UFS Publications Platform (Univ. of the Free State)
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The impact of a tutorship development programme on tutors\u27 professional transformation: A case of a university in South Africa
Full text linkTutorship development programmes play a pivotal role in enhancing professional competencies and pedagogical skills among tutors in higher education. This study seeks to explore the professional transformation of tutors participating in a tutorship development programme, with a particular focus on their development in classroom management, leadership, teaching competence, and inclusive practices. Guided by Kegan’s Theory of Adult Development, the study interprets tutors’ progression from the Socialised Mind, characterised by reliance on external authority, to the Self-Authoring Mind, marked by independent pedagogical reasoning and decision-making. Anchored in the interpretivist paradigm and employing a case study design, the study adopted a qualitative approach. Data were generated through reflections from ten purposively selected tutors within a Faculty of Education at a selected university in the Eastern Cape, South Africa. Thematic analysis was utilised to analyse the data. Findings reveal three key themes of professional transformation: (1) enhanced professional growth through leadership development, reflective practice, and classroom management; (2) increased teaching competence in areas such as lesson planning, learner engagement, assessment strategies, and technological integration; and (3) the deliberate use of translanguaging as an inclusive pedagogical strategy to address linguistic diversity in multilingual classrooms. These findings illustrate the tutors’ evolving pedagogical identities, autonomy, and responsiveness to learner needs. This study contributes to the discourse on tutor development by highlighting how structured, practice-based training programmes can facilitate profound professional transformation. It advocates for the expansion of such programmes to provide systematic opportunities for inclusive pedagogical training, peer collaboration, and critical reflection aligned with developmental growth
Deciphering microaggressions: Advancing a theoretical framework for scholarly inquiry
Full text linkMicroaggressions (MA) are said to be a subtle everyday form of discrimination where, in some cases, the perpetrators are not even aware that they are acting in a discriminatory manner. There seems to be interest from scholars regarding MA, with several authors attempting to understand the underlying theory that explains MA behaviour. The main objective of this study was to critically review and systematically organise the literature that sought to explain the theoretical underpinning of MA. This was necessary for structuring future studies so that they would contribute to the existing body of knowledge. A comprehensive systematic literature review was utilised to screen, select, and organise the literature written on the theories behind MA from 2014 to 2024. The aim was to identify and rank the theories regarding MA. The findings indicated that most articles referred to critical race theory, followed by social identity theory and social domain theory when explaining the existence of MAs. Most theories focused on explaining racial MAs. Based on the findings of this research, the most valuable contribution to the body of knowledge could be made by adding to critical race theory. However, as explaining MA was not solely race-related, a collective view that includes social identity theory and social domain theory could provide a theoretical framework for future empirical research
The integration of ICT pedagogy: A panacea to mathematics teacher training in South African universities
Full text linkInformation and Communication Technology (ICT) pedagogy involves exposing pre-service teachers (PSTs) to the integration of ICT across the curriculum as a teaching and learning strategy. Research in university teacher training indicates that there is little to no instruction on ICT integration in the teacher training programmes of South African universities. While today\u27s PSTs appear to be skilled ICT users, it is a misconception to assume that they have developed adequate skills outside their teacher training programmes. Therefore, universities need to capitalise on ICT pedagogy for mathematics PSTs by equipping them with essential technology tools for teaching. ICT integration into mathematics teaching and learning promotes collaboration, communication, and knowledge-sharing among learners. Although there is access to ICT tools at universities today, it is important to note that access is not synonymous with competency; hence, mathematics PSTs require skills to integrate these ICT tools into their teaching. Adopting a critical literature review, this chapter aims to analyse the approaches that can be used to teach pre-service mathematics teachers to integrate ICT into their instruction. This will be achieved by exploring the importance of exposing PSTs to ICT pedagogy, investigating the extent and ways in which technology is used in teacher-training institutions, understanding how these institutions prepare mathematics PSTs for the integration of ICT in their future classrooms, and exploring the approaches teacher educators can use to teach mathematics PSTs to integrate ICT in their teaching
Lesotho integrated curriculum: Using professional learning communities to monitor the challenges in the implementation
