UP Journals (Univ. of Pretoria)
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Enhancing student well-being and success through AI-driven mental-health support: A case study of AI mental-health chatbot implementation at a South African university
No full textMental health is a critical determinant of student success in higher education. University students continue to face significant psychological challenges, including anxiety, stress, and trauma, issues further intensified by the Covid-19 pandemic. These realities underscore the need for accessible, scalable, and technology-driven mental-health interventions. This study investigates the implementation of Wysa, an AI-powered mental-health chatbot, at a South African higher education institution (HEI). Through a mixed-methods design, the research draws on secondary dashboard analytics and primary user survey data to evaluate adoption rates, engagement patterns, and the nature of interventions accessed. Results reveal that AI-driven mental-health tools can offer cost-effective, confidential, and scalable support to students, with evidence of meaningful usage across diverse student groups. However, amongst some student cohorts, adoption is uneven, influenced by the students’ academic disciplines, help-seeking behaviours, and concerns related to data privacy and trust. The study concluded with practical recommendations for integrating AI chatbots into institutional support services, advocating for a blended care model and student-centred digital mental-health strategies suited to the African higher education context
Forgotten Footsteps: Reclaiming the Legacy of South Africa’s Unsung Heroines in History Education
No full textThe representation of historical figures in school curricula significantly shapes national identity and societal values. In South Africa, despite its rich and diverse history, the official history curriculum remains largely male-centric, often underrepresenting the contributions of women. Previous research has highlighted the exclusion of women from mainstream historical narratives, reinforcing gender inequalities in both education and broader society. Feminist scholars argue that such marginalisation not only distorts historical truth, it also perpetuates systemic gender biases. The primary aim of this study is to examine the systematic exclusion of women and girls from the South African history Curriculum and Assessment Policy Statement (CAPS) in the Department of Basic Education. Moreover, assess its implications for gender equality in education. By identifying gaps and biases in historical representation, the study seeks to advocate for a more inclusive and equitable curriculum that accurately reflects the diverse contributions of all individuals to South Africa’s past. This research focuses on the South African educational landscape, particularly history curricula implemented in theDepartment of Basic Education. The study draws on a wide range of academic sources and curriculum documents to provide an analysis of gender representation in historicaleducation. The research spans materials published between 2000 and 2024, offering a contemporary perspective on curriculum developments and persistent biases. The study employs a systematic literature review (SLR) adhering to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocols. The sources analysed include peer-reviewed academic articles, historical documents, curriculum guidelines and case studies. The research process involves identifying relevant literature, screening sources for eligibility, extracting key themes and synthesising findings to assess the representation of women in the history curriculum. Feminist theoretical frameworks are applied to critically examine how gender biases are embedded in historical narratives and educational materials. The findings reveal that the South African history curriculum overwhelmingly prioritises male figures, marginalising the contributions of women. Gender exclusion in historical narratives reinforces stereotypes and limits students’ understanding of women’s roles in shaping the country’s history. The recommendations call for inclusive teaching practices and a more equitable educational framework that fosters gender equality and a comprehensive understanding of the nation’s past
Decolonising and Africanising Curriculum Knowledge: The Utility of the Music of Bob Marley, Fela Kuti and Tupac Shakur in Teaching Decoloniality in African Universities
No full textThe focus of this paper is to examine the practical use of music in university teaching. Music has been seen as a useful tool in communicating certain messages in society. The main aim of this research is to examine and assess the utility of the music of Bob Marley, Fela Kuti and Tupac Shakur in teaching decoloniality in African universities. Using the ideas on decoloniality by Chinua Achebe (1983), we explore how the messages encapsulated in the song called ‘Redemption Song’ by Bob Marley, ‘Teacher don’t teach me nonsense’ by Fela Kuti and ‘Changes’ by Tupac Shakur may help in teaching decoloniality in African universities. Drawing on qualitative research, content analysis was used to get a systematic and objective approach to analysing texts, images and videos of the songs of the selected artists. An analysis of the selected songs reveals that the revolutionary and liberatory undertones in the selected songs can inform teaching decoloniality in African universities and beyond
The impact of employing various pedagogical strategies to enhance the quality of learning and teaching of history in the further education and training phase
No full textThe use of interactive, learner-centred and active learning strategies facilitates the teaching of history in the twenty-first century. Anchored in the conversation theory, which aligns with the social constructivist framework, the study aims to examine the impact of employing different innovative pedagogical strategies and practices used by history teachers as vehicles to enhance and promote quality learning and teaching in history classrooms. A shift from traditional instructional teaching has given way to emerging strategies that aim to produce critical and independent thinkers who can apply historical knowledge in diverse contexts. The basis of the analysis is on various strategies, including direct instruction, discussion, small-group work, cooperative learning, problem-solving, inquiry, case studies, role-playing and writing as teaching methods. The focus of history learning and teaching is on inculcating problem-solving skills in the learners. Content analysis of books, policy documents, dissertations, theses and journal articles as well as some records retrieved from the Internet, was employed to generate data using a qualitative research approach. The results show that history teachers, as required by history curricula, have gradually shifted from using age-old teaching strategies to emerging learner-centred methods, reflecting a shift from rote-learning to learning with understanding. It is recommended that learner centred teaching strategies be employed to enhance learner performance and improve the quality of learning and teaching in the history subject
‘The past is not the past, it is present’: illustrative case studies – intentionally historicising geopolitics in the history classroom through storytelling, thereby facilitating the process of ‘connecting the dots’ over time and space
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Introducing the Historical African Languages Database: A Translingual Resource of Crosslinked Dictionaries
No full textThe earliest written documentation of most African languages comes in the form of dictionaries and field notes prepared by European missionaries and linguists, with the assistance of African informants, in the nineteenth and early twentieth centuries. These resources have been difficult to access and compare, existing only in either print or unprocessed scans. We present a fully searchable and interconnected online database that makes such resources more easily accessible for study. It currently contains seven bilingual dictionaries, with many more sources to be added as they are processed. We explain the database’s design, in which processed entries are separated and their fields tagged according to a consistent structure, maximizing query options and facilitating translingual connections. We describe the functionality of the website through which users can access the data in a variety of ways. We discuss the database’s construction process, including particular challenges related to these historical data sources, and outline the development of a scalable procedure for its future expansion. We also present three case studies illustrating potential uses of the database by historians, linguists, and educators. Finally, we identify a roadmap for the resource’s continued improvement through additional features