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Sustainable banking and ESG integration: A systematic review of green finance practices in global banking systems
Full text linkThis study critically examines the historical evolution, scholarly development, and empirical integration of Environmental, Social, and Governance (ESG) principles within global banking practices over 92 years (1933–2025), with a specific focus on advancing sustainable banking practices in emerging markets. The study explicitly analyses ESG practices in the banking sectors of emerging markets. A systematic review methodology and analysis of 1,104 publications guided the research in documenting the evolution of economic stabilisation models into structured ESG-based financial systems. The study highlights a significant shift in 2016, which led to the emergence of rapidly growing publications alongside the introduction of ESG regulations, such as the SFDR and green credit requirements in the EU and China, as well as new developments in digital financial practices for ESG implementation. Despite this progress, the study identifies notable geographic and methodological gaps, particularly the underrepresentation of Africa, Latin America, and certain parts of Southeast Asia, as well as the scarcity of studies employing causal inference methods. Recommendations include fostering multi-country, longitudinal research, prioritising digital ESG innovations in underserved markets, and designing actionable, context-specific ESG frameworks to support equitable and scalable financial sustainability globally
Drought and flood impacts on agricultural water availability in smallholder farms in the Overberg District, Western Cape Province, South Africa
Full text linkClimate change-driven disasters are among the major problems facing the agricultural sector globally. This study examined the impacts of drought and floods on water availability and agricultural productivity in smallholder farms within the Overberg District Municipality in the Western Cape, South Africa. It further assessed the farmers\u27 coping and adaptive capacity in response to these disasters. A concurrent mixed-methods approach was adopted for the study. Data were collected through a survey of smallholder farmers (n = 100), focus group discussions with smallholder farmers (n = 37), and semi-structured interviews with key informants (n = 13). The results revealed that smallholder farmers perceived drought (33.1%) and floods (29.1%), driven by increasing climate unpredictability, as having reduced water access in smallholder agriculture. Additionally, the results showed that droughts dried up water sources and floods damaged critical infrastructure, affecting water availability and agricultural production. Most farmers lacked a coping strategy (57%), and a significant number (37%) reported having no adaptation strategy. The smallholder farmers received limited institutional support. The study concludes that smallholder farmers require coordinated support to enhance their adaptive capacity and farm productively in the face of climate variability
Mathematics education lecturers’ experiences in supervising online teaching practice lessons: An Ubuntu approach
Full text linkThis study documents mathematics education lecturers\u27 experiences supervising pre-service teachers’ lesson presentations in various schools across South Africa to maximise their support. The convergent conversation focuses on the lived experiences of ten mathematics education lecturers during an online teaching practice at an Open Distance and e-learning (ODeL) university. This qualitative case study draws on Ubuntu pedagogy, which promotes positive community relations grounded in the principles of collaboration, cooperation, coordination, interdependence, and kindness within the techno-educational landscape. Data were collected using semi-structured interviews and classroom observations. The study explores fostering a collaborative culture through innovative approaches to enhance lesson presentations, benefiting future in-service teachers and learning environments. The findings shed light on the significance of cultivating a culture of collaboration among mentor teachers and pre-service teachers to enhance pedagogical strategies and ultimately improve techno-educational outcomes. The findings reveal that overcrowded classrooms and insufficient teaching resources impede effective instruction and learning; resource constraints underscore fundamental inefficiencies in educational planning and infrastructure, while insufficient support from mentor teachers and lecturers constrains the professional growth of pre-service teachers. Other challenges relate to inadequate ICT integration and unstructured lesson planning. These challenges may be mitigated through the implementation of well-structured pre-session interactions with pre-service teachers. The practical implications emphasise the significance of reflective practice in educational research, particularly for insider researchers. Effective pedagogical mentoring and the amalgamation of domain expertise with instructional methodologies embody Ubuntu\u27s principles of guidance and communal knowledge
Supplemental instruction: The dynamics of effective implementation in accounting education