Full text linkGlobally, various studies highlight challenges in the implementation of most new curricula. Lesotho introduced the Lesotho Integrated Curriculum as a response to the examination-oriented curriculum that had been in place for some time. This study aims to explore the challenges experienced by school leaders, who are responsible for supervising the implementation of the Lesotho Integrated Curriculum. Informed by Change Management theory, we situated the study within the interpretive paradigm. Furthermore, we opted for a qualitative research approach and a Participatory Action Research design. This study was conducted in a rural primary school using a Professional Learning Community to monitor the implementation of the Lesotho Integrated Curriculum. Data was gathered from seven participants, comprising three senior teachers and four teachers who were at the entry level of their teaching profession. To generate data, participants were asked to reflect during scheduled meetings. Ahead of these meetings, participants were required to review the official teaching and learning books, as well as integrated curriculum-related documents at different intervals. To make sense of the data, we thematically arranged it. The findings revealed that in monitoring the implementation of the Lesotho Integrated Curriculum, school heads face challenges such as a lack of suitable time for monitoring curriculum enactment, learners\u27 absenteeism, an inconsistent assessment mechanism, large class sizes, and teachers\u27 negative reactions towards classroom visits. The current study calls for the Ministry of Education, policymakers, and universities to create more time for training and engagement prior to implementing any new curriculum, and to ensure manageable class sizes
Navigating inclusive practices: Experiences of families with neurodiverse learners in early childhood in the Sarah Baartman District, Rural Humansdorp, South Africa
Full text linkInclusive early childhood education for neurodiverse learners in rural Eastern Cape is under-researched, especially regarding family, educator, and community roles amid resource constraints. This study explores the lived experiences of families with neurodiverse children and examines how inclusive practices can be co-constructed through collective agency within a rural context. Employing Participatory Action Research (PAR) within a transformative paradigm, the study is guided by Cultural-Historical Activity Theory (CHAT) to investigate how social, cultural, and historical factors shape family engagement with early education. Participants were purposefully selected and included all three early childhood educators at a local Early Childhood Development (ECD) centre, the Foundation Phase Head of Department at the nearby full-service school (to which the ECD centre serves as a feeder), three parents of neurodiverse learners (from five identified, with three consenting), and two community volunteers supporting the centre. Story circles provided dialogical spaces for participants to reflect on challenges and collaboratively develop contextually relevant, culturally responsive strategies. Key findings underscore the critical role of community support, the detrimental impact of limited resources on early intervention, and the influence of cultural beliefs on inclusive practices. The study highlights the potential of community-driven approaches that leverage local knowledge and relationships to enhance inclusion. This research contributes to the discourse on inclusive education by centring families and communities as active agents in shaping equitable, locally grounded practices. It advocates for stronger collaboration among stakeholders to promote the educational rights and holistic well-being of neurodiverse learners in rural settings
Decolonising mathematics education: Towards a culturally relevant pedagogy
Full text linkThis study investigates the existence of Eurocentric biases in mathematics teacher education programmes within South African higher education, focusing on the experiences and viewpoints of mathematics lecturers, mathematics student teachers, and department heads. It seeks to fill gaps in understanding how these biases impact educational practices and how the incorporation of culturally responsive pedagogy can eliminate them. Underpinned by an interpretivist paradigm, this study employed a qualitative research approach and a case study design. A purposive sampling technique was used to select two mathematics lecturers, ten mathematics student teachers in their fourth year of study, and a head of department, resulting in a total of thirty-nine samples from three purposively selected traditional universities across two provinces in South Africa. Thematic analysis was used to examine data gathered from semi-structured interviews, observational notes, and documents. Thematic coding was performed inductively, leading to the identification of principal themes that represent participants’ perspectives. Findings reveal a significant recognition of Eurocentric biases in mathematics education, with participants expressing concerns about the lack of culturally relevant content and pedagogical approaches. Based on the findings, the study concludes that addressing these biases is crucial for fostering inclusive educational environments and enhancing the effectiveness of culturally responsive teaching in mathematics. It underscores the need for mathematics teacher education programmes to align their curricula with the diverse cultural contexts of South Africa, promoting social justice and equity in mathematics education
Mapping the landscape of artificial intelligence in teaching and learning across African higher education
