UFS Publications Platform (Univ. of the Free State)
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Synchronising English second language proficiency and mathematical understanding through plurilingualism in correctional centre classrooms: Empirical perspectives
Full text linkSeveral scholars have outlined the existence of a direct proportionality relationship between mathematics understanding and learners’ second language proficiency. Nonetheless, the role of plurilingualism in realising the synchronous development of mathematics understanding and second language proficiency within the context of adult correctional centre classrooms has received minimal scholarly attention, particularly given the expansion of multilingualism. This paper sought to probe into how the correlation between mathematics understanding and English second language proficiency is realised through plurilingual pedagogical strategies. In this research endeavour, we employed a pragmatic epistemological stance and framed the study within the QUANT-QUAL explanatory sequential mixed methods research design. We collected quantitative data through mathematics and L2 tests from 150 conveniently sampled adult offenders. We further collected qualitative data through semi-structured interviews from 5 purposively sampled educationists. We analysed data thematically and by SPSS data analysis tool, through Pearson Correlation. The study was underpinned by the Socio-Cultural Learning theoretical stance. Amongst our findings is that L2 proficiency correlates positively with adult offenders’ mathematics understanding. We further identified plurilingualism as the prominent pedagogical strategy through which the synchronisation between L2 and mathematics understanding is realised. Based on findings, we acclaimed the use of plurilingual strategies in the synchronisation of L2 proficiency and mathematics understanding in the context of multilingual adult offender education
Take-home examination proctoring technologies: Undergraduate mathematics education students’ perceptions in an open distance learning environment
Full text linkMany higher education institutions (HEIs) in both developed and developing countries have migrated to take-home examinations (THEs), which require monitoring, just as traditional venue-based examinations do. The purpose of this existential phenomenological study was to explore undergraduate mathematics education students’ perceptions of the use of remote proctoring during examinations at an open and distance learning institution in South Africa. Perception theory was employed to examine the usefulness and ease of use of technology to guide the study. The interpretive paradigm was used to qualitatively analyse the collected data. Twenty-four undergraduate mathematics education students enrolled in the Teaching Mathematics in FET (TMS3725) module were purposively sampled to respond to an open-ended questionnaire. The data were captured in a table and grouped according to question items. Thematic analysis was conducted to analyse the data collected from the questionnaires. The findings revealed positive perceptions of the usefulness and usability of online proctoring systems. However, negative perceptions related to the drawbacks of using online proctoring systems included students’ reactions to these systems and potential technical problems. It is recommended that students continue attending online proctoring workshop sessions to become familiar with technological software that can be both useful and easy to use during examinations. Additionally, the technical team should continue to provide support to students in using online proctoring systems during examinations
Teacher preparedness for transformative education in the intermediate phase: Insights from Eastern Cape, South Africa
Full text linkTransformative education, informed by Sustainable Development Goal 4, emphasises inclusive, equitable, and quality education through learner-centred, critical, and reflective pedagogies. This study investigated the readiness of intermediate phase teachers in the Eastern Cape Province of South Africa to implement transformative education. The study assesses the level of teacher readiness and identifies the challenges, opportunities, and facilitating factors affecting the operationalisation of transformative education. A descriptive survey research design was adopted for this study. The population consisted of 5,200 intermediate phase teachers in selected urban and rural schools in the Eastern Cape. One hundred teachers were selected from 20 schools using stratified random sampling to obtain representation across geographic and socio-economic environments. A questionnaire was used and validated by experts, and the reliability was determined, obtaining a Cronbach\u27s alpha coefficient of 0.87. The data collected were analysed using descriptive statistics. Findings revealed that teachers were highly aware of and committed to the values of transformative education but were constrained in implementation by factors such as poor infrastructure, a high student-to-teacher ratio, lack of internet resources, and insufficient time for professional development. Socio-cultural constraints and language diversity posed delivery difficulties. Based on these findings, it was recommended that stakeholders in education focus on investing in infrastructure, crafting professional development programmes, and promoting local action to create the enabling environments within which transformative education can develop. Similarly, there should be policy reforms that are sensitive to contextual realities, reforms that strengthen teachers\u27 power by supporting them through positive leadership and learning networks
Exploring the roles of AI-powered e-tutors in enhancing self-directed learning in open distance e-learning courses