Full text linkIn this empirical paper, I discuss the challenges of implementing Supplemental Instruction (SI) sessions effectively in accounting education within Economic and Management Science (EMS) courses. Senior students in SI sessions assist undergraduate students enrolled in modules considered high-risk through peer learning. However, SI leaders face challenges in implementing SI effectively in their accounting classes. The paper is framed within the Critical Emancipatory Research theory, which advocates principles and values of social justice, respect, equity, freedom, peace, and hope. Participatory action research was employed in this study to collect data, and a thematic approach was used to analyse the data. A WhatsApp group was created to facilitate group conversations for data generation. Participants in this study included five (5) Accounting SI leaders ranging from first to third year, as accounting is considered a high-risk module among the three courses within Economic and Management Science. The study found a lack of student attendance and participation, resource constraints, and insufficient SI leader effectiveness, all of which impact the successful implementation of SI sessions. In light of these findings, the study suggests establishing proper support systems and strategies to encourage student attendance
Conceptual foundation for ethnomathematics instructional design in mathematics teacher preparation
Full text linkPreparing mathematics teachers who can deliver the change we are witnessing and meet the needs of the future requires a concerted effort from all stakeholders in the mathematics education ecosystem. Such efforts must take into account the mediating role of culture-based instructional design in addressing the varying needs of indigenous communities, digital technology users, proposals from early adopters, and the expanding range of opportunities provided by new and future digital technologies. Culture-based educational enhancements depend on how well researchers’ and designers’ interventions satisfy end-users and the educational and interactional effects the designed tools necessitate. On this basis, this chapter presents a conceptual foundation for ethnomathematics instructional design in mathematics education by first elaborating on the concept of ethnomathematics and the framework for realistic mathematics education. This is followed by a focus on the role of ethnomathematics in mathematics teacher preparation, alongside research-based contextual deployments of culture-based mathematics instructional design. The details of digital content management in instructional environments are then considered, followed by a presentation of empirical case studies of instructional design in teacher preparation. The conceptual presentation in this chapter aims to encourage researchers and practitioners in the field of Mathematics Education to explore the full opportunities and benefits of ethnomathematics instructional design
Visualising mathematical concepts through dual digital and non-digital teaching tools on preservice teachers\u27 pedagogical content knowledge
Full text linkThis chapter explores how dual digital and non-digital visualisation tools contribute to the formation of robust pedagogical content knowledge (PCK) in PSTs, enhancing their PCK and ability to teach mathematics effectively in diverse classroom settings. Grounded in the TPACK framework, the study examines the influence of these tools on PSTs\u27 PCK. An interpretive qualitative approach was adopted, focusing on a cohort of 20 third-year PSTs from one class. Initially, their PCK was assessed using observational tools and focus group discussions during their microteaching sessions. Thereafter, design-based interventions were implemented during lectures, allowing PSTs to explore, develop, and integrate digital and non-digital tools in teaching Grade 10 mathematics topics (functions, measurements, and analytical geometry) over a semester. In the post-intervention phase, their PCK was re-evaluated as they integrated digital and non-digital tools into their microteaching. The same observational tools and focus group discussions were utilised to assess any changes in their PCK. Finally, semi-structured interviews were conducted to gather their reflections. Data were collected through observational tools, focus group discussions, and semi-structured interviews. The data were analysed using the TPACK framework as the analytical tool, intertwined with thematic analysis. The findings show that integrating digital and non-digital teaching tools to visualise mathematics concepts can significantly enhance PSTs’ PCK and their ability to teach mathematics effectively. Therefore, this chapter recommends that mathematics teacher education programmes highlight the need for a balanced integration of diverse instructional tools to better prepare teachers for the challenges of contemporary mathematics education
Epistemic justice, institutional transformation and the pursuit of a decolonised African academe
Full text linkDecolonisation aims to create a more just, inclusive, and equitable academic landscape in Africa by centring marginalised voices and embracing diverse epistemologies. Despite the clamour for truly decolonised universities and the incessant calls for transformation, several studies have demonstrated the pervasiveness of epistemic injustice and the laboured pace at which genuine change is happening. Against this background, this article examines the need for decolonising higher education within the African context, exploring the enduring legacies of colonialism and their continued influence on academic institutions. The article analyses colonial power\u27s psychological, epistemic, and cultural dimensions by drawing on key postcolonial and decolonial theories, including the seminal arguments presented by Said, Fanon, Spivak, and Bhabha. The article also critiques the limitations of postcolonial theory and highlights the emergence of decolonial thought as a more radical approach to dismantling colonial structures. The article identifies four key sites for decolonising the African academe: epistemic, pedagogical, institutional, and research-based. Epistemic decolonisation calls for the reclamation of African ways of knowing and challenges the dominance of Western epistemologies. Pedagogical decolonisation focuses on curriculum reform and the integration of indigenous knowledge. Institutional decolonisation addresses the need to dismantle colonial structures within universities and promote academic autonomy. Research decolonisation advocates for community-centred approaches that empower local voices. Finally, the article emphasises the importance of intersectionality in decolonisation efforts and argues that neglecting the interconnectedness of various forms of oppression risks reproducing existing hierarchies