Full text linkArtificial Intelligence (AI) is rapidly transforming global teaching and learning (T&L) processes in higher education. As the integration of AI in African higher education continues to accelerate, the body of research examining its implementation remains relatively limited. This study presents a bibliometric analysis of AI applications for T&L within higher education institutions on the African continent, utilising Scopus-indexed publications from 2008 to 2025. The analysis employs VOSviewer software to visualise publication trends, co-occurring keywords, and country-specific contributions. One hundred and five relevant documents were extracted and analysed, encompassing peer-reviewed journal articles, conference papers, book chapters, and books. The results reveal a sharp increase in AI-related publications since 2023, with South Africa, Nigeria, and Morocco emerging as key contributors. The University of South Africa and the University of Johannesburg are identified as the most active institutions in this domain. The co-occurrence analysis identified three main thematic clusters: AI-driven Knowledge Networks, Resilient Learning Technologies, and AI and Education Computing. Emerging keywords include generative AI, personalised learning, contrastive learning, and ChatGPT, while ethical considerations remain notably absent. The study highlights the growing academic interest and substantial research gaps, particularly concerning ethical and policy frameworks for AI integration in African universities. It concludes by recommending a deeper engagement with AI ethics and an expansion of research to underrepresented regions on the continent. The insights provided contribute to global discourse and offer a foundation for evidence-based policy and pedagogical innovation within the African higher education sector
Charting new frontiers: The need for decolonial governance in post-human universities
Full text linkThis theoretical paper examines how decolonial governance frameworks can transform leadership and institutional cultures within post-human universities to promote socially just and sustainable futures. As artificial intelligence (AI) and automation become increasingly integrated into higher education, ranging from decision-making systems to pedagogical design, there is an escalating risk that digital infrastructures will perpetuate colonial hierarchies and marginalise non-dominant epistemologies. Drawing upon critical literature, the paper offers a theory-driven synthesis centred on three interrelated themes: the reproduction of colonial power through algorithmic and data systems; the ethical and relational praxis of decolonial leadership; and the alignment of governance structures with pluralistic, sustainable development goals. Rather than treating AI as ideologically neutral, the analysis positions it as a site of both exclusion and potential, depending on how governance frameworks are conceptualised and enacted. The study argues that transformative leadership must prioritise contextual ethics, epistemic justice, and inclusive participation in both human and digital domains. Thus, by embedding decolonial values into the heart of institutional governance, post-human universities can move beyond compliance-driven models towards more equitable, reflexive, and contextually grounded systems. The paper concludes with a call for deeper theorisation and empirical investigation into how decolonial governance can be realised in digitally mediated academic spaces
Mapping the shift from digitisation to digital transformation: A 20-year bibliometric analysis of higher education research
Full text linkDigital transformation has become a defining force in higher education, fundamentally reshaping teaching, learning, and institutional strategies worldwide. This study conducts a bibliometric analysis of research on digital transformation in higher education published between 2005 and 2024, using 726 documents from 405 scholarly sources indexed in Scopus. The analysis employed Biblioshiny to examine publication trends, citation patterns, and thematic evolution. Results indicate an annual growth rate of 32.57%, reflecting an acceleration in scholarly engagement. Collaboration is extensive, with 23% of publications involving international co-authorship and an average of 6.87 authors per paper, underscoring the global relevance of this research domain. The thematic analysis reveals a shift from early e-learning initiatives towards advanced concepts such as artificial intelligence (AI), virtual reality (VR), and sustainability, signalling a transition from incremental digitisation to systemic institutional change. These findings highlight the interdisciplinary maturity of the field and provide a foundation for future research aimed at addressing regional disparities and leveraging emerging technologies for inclusive and resilient higher education systems
Students’ perception of access to academic financing in higher education in North-Central Nigeria
Full text linkThe main objective of this study is to investigate students\u27 views on the various means of academic financing for higher education in Nigeria, with analytical insights into how the respondents\u27 demographics moderate their perceptions. This study adopted a descriptive research design of the survey type. The population of the study comprised students from three higher institutions in North-Central Nigeria, while the target population consisted of students in at least their third year of study. A multi-staged sampling procedure was employed, incorporating purposive, proportionate, and random sampling techniques. A researcher-designed and validated questionnaire was used to assess the impact of academic financing on higher education in North-Central Nigeria. The reliability of the instrument was determined using the test of internal consistency approach, after which it was disseminated via online forms. The data collected and stored electronically in spreadsheets were analysed using descriptive and inferential data analysis techniques. Findings revealed a moderate perceived impact of academic financing on access, with significant variations based on age and type of institution. The study recommends policy reforms focused on equitable and efficiently managed financial aid schemes