UFS Publications Platform (Univ. of the Free State)
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Health challenges and coping mechanisms of female street children in Harare, Zimbabwe
Full text linkThis study explored the health challenges and coping strategies of female street children aged between 8 and 15 years. Existing studies on street children have generally viewed the problems faced by both girls and boys. This paper contributes to this body of knowledge by investigating the phenomenon of street children from a gender perspective, specifically focusing on female street children in Harare, Zimbabwe. A qualitative approach was employed, and data were collected through 17 in-depth interviews. The findings indicate that female street children face challenges such as a lack of sanitary pads, poor diet, inadequate hygiene, and substandard living conditions, all of which often result in mental health problems. To cope with these challenges, female street children engage in drug use, undertake marginal work, scavenge, beg, and rely on donations from NGOs and the government. The findings also revealed that they use clothes as facemasks and consume lemons as coping mechanisms against health needs induced by COVID-19
Examining challenges and opportunities for effective democratic management practices in university classrooms
Full text linkThe study examines the challenges and opportunities in embedding democratic management practices in university classrooms. Grounded in the theoretical framework of Critical Pedagogy, as advocated by Paulo Freire, and utilising a transformative paradigm within a participatory research design, the study conducted semi-structured interviews with 15 participants, including 10 student teachers and 5 lecturers from a selected university in the Eastern Cape, South Africa. Thematic analysis was employed to analyse the data. The findings reveal significant challenges to the adoption of democratic practices, such as entrenched traditional teaching methods and a lack of institutional support and resources. However, the study also highlights the transformative potential of democratic practices in fostering critical thinking, personal growth, and a more inclusive educational environment. In conclusion, the study emphasises the need to reassess and revamp educational policies and practices to support the implementation of democratic principles in classroom management. It calls for a comprehensive approach that includes professional development for lecturers, curriculum redesign, and the provision of sufficient resources to overcome the identified challenges and leverage the opportunities for creating a more engaging, inclusive, and empowering learning experience for all students
Building the Foundations: Effective Approaches in Mathematics Teacher Preparation
No full textThe field of mathematics teacher preparation is at a pivotal moment in its evolution. As educational landscapes continue to shift, there is an urgent need for research and pedagogical strategies that embrace inclusivity, social justice, and innovation in teacher training. This edited volume presents a comprehensive exploration of contemporary challenges and solutions in preparing mathematics educators for diverse and dynamic classrooms. Incorporating perspectives from scholars across various contexts, this book provides invaluable resources for educators, policymakers, and researchers committed to improving mathematics instruction at all levels. This book comprises ten chapters, each addressing a critical aspect of mathematics teacher education, including equity and social justice, self-efficacy, culturally relevant pedagogy, technological integration, and sustainable educational practices. Through a blend of empirical research and theoretical discourse, the contributors highlight the evolving nature of teacher preparation and the necessity of equipping future educators with the skills and mindsets required to navigate complex learning environments. Therefore, foregrounding issues of diversity and inclusion, this book underscores the transformative potential of effective teacher preparation in fostering equitable educational outcomes. Hence, the book serves as both a catalyst for meaningful change and a reference point for future research in mathematics teacher education. As readers engage with the insights presented in these chapters, they are invited to reflect on how these perspectives can inform their own practices and policies. The collective responsibility is to ensure that mathematics education remains a space where every learner can thrive, and it is inspired that this book contributes meaningfully to that mission
Troubling artificial intelligence space to reflect on sustainable curriculum practices and the emergent cyborg identities among postgraduate students
Full text linkCOVID-19 highlights the urgent need for reform of the postgraduate curriculum to address complex and rapidly changing global challenges. This study reflects on the formation of cyborg identities among postgraduate students, drawing upon Donna Haraway’s cyborg theory as these individuals navigate the intricacies of modern curriculum practices infused with artificial intelligence (AI). A cohort of eight postgraduate students enrolled in master’s and doctoral programmes participated in this study through a virtual participatory action research design. The study facilitated dynamic discussions and the exhibition of evolving student identities using platforms such as Yammer and various digital devices. Data were collected from online discussions and webinars, transcribed with the assistance of Fireflies software, and analysed using critical discourse analysis. The research reveals how the integration of remote learning and AI into curriculum practices uncovers a \u27hidden curriculum\u27 that merges human and cybernetic systems, suggesting a more commonplace presence of cybernetics in daily life than previously acknowledged. Furthermore, it underscores the significant influence of cyberspace on altering human consciousness and social identity, implications that extend into \u27second life\u27 realities and the experiences of post-educational curriculum innovation. These findings contribute to the ongoing discourse regarding the role of AI in education, highlighting the importance of ethical curriculum reforms that consider data privacy and aim to elevate AI for personalised learning experiences without reinforcing existing educational disparities. Situated within the thematic discussion, this research addresses pressing challenges and envisions the future of curriculum development through the lens of AI’s transformative capabilities
