UFS Publications Platform (Univ. of the Free State)
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The intersection of AI and learning analytics: Enhancing institutional performance
Full text linkIntegrating Artificial Intelligence (AI) and Learning Analytics (LA) in educational settings signifies a significant shift in leveraging data to enhance institutional effectiveness. This paper investigates the merging of these technologies, highlighting their capacity to revolutionise educational practices, improve resource management, and better student outcomes. AI-powered learning analytics provide immediate insights into student performance, facilitating tailored learning experiences and prompt interventions. The paper addresses the challenges faced and suggests strategies to overcome these obstacles to ensure the ethical and fair use of AI and learning analytics in education. Underpinned by computational learning theory, which emphasises understanding the performance and resource needs of machine learning algorithms, this study focuses on a sample from a rural university in the Eastern Cape. Data were gathered from the experiences and views of 65 students through questionnaires. Within the framework of a positivist paradigm, it was found that the introduction of AI has fostered the development of robust evaluation and assessment techniques, leading to increased faculty engagement. The research indicates that factors such as perceived risk, performance expectations, and awareness significantly influence work engagement and the adoption of AI in higher education, mediated by attitudes and behaviours. It is recommended that university administration establish clear ethical guidelines and policies governing AI and learning analytics and provide training and professional development for faculty to enhance their data literacy skills
Teaching in a transforming educational environment: A call for flexible methodological paradigms in Zimbabwean teachers’ colleges
Full text linkConsidering the current curriculum transformation in Zimbabwean higher education institutions, the purpose of this theoretical article is to argue for the use of transformational and flexible methodological teaching approaches in Zimbabwean teachers’ colleges. The use of information communication technology (ICT)-mediated strategies in teacher education offers a plethora of both opportunities and challenges. There is a need for flexible methodological paradigms in Zimbabwean teachers’ colleges to effectively manage the semesterised modular approach to learning necessitated by the current curriculum transformation in education. The rise of digital technologies has transformed the way students and lecturers interact both within and outside the classroom. This article argues that current teaching practices in Zimbabwean teachers’ colleges are heavily mired in administrative and pedagogical inconsistencies, which call for the adoption of reflective ICT-mediated methodologies to effectively support student learning. There is an urgent need to thoroughly (re)consider and (re)design or adapt teaching and learning pedagogical practices to address the demands fostered by the newly transformed educational environment in Zimbabwe. We therefore illuminate some strategies that can be adopted and applied by Zimbabwean teachers’ colleges to offer 21st-century compliant educational pedagogies to mitigate the current challenges they face.
Strategies to enhance democratic management practices in university classrooms
Full text linkAlthough democratic education is widely supported in theory, many instructors find its practical implementation in university classrooms unclear. This lack of clarity undermines the experience of pre-service teachers. The objective of this study is to explore strategies that can improve the practice of democratic classroom management and consequently reshape classroom management in schools. The study employs Participative Management Theory as a framework and is carried out within a transformative paradigm and participatory design. Semi-structured interviews are used to gather data from 15 participants, comprising 10 student teachers and 5 instructors from a selected university in the Eastern Cape, South Africa. Thematic analysis is employed to analyse the data. The study identifies four primary strategies for enhancing democratic classroom management: involving students in decision-making, promoting collaborative learning, fostering critical thinking and reflection, and creating inclusive and safe environments. The study proposes the "Democratic Classroom Engagement Model" as a framework to empower students, encourage teamwork, challenge assumptions, and ensure that every student feels valued. This collective effort aims to foster a democratic and engaging learning atmosphere
Impact of entrepreneurial orientation and self-efficacy on students’ intentions to pursue technopreneurship