Nothing but noise: Challenges impeding the transformation of higher education in South Africa
Full text linkThe transformation of higher education in South Africa remains an ongoing challenge that has been progressively shaped by historical inequities, structural inefficiencies, and socio-political dynamics. This study examines the barriers hindering transformation and highlights persistent disparities between historically White institutions (HWIs) and historically Black institutions (HBIs), the financial constraints limiting equity-driven reforms, and the impact of exclusionary institutional cultures. While policy frameworks advocate for inclusivity, bureaucratic inefficiencies and leadership shortcomings continue to impede substantive transformation. Furthermore, the emphasis on global rankings often diverts institutional priorities away from local imperatives, reinforcing existing hierarchies. Using a literature review methodology, this study synthesises research on transformation in South African universities to identify key obstacles and propose strategic interventions. Using keyword combinations, data were collected from 38 articles that were searched from Scopus, JSTOR, Google Scholar, ResearchGate, and the Directory of Open Access Journals. The findings emphasise the need for equity-driven funding models, decolonised curricula, inclusive leadership, and governance reforms that foster meaningful stakeholder participation. Combatting these issues requires sustained commitment from policymakers, institutions, and civil society to dismantle entrenched barriers and create a genuinely transformative higher education system
Understanding the out-of-field teaching experiences: A review of selected national contexts
Full text linkThis literature review examines the phenomenon of out-of-field (OOF) teaching experiences across various national contexts, highlighting their prevalence, challenges, and adaptive strategies. OOF teaching, where educators are assigned subjects outside their formal qualifications, remains a systemic issue exacerbated by teacher shortages and inequitable distribution. The study is grounded in a social constructivist framework and employs a narrative literature review to investigate the experiences of OOF teaching across diverse national contexts. The review aims to identify the challenging experiences of OOF educators and propose strategies to mitigate the impacts of this phenomenon. A systematic search of secondary data was conducted using databases such as Google Scholar, Scopus, Web of Science, and ScienceDirect, yielding over 50 sources. Through defined inclusion criteria and Boolean search terms, 14 relevant articles were selected for in-depth review. The findings were analysed using thematic analysis to uncover patterns related to teacher adaptation, support mechanisms, and educational outcomes. A narrative review of global, African, and South African studies reveals that structured policies and targeted training programmes improve OOF teaching outcomes, while under-resourced regions face persistent challenges. The findings emphasise the need for policy interventions, enhanced teacher training, and equitable recruitment strategies to mitigate the negative impacts of OOF teaching. Future research should explore long-term implications for educators and students, focusing on sustainable solutions that support OOF teachers across diverse educational settings
Innovations in pedagogy and technology for engineering education: A systematic review
Full text linkEngineering education has undergone a significant transformation driven by rapid technological advancements and innovative pedagogical approaches. This study presents a systematic review of 23 scholarly articles, integrating both qualitative and quantitative findings to explore the impact of technology on engineering education. Utilising the PRISMA guidelines, the review highlights the role of emerging educational technologies in enhancing student engagement, academic performance, and accessibility. Key findings emphasise the growing importance of flexible learning, which enables students to balance academic responsibilities with work and other commitments. Technologies such as virtual and augmented reality have emerged as powerful tools, offering immersive learning experiences that replicate real-world engineering scenarios. These advancements enhance conceptual understanding, problem-solving skills, and interdisciplinary collaboration, which are critical in preparing students for the evolving demands of a globalised workforce. Furthermore, the integration of information technology has revolutionised engineering education by streamlining instructional delivery, improving knowledge dissemination, and facilitating global connectivity in academic research and collaboration. However, the effectiveness of these innovations depends on their strategic and thoughtful implementation, considering diverse learner needs and ensuring equitable access. This study underscores the transformative potential of technology in engineering education, advocating for a balanced approach that maintains academic rigour while fostering creativity, critical thinking, and adaptability. By leveraging these innovations, higher education institutions can enhance learning experiences, better equip students for future challenges, and bridge the gap between theoretical knowledge and practical application in engineering disciplines