relevant to the topic were thus selected. The key finding of this initiative is that doctoral students face wide-ranging financial, academic, and social challenges that need to be addressed innovatively to improve the timely realisation of the successful completion of their studies.
Keywords: Completion, challenges, doctoral studies, dropout, retention, succes
Curriculum reform-necessity for emerging VUCA worlds to enhance pre-service teachers’ pedagogy
Full text linkThe economic meltdowns across countries are exacerbated by COVID-19 and its aftermath, which bear the brunt of perennial devastations characterised by abject poverty. Although somewhat peculiar, higher institutions of education (HIE) have modified learning and teaching strategies to accommodate the deleterious effects of COVID-19. Conversely, while adapting, the emergence of artificial intelligence (AI) necessitates that HIE reprioritises a plethora of factors, including pedagogies. This approach catalyses the comprehension of volatile, uncertain, complex, and ambiguous (VUCA) environments in economic sectors. Hence, this paper aims to evaluate the use of pre-service teachers’ AI skills and digital pedagogy at universities to determine the need to reform the curriculum for the purposes of navigating the VUCA world. Likewise, critical theory is utilised to understand the necessity of digital skills for pre-service teachers to enable HIE’s adaptation to VUCA environments. This mixed-method study involves purposively sampling 12 participants for interviews and randomly sampling 78 participants for surveys. Using critical discourse analysis, the data is analysed to postulate nuances of perspectives. The findings depict that, despite universities adapting to innovative methods, particularly AI, there is a paucity of AI content and infrastructural development that enables pre-service teachers to acquire the digital competencies and skills needed to teach robotics, coding, and maritime studies. Overall, digital skills are below average; hence, the paper recommends that universities reform their curricula to stimulate digital skills that reflect the requisite capabilities of digitalisation and AI to withstand the VUCA world
Influence of a seed-funded community of practice on the development of academic staff research at a comprehensive University in South Africa
Full text linkThis study seeks to explore the influence of a seed-funded project on the research development, professional growth, and collaboration of academic staff. It employed a qualitative reflective inquiry design to elicit the views of participants in the Domain of Emerging Researcher Excellence (DERE). The DERE has a total of 13 members, but for this study, seven participants were selected as a purposive diverse sample representing various disciplines, career stages, and levels of engagement within the Community of Practice (CoP). The findings revealed two main sources of knowledge platforms that helped participants shape their individual research developments. Participants also highlighted the collaborative activities and knowledge-sharing practices prevalent in the DERE. The interdisciplinary project was considered a gateway for professional growth and career trajectories, facilitating mentorship development activities among academics involved in the project. The study concludes that providing seed funding for CoPs can enhance the growth of academic staff research within universities in emerging economies. This initiative has significant implications for fostering a vibrant research culture within institutions, enhancing research capacity among staff, and promoting collaborative engagement across disciplines. Additionally, institutional policies should outline strategies to ensure the long-term sustainability of CoPs beyond seed funding. The study acknowledges the complexity of promoting research capacity for early-career researchers; however, to ensure sustainability, seed-funded projects that influence individual professional growth and emerging researcher career trajectories should be given opportunities to develop their own funding mechanisms so that they do not become extinct once the seed-funding period elapses
Transforming pedagogical frontiers- harnessing the potential of school libraries as catalysts for teacher professional development: Reflections from six rural schools
Full text linkGenerally, school libraries serve the purpose of promoting a culture of reading among users and creating environments that foster literacy. They achieve this by offering reading materials that are relevant and appealing to individuals of all ages. School libraries play a crucial role in facilitating quality teaching and learning, thereby positively impacting student achievement. Recognising the influential role of educators in shaping students\u27 learning experiences and the specific challenges faced by those in rural settings, this qualitative case study research investigates the potential of school libraries as centres for teacher professional support, aiming to improve instructional practices. The study reflects on the experiences of three primary and three secondary schools purposefully selected from a South African rural education district. Through the use of Google Forms and semi-structured interviews, the data revealed that school libraries serve as dynamic hubs that foster professional growth among teachers, enhance lesson preparation, promote learner engagement, create learner-centred environments, and address resource disparities. The research concludes that incorporating school libraries as vibrant professional hubs in rural educational settings is essential for advancing teacher pedagogy, ultimately contributing to a more inclusive and effective learning environment. Therefore, the study advocates for the prioritisation of school library availability to enhance overall teacher pedagogy in rural educational landscapes
Review of community development initiatives for poverty reduction in Southern Africa
Full text linkThere is a growing global recognition that community development has the potential to enhance the socio-economic status of resource-constrained rural communities. Many countries have established community development initiatives in rural areas to reduce poverty and improve social investment. However, numerous challenges hinder the implementation of community development initiatives that contribute to poverty reduction in most of Southern Africa. The United Nations Sustainable Development Goals (SDGs), particularly Goal 1, mandates all countries to end all forms of poverty by the year 2030. One approach to achieving this goal is to devise and implement sustainable community development initiatives. This review paper presents some best practices for how community development initiatives could reduce poverty in Southern Africa. The literature collected from government reports, accredited journal articles, and other credible scientific writings from 2000 to 2022 was reviewed to triangulate sources of information and understand the state of community development initiatives. Several challenges were found to impede progress in poverty reduction and negatively impact sustainable community development. The effectiveness and sustainability of poverty reduction strategies implemented by countries in Southern Africa vary widely from country to country and within the country itself. The study provides recommendations and best practice models implemented within rural communities in Southern Africa
Analysis of push and pull factors influencing the migration of Ugandan domestic workers to Saudi Arabia
Full text linkThe study explored the push and pull factors driving Ugandan domestic workers to migrate to Saudi Arabia. The research paradigm employed was social constructivism, where individuals seek to understand their world and develop meanings based on their experiences. A qualitative approach using a phenomenological research design was utilised. Data was collected from a sample of eighteen (18) respondents through unstructured interviews to identify the factors contributing to the migration of Ugandan domestic workers to Saudi Arabia. Thematic analysis was conducted during data analysis. The migration factors were presented in concept maps created using Nvivo 10.0. The study uncovered that push factors varied from person to person, but major ones included poverty, unemployment, school dropout, family obligations, marital neglect, domestic violence, personal development goals, poor working conditions, work-related challenges, peer influence, and single parenting. Pull factors include the influence of Arabian family culture that promotes the demand for maids, bilateral labour agreements, adventure, attractive job prospects, free travel documents, cost-effective job processes, and an easy migration process. The study concluded that without effectively addressing push factors to provide long-term solutions, the migration of Ugandan domestic workers to Saudi Arabia will persist. It is recommended that the Government of Uganda take steps to create a conducive environment with satisfying employment opportunities for these young individuals to reduce the number of people seeking jobs outside Uganda. This involves generating employment opportunities to regulate internal domestic work and make it highly profitable, thereby encouraging young people to remain in Uganda