Full text linkTechnopreneurship has the potential to address unemployment and economic development challenges in South Africa. However, the level of technopreneurial activity among students considered to be technological natives remains low compared to the average in the developed world. This study investigates the influence of entrepreneurial orientation and self-efficacy on students\u27 intention to pursue technopreneurship. Qualitative research was conducted using a correlational research design. A sample of 133 students was selected, and data were collected through online questionnaires using purposive sampling. SPSS version 24 was employed to analyse the data. The study revealed that entrepreneurial orientation, through its five dimensions—innovativeness, risk-taking, autonomy, competitive aggressiveness, and proactiveness—positively influences students\u27 intention to pursue technopreneurship. It also demonstrated that self-efficacy positively impacts students\u27 intentions. Both entrepreneurial orientation and self-efficacy significantly and positively influence students\u27 intention to pursue technopreneurship. Universities should implement programmes aimed at enhancing entrepreneurial orientation and self-efficacy to promote technopreneurship among students. This study contributes to the body of knowledge in South Africa by determining the effects of entrepreneurial orientation and self-efficacy on students\u27 intention to pursue technopreneurship. Additionally, it provides recommendations for policymakers on how to support students intending to pursue technopreneurship through intervention programmes, such as providing mentorship and funding. This research adds to the understanding of how different population groups are motivated to pursue entrepreneurship, with a specific focus on technopreneurship
The influence of workplace injury occurrences on productivity. A housekeeping manager’s perspective
Full text linkThis article aimed to investigate the influence of workplace injury occurrence on the productivity of housekeepers in graded hotels operating in the Free State province of South Africa. Drawing from an interpretive philosophical outlook, the study employed a qualitative research approach. To gather data that would address the research questions, the study utilised semi-structured interviews with a non-probability, purposefully selected sample of 13 housekeeping managers from graded hotels in the Free State province. The collected data was thematically analysed, which enabled the formulation of two themes and a sub-theme. The findings, as narrated by the respondents, indicated how injuries hindered housekeepers from performing their duties, leading to absenteeism, increased workload for the remaining staff, and fear of injury. These factors ultimately affect productivity, thereby compromising the establishments\u27 ability to provide customer satisfaction, viability, profitability, and sustainability. Additionally, the findings highlighted that the fear employees experience due to injury occurrences often creates an anxious workforce, prompting them to seek alternative employment opportunities. This results in higher staff turnover, diminished experience within housekeeping, increased human resource costs, and negatively affects productivity while compromising the level of service offered to guests. In conclusion, the study recommends that proactive risk mitigation strategies, the institutionalisation of comprehensive health and safety protocols, investment in ergonomic tools and training, and the cultivation of an empathetic and responsive organisational culture be made imperative for the wellbeing of housekeeping personnel
Rethinking strategic planning models for the survival of the Anglican diocese of Matabeleland in Zimbabwe
Full text linkThe paper argues that the survival of the church in the 21st century revolves around a strong strategic management model as opposed to only the spiritualisation of matters. The Anglican Diocese of Matabeleland in Zimbabwe has done a lot of programmes that address the spiritual wellbeing of followers, with less effort to address poverty and unemployment engulfing the Matabeleland region. The paper is located in the Strategic Management Theory. Qualitative methods were used as an approach to generate data, where interviews and focus group discussions were employed to collect information from 10 participants. The participants responded to two questions: what are the challenges of strategic planning in the diocese, and how can strategic planning be enhanced in the diocese? The study findings reveal that for a long time, the church has focused primarily on the spiritualisation of issues such as business. In some cases, leadership positions are determined on the basis of one’s spiritual acumen rather than a thorough understanding of the dynamics of business models for sustainability. The paper argues that while spiritualisation should remain the core business of the church, strategic management is indispensable to address congregants’ needs and the challenges of surviving in resource-thwarted communities such as Matabeleland. To this end, this article argues that strategic management should be an integral part of the curriculum for ministers to enable them to run churches as both spiritual and business entities, thus remaining relevant in addressing the totality of humanity
Educators\u27 views on bullying among high school students in the O. R. Tambo Inland: Implications for social work practice
Full text linkBullying is a pervasive issue in high schools, with profound detrimental effects on students\u27 academic performance, social well-being, and emotional health. This study examines educators\u27 views on bullying among high school students in the O. R. Tambo Inland and explores its implications for school social work. Employing a qualitative approach and an interpretive paradigm, data were collected through semi-structured interviews with ten educators selected using convenience sampling. The findings reveal that physical and verbal bullying are the most prevalent forms, often exacerbated by peer dynamics and a lack of parental involvement. Bullying was also found to diminish students\u27 motivation and engagement, resulting in lower academic achievement and heightened emotional distress. Educators underscored the importance of collaborative efforts among schools, parents, and social workers to address bullying comprehensively. The study recommends implementing robust anti-bullying policies, enhancing parental engagement, empowering bystanders, and integrating school social workers into intervention initiatives. These findings highlight the need for holistic, multi-stakeholder approaches to effectively reduce bullying and cultivate safer, more inclusive school environments