Full text linkArtificial Intelligence (AI) has ushered in a transformative era in education, particularly in the context of Open Distance e-Learning (ODeL). This paper explores the role of AI-powered e-tutors and their potential to revolutionise self-directed learning among students in ODeL courses in South Africa. Self-directed learning, a fundamental pillar of distance education, requires students to be proactive, independent, and motivated. Numerous studies in the fields of AI, ODeL, and Self-Directed Learning (SDL) were reviewed, including case studies involving ODeL institutions, to understand the role of AI-powered e-tutors. This research provides practical insights into using AI-powered e-tutoring to foster self-directed learning. The study allowed for the collection of relevant literature on the given topic that fits the pre-specified eligibility criteria and answers the formulated research questions. The findings underscore the transformative potential of AI-powered e-tutors, including personalised learning experiences, adaptive feedback, real-time support, increased learner engagement and motivation, and enhanced academic performance. The paper also addresses the practical challenges and limitations of implementing AI-powered e-tutoring, such as technology access, data privacy, and the continuous improvement of AI algorithms. The study contributes to the expanding knowledge of AI in education, providing practical insights for academics, policymakers, and technology developers, equipping them with the necessary information to leverage AI to strengthen self-directed learning in ODeL environments. It also outlines the practical implications for future research and practice, highlighting the potential of AI to revolutionise distance learning and empower learners to take control of their educational journeys
School climate and teachers’ organisational commitment in South African high schools
Full text linkPrevious research on teachers’ organisational commitment reveals that investigations into this subject have yet to focus on school climate and on what undermines or strengthens high school teachers’ commitment. It is necessary to understand the specific school climate dimensional factors that are positively associated with high school teachers\u27 organisational commitment. Therefore, the purpose of this study is to explore teachers’ experiences of school climate and their commitment to teaching as a profession. A phenomenological research design was adopted using a qualitative research approach. A non-random purposive and convenient sampling technique was employed to identify 30 high school teachers within the age bracket of 30 to 40. Data was collected using semi-structured individual interviews, which were also audio-recorded. Following the recordings, the interviews were transcribed. The data was analysed using inductive thematic analysis. The findings of this study indicated that collegial leadership styles, teachers’ self-identity, organisational culture, and perceived job security are the school climate dimensional factors that predict organisational commitment among South African high school teachers. This implies that teachers\u27 levels of organisational commitment are significantly shaped by their work environment. Therefore, the goal of educational institutions should be to establish a cooperative, respectful, and encouraging work atmosphere that values teachers\u27 contributions in order to enhance organisational commitment
Exploring teachers\u27 readiness for inclusive education in a Lesotho rural school: Agentic capability theory analysis
Full text linkHigh poverty levels in Lesotho\u27s rural areas present unique challenges that hinder effective inclusive education, emphasising the need to explore how inclusive practices address Sustainable Development Goal 4 in this context. This paper investigates the readiness of teachers to facilitate inclusive education in a rural school in Lesotho. Utilising agentic capability theory within an interpretive paradigm, the study employs an arts-based research design to examine the perceptions, knowledge, and experiences of teachers regarding inclusive education policies and their implications for teacher preparation. Data were generated through photovoice and focus group discussions with ten teachers engaged in teaching within inclusive rural school settings in Lesotho. The thematic analysis revealed several constraints in implementing inclusive education, including a lack of financial support and parental involvement, consistent with challenges identified in existing literature. The study emphasises the importance of strengthening stakeholder collaboration and leveraging local resources to support inclusive practices. It argues that, while inclusive education is widely valued, its successful implementation requires recognising the pivotal role of rural agents in overcoming these challenges. The paper calls for a critical examination of rural education contexts, advocating for a framework based on agentic capability to challenge existing assumptions of rural inadequacy and promote the inclusion of all learners
Teachers\u27 pedagogical knowledge of integrating indigenous knowledge systems in economics education curriculum