AI adoption in African higher education: A systematic review of benefits and ethical implications
Full text linkThe accelerated adoption of artificial intelligence (AI) within African higher education presents both challenges and benefits. Numerous studies indicate that integrating AI into higher education can facilitate educational accessibility, enrich teaching and learning, bolster skills development, and streamline administrative tasks, thereby reducing costs. This study employed the PRISMA methodology to select 113 articles from the Web of Science and Scopus databases, spanning the years 2020 to 2024. Thematic content analysis revealed four primary benefits of AI adoption: enhanced teaching and learning, improved administrative efficiency, strategic digital transformation, and expanded access and inclusion. Conversely, the study identified four core ethical challenges: risks to academic integrity through the misuse of generative AI, data privacy concerns, the digital divide and infrastructural inequality, and institutional unpreparedness, including policy and capacity gaps. These findings emphasise the dual imperative of harnessing AI’s potential while mitigating associated risks. To support responsible AI integration, the study recommends that African higher education institutions establish context-specific AI governance frameworks, invest in equitable digital infrastructure, embed AI competencies across academic curricula, and provide targeted training for faculty and students. Moreover, fostering intra-African research collaboration and policy dialogue is critical for building contextually relevant, ethical, and inclusive AI adoption pathways. This study contributes to the growing literature on AI in African higher education and offers actionable insights for policymakers, institutional leaders, and scholars committed to advancing digitally responsive and ethically grounded education systems across the continent
GenAI in private higher education: Student insights by gender, study level, and delivery mode
Full text linkAs generative artificial intelligence (GenAI) tools gain importance in higher education, understanding how different student groups engage with these technologies is essential for equitable integration. This study investigates the perceived differences in awareness, use, and benefits of GenAI and reference management tools across gender, level of study (undergraduate vs. postgraduate), and mode of delivery (contact, part-time, distance) in five private higher education institutions (PHEIs) in South Africa. Following a quantitative research approach, a total of 1,866 students participated in a structured, Likert-scale questionnaire distributed via MS Forms. Based on Pearson’s chi-square test and the chi-square goodness-of-fit test, significant differences emerged across genders, modes of delivery, and study levels. Female students were more likely to use GenAI for paraphrasing and grammar support, while male students engaged more with tools for coding, image generation, and mathematics. Postgraduate and part-time students reported higher perceived benefits, particularly in terms of efficiency and academic support, while distance students consistently reported lower perceived value and confidence in usage. The results support the need for targeted AI literacy interventions, particularly for female students and those in distance learning, as well as training that aligns with specific fields and tasks. These differences highlight the urgent need for targeted AI literacy initiatives and pedagogical interventions that address structural inequities in private higher education settings
Entrepreneurship with and outside tithes: The Ambivalence of the Anglican Diocese of Matabeleland for sustainability and social impact
Full text linkFrom a bricolage vintage, this paper interrogates the business model of the Anglican Diocese of Matabeleland towards financial sustainability and social impact. The paper comes against the backdrop that churches in Zimbabwe face financial challenges due to unemployment and economic meltdown since independence. This is coupled with dwindling donor funding due to unfavorable investor policies and poor financial management. The paper is couched in bricolage theory which argues the use local available resources to redress pressing challenges facing people. The paper is a qualitative study premised in transformative paradigm where 10 people responded to two questions, what are the trajectories faced by Anglican church in financial sustainability and social impact, and how can entrepreneurship skills underpinned in theological connotation redress the ambivalent terrain of scarcity? The paper found that a business model of running church is an indispensable way to navigate financial challenges faced by the diocese of Matabeleland. In addition, the study found out that the current resources owned by Anglican diocese of Matabeleland can be reconfigured, reevaluated and repurposed to achieve social impact and sustainability. I conclude the paper by arguing that a theological framing of business model is urgent, doable and needed to repurpose the church as an enterprise that can address the lived reality of the people in which the church is located. In short the paper argues that churches should think beyond tithes and donations for sustainability and social impact