Teachers’ perspectives on grouping poorly performing learners in the same classroom
Full text linkGrouping poorly performing learners together in classrooms is a widespread yet contentious practice, often adopted to address diverse academic needs but criticised for perpetuating inequities. Limited studies focus on teachers’ perspectives, particularly in South Africa, where resource constraints and systemic pressures complicate classroom management. Thus, this study examines teachers’ perspectives on grouping poorly performing learners in the same classroom. Grounded in Vygotsky’s Theory of Social Development, the study applies the concepts of the Zone of Proximal Development and scaffolding to evaluate how grouping aligns with or contradicts social constructivist principles of peer-assisted learning. Adopting a transformative paradigm, the study employs a qualitative exploratory design to analyse teachers’ views shared on TikTok. The population comprised 346 publicly available comments on a video discussing classroom grouping; through purposive sampling, 32 comments were selected for relevance and diversity. Thematic analysis was used to code and interpret data, ensuring rigour via an audit trail and iterative theme refinement. Findings revealed, among others, the following key themes: simplifying instruction and classroom management; targeted teaching and curriculum pacing; influence of school policies and systemic pressures; challenges and drawbacks of grouping poor performers; and alternative strategies and perspectives. While teachers perceived short-term benefits, the practice often undermined peer learning and inclusivity. The study recommends professional development for differentiated instruction, mixed-ability grouping to leverage peer scaffolding, and policy reforms to address systemic barriers. By bridging theory and practice, the findings advocate for strategies that balance managerial needs with equitable, constructivist pedagogy
Key determinants of instructional leadership in advancing entrepreneurship education implementation in senior phase schools, North West Province, South Africa
Full text linkIn South Africa, the ongoing challenges of youth unemployment and poverty necessitate creative solutions, such as entrepreneurship education (EE), to bolster economic resilience. Although EE’s potential is acknowledged, its successful implementation in senior phase schools (Grades 7–9) encounters obstacles due to insufficient exploration of the factors influencing instructional leadership, especially in resource-constrained areas like the North West Province, South Africa. This research sought to pinpoint the critical elements of instructional leadership for enhancing EE implementation in these schools. A quantitative method with a cross-sectional design was used. Data were gathered through questionnaires from 51 public secondary schools, chosen via convenience sampling, within the Ngaka Modiri Molema District (N = 437 schools). Descriptive statistical analysis indicated that in-service training, parental involvement, distributed leadership, funding and partnerships with community entrepreneurs significantly impacted the advancement of EE. These results underscore the necessity of internal institutional support, such as professional development and collaborative leadership frameworks, and external stakeholder engagement to overcome implementation challenges. The study concludes that instructional leaders, including principals, department heads and teachers, need systemic capacity-building and resource allocation to promote EE effectively. The recommendations stress the importance of school governing bodies and management teams institutionalising stakeholder collaboration while policymakers should prioritise funding and training initiatives. By addressing these factors, schools can better prepare students with entrepreneurial skills, aligning educational outcomes with national economic development objectives
Unpacking disability disclosure: Barriers, enablers and the lived experiences of students at a South African University
Full text linkDisclosure of disability is critical for students with disabilities to receive necessary accommodations. However, some students opt to conceal their disability for several reasons, including the complexity of the disclosure process, fear, stigma, and more. As a result, these students may not receive adequate academic support, leading to poor performance and, in some cases, dropping out of university. The study aimed to investigate the enablers, barriers, and students’ lived experiences of disability disclosure at a South African university. A qualitative study was conducted with an exploratory research design underpinned by an interpretivist paradigm. Ten students with disabilities at a selected university were chosen through the snowball sampling method. Data were collected through semi-structured interviews. Thematic analysis was used to analyse the data. Results revealed that students disclosed their disability due to personal motivation and growth, strong institutional support, previous positive experiences, and the need for accommodations. Conversely, reasons for concealment included the complicated disclosure process, fear of stigma, perceived irrelevance of disclosure, and the absence of a university disability policy. The study recommends that institutions simplify their disability processes, raise awareness about disability, and create a safe and supportive environment. The research contributes to existing knowledge by offering insights and guidelines to promote inclusive education in universities