Full text linkIn South Africa, the movement towards a decolonised curriculum is gaining traction. In contrast to the Western-centric emphasis of school curricula, indigenous knowledge systems (IKS) highlight and utilise indigenous materials and knowledge processes. Several research works have emphasised the importance of IKS and the necessity of incorporating them into South African educational practices in an effective manner. This study aims to assess the pedagogical competency of instructors in integrating IKS into the teaching of economics. The pedagogical competency of economics teachers regarding the incorporation of IKS into economics education was investigated through a qualitative literature review. Sixteen studies were selected following a search conducted in electronic resources such as ResearchGate and Google Scholar. The results of the literature review synthesis were analysed using the content analysis approach in light of the framework for culturally responsive pedagogy. This review identified aspects, including IKS incorporation guidelines, policy reviews, teacher professional development on IKS, development of specific IKS study materials, and IKS knowledge strands, that influence teachers\u27 integration of IKS in economics education. The study\u27s recommendations, based on the findings, suggest that professional development, appropriate content selection training, instructors\u27 competency in using IKS, and IKS integration policies all affect their pedagogical proficiency in the subject. According to the study\u27s findings, the CAPS curriculum document ought to specifically specify which economics topics can be taught using IKS in order to prevent teachers from relying on their own judgment when deciding how to incorporate IKS into their lessons
Unpacking dynamics: A systematic literature review on gender-based violence, its cultural and structural influences in South African universities
Full text linkGender-based violence (GBV) remains a pressing issue in South African universities, triggered by a complex interplay of cultural and structural factors. Universities have been grappling with high rates of GBV cases, which can be attributed to various contributory factors. This systematic literature review aims to examine the dynamics of GBV within universities, specifically focusing on its cultural and structural influences. Utilising a comprehensive analysis of academic articles, institutional reports, and policy documents, this study investigates how entrenched gender norms, patriarchy, power imbalances, and institutional frameworks contribute to GBV in universities. This review employs an intersectional approach, exploring how these factors shape survivors\u27 experiences and the effectiveness of institutional responses. The findings reveal a high prevalence of GBV within universities, associated with both cultural and structural drivers. University policies and societal attitudes were found to fail in providing adequate support for survivors, resulting in the underreporting of GBV. Cultural beliefs and systemic barriers were found to hinder the effective implementation of GBV interventions in universities. This study recommends GBV policy reforms, enhanced institutional accountability, culturally sensitive strategies, and the establishment of survivor-centred support systems to create safer campuses. Future research should assess efforts addressing GBV within South African universities
Intersecting identities and barriers to knowledge: Exploring equity and access in South African Higher education
Full text linkThis case study examined how intersecting identities create multiple barriers to knowledge access for final-year students at a South African higher education institution using a blended instructional approach. Grounded in intersectionality theory and Ubuntu philosophy, the study explored how race, gender, class, language, and other identity markers interact to shape students’ educational experiences and access to knowledge. Data were collected through semi-structured interviews and focus group discussions with twelve final-year students from three disciplines: Education, Business Studies, and Social Sciences. Thematic analysis revealed five major themes: compounding identity-based exclusions; navigating linguistic and cultural barriers through Ubuntu principles; economic constraints intersecting with social identities; digital exclusion in blended learning environments; and institutional responses to intersectional challenges. The findings demonstrate that students experience knowledge access barriers not as isolated challenges but as interconnected systems of disadvantage that require complex navigation strategies. The study contributes to understanding how intersectionality manifests in South African higher education contexts and highlights the need for institutional approaches that recognise and address the multifaceted nature of educational barriers
Effective Teaching Strategies in the Context of Social Distancing During the COVID-19 Pandemic in Primary Schools: Lessons from Masvingo District, Zimbabwe
Full text linkThe advent of COVID-19 was disruptive to human life particularly affecting education. Solutions were proposed to keep learners though they were met with reservations given the varying levels of education, —primary, secondary, and tertiary. The measures implemented to contain the virus had a negative impact on primary school learners, as their learn relies heavily on interaction and play, which were completely restricted during this time. This article evaluates the effectiveness of teaching strategies that encouraged social distancing during the COVID-19 pandemic in primary schools in the Masvingo district of Zimbabwe. Guided by a constructivist theoretical framework, the study employed qualitative research approach situated within the interpretivism paradigm, using an instrumental case study design. Data were collected through individual interviews, focus-group discussions, and observations. The sample included 12 teachers, two school heads, 12 learners, and a schools inspector drawn, all selected from the target population through purposive sampling. The data were analysed using a qualitative thematic approach. The findings revealed that the lecture method, individualised instructions, whole-class discussions, and the use of Information Communication Technology were the preferred teaching and learning strategies for facilitating social distancing during the COVID-19 pandemic. Moreover, these strategies complemented each other, enhancing learning beyond merely maintaining social distancing. The study recommends that teacher-training curricula in colleges and universities should incorporate initiatives aimed at improving commonly used teaching and learning strategies in the context of social distancing