Shattering the glass ceiling: Actionable strategies for women\u27s advancement to senior academic positions at a semi-metropolitan South African University
Full text linkAlthough advancements have been made in gender equality, women still occupy fewer senior academic positions, especially in semi-metropolitan universities. This research examines practical approaches to promote women\u27s career advancement in universities, emphasising the institutional and systemic obstacles that impede their development, such as limited access to mentorship, bureaucratic funding procedures, and implicit gender biases. The research begins by framing the ongoing gender inequalities in academia, highlighting the necessity for targeted measures. The issue underscores the gradual progress of women in attaining leadership positions, even with current policies advocating for gender equality. An interpretivist research design was adopted for this study, employing a qualitative research approach with an explorative research design. The study was conducted at a selected university in Limpopo. Purposive and convenience sampling were used to select twenty female academics. Data were collected through in-depth interviews. Gender equity theory and feminist theories were applied in this study to challenge male-centric frameworks. Thematic analysis was employed to identify essential strategies for the advancement of women. offering workshops to improve leadership abilities, the significance of institutional support, the specific training necessary to prepare women for higher positions, and the relevance of gender-sensitive training in addressing implicit biases and workplace discrimination. The study\u27s results carry important implications for university leaders and policymakers, highlighting the necessity for structured mentorship initiatives, policy changes, and resource allocation to enhance gender equity. By implementing these strategies, the university can help break the glass ceiling and foster a more inclusive environment in academic leadership
Banking crises and government interventions: Mapping the evolution of response mechanisms and scholarly discourse (1979–2025)
Full text linkBanking crises have been intrinsic to the development of the global financial system, prompting governments to implement increasingly complex and responsive interventions. Since the U.S. savings and loan crisis of the 1980s, as well as the Global Financial Crisis of 2008 and the COVID-19 pandemic, institutional fragilities have been exposed to successive systemic shocks, leading to policy responses such as bailouts, recapitalisations, Basel regulatory reforms, and digital finance projects. Nevertheless, despite the extensive scholarly work on the subject, no systematic bibliometric reconstruction of the theorisation and criticism of government interventions has been undertaken. This paper addresses that gap by tracing the intellectual trajectory of research on banking crises and interventions from 1979 to 2025. Based on 1,148 Scopus-indexed records narrowed down to 580 high-quality publications, the bibliometric analysis, utilising VOSviewer and Publish or Perish, reveals three phases of evolution of the discourse: Institutionalist stability, macroeconomic crisis management, and digital resilience are essential topics. This research contributes to methodological pluralism and cross-regional integration, which are important avenues for overcoming the conceptual and geographical fragmentation that has persisted in the field
Alternative educational pathways for higher certificate in information technology graduates at a South African university of technology
Full text linkThis theoretical paper explores alternative educational pathways for Higher Certificate in Information Technology graduates, addressing the gap between the Higher Certificate in Information Technology qualification and advanced career opportunities. These graduates, who did not meet the minimum requirements for Diploma programmes, often struggle with career advancement due to curriculum mismatches. This limits their ability to pursue advanced qualifications, which are frequently necessary for career growth in the Information Technology industry. The pressing challenge is to identify and develop viable educational pathways that provide these graduates with opportunities for further academic progression or career advancement, addressing gaps in skills, qualifications, and industry requirements. The paper uses the lens of constructivist theory to explore how alternative educational pathways can be designed to support these graduates by promoting active, experiential learning and enabling them to construct knowledge in practical, real-world contexts. We argue that traditional educational pathways are insufficient in addressing the growing needs of students and employers in the Information Technology field. To effectively bridge the gap between certificate-level education and advanced qualifications or employment, the research contends that alternative pathways, such as bridging programmes, work-based learning, and digital education platforms, must be more accessible, better structured, and institutionally supported. This study recommends policy revisions to improve articulation pathways, introduce bridging programmes, and strengthen industry collaboration, promoting lifelong learning through flexible, industry-aligned education for continuous upskilling and enhanced employability in IT