Research in Social Sciences and Technology
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Educators’ Role in Mitigating Suicidal Propensities among Zimbabwe Rural Secondary Male Learners: An Exploration of Challenges and Interventions Mechanisms
Full text linkThis qualitative study explores the role of educators in addressing and mitigating suicidal propensities among male rural secondary school learners in Zimbabwe. Then, it focuses on educators’ challenges and intervention mechanisms to provide insights into practical strategies for supporting mental health in this vulnerable population. Grounded in a phenomenological approach, the study utilizes a case study design to explore the lived experiences of 14 participants, including educators, parents, and health professionals. Data collection through focus group discussions enables a nuanced understanding of the complexities surrounding suicide prevention in rural educational settings. Research findings indicate that educators frequently struggle to identify suicidal tendencies among male learners due to cultural stigma surrounding mental health and lack of training in psychological assessment. Communication gaps with parents and health professionals further complicate these challenges. Conversely, successful intervention mechanisms identified in the study include peer support programs and mental health awareness campaigns, which create supportive environments and empower learners to seek help and engage in open discussions about mental health. Based on these findings, the study recommends that educational authorities implement comprehensive training programs for educators to equip them with the necessary skills to identify and address suicidal propensities among learners. Such training should encompass mental health education, communication strategies, and cultural sensitivity. Furthermore, establishing partnerships between schools and local health services can enhance the support system for vulnerable learners. Collaborative initiatives should be developed to facilitate regular mental health screenings and provide accessible resources for learners and their families. 
Student Teachers experiences of an Online Team-Based Learning Strategy Applied in an ODeL Course
Full text linkThe purpose of the online course, Teaching Methodology Economics in the Further Education and Training Phase, is to expose student teachers to the online team-based learning (TBL) strategy as a collaborative teaching and learning approach that allows them to follow an organised procedure. To increase student engagement, accountability and collaboration in the course, an open distance e-learning (ODeL) environment can benefit from the active, structured small group learning that team-based learning offers. An ODeL course at a College of Education employed TBL as an example of a flipped instructional design. The experiences of the Teaching Methodology Economics student teachers participating in an online TBL strategy served as the basis for the single case study reported, which employed a exploratory qualitative approach. The study purposively selected only five participants (n = 5) for the interviews. Transcripts were produced by the computerised NVivo 14 software and thematic analysis was generated themes reflecting the participating student teachers’ experiences of the TBL strategy. The findings revealed that participants developed professional attributes, were motivated to reflect on their strengths and weaknesses as members of teams, and experienced the value of working and collaborating in groups. Further research on the use of evidence-based practice will ensure better outcomes for TBL in flipped learning contexts
Social Media and Student Protest Mobilisation in South African Universities: A Review of Literature on Motivations and Limitations
Full text linkSouth Africa is frequently referred to as the global protest capital because of recurring social uprisings, especially against poor service delivery. Student protests at South African universities have increasingly relied on social media for mobilisation, information dissemination and activism. This study employs a systematic literature review of 34 studies sourced from JSTOR, Google Scholar, Scopus, Web of Science, ERIC, and Taylor & Francis to examine the motivations, opportunities, and limitations of social media in student protest mobilisation. The findings indicate that students use social media for rapid information dissemination, broader reach, decentralisation, narrative control over mainstream media, and garnering global solidarity. However, key limitations include the risk of infiltration and misinformation, the persistence of the digital divide, unethical conduct, leadership and coordination deficits, and the short-lived nature of clicktivism. These findings contribute to the ongoing debates on the intersection of digital activism and student protests, raising critical considerations for policymakers and higher education stakeholders regarding the regulation of social media in the context of protest mobilisation
Exploring Female Psychology Students’ Volunteering Experiences at the Inside-Out Outside-In South African Corrections Interest Group
Full text linkIn the context of higher education, as propounded by the Community Engagement and Outreach Policy (Unisa, 2013), the University of South Africa (Unisa) academics are encouraged to involve students in In-Service Learning programmes, including those who may wish to volunteer their time to gain soft skills, experiential learning, and work-related skills. This study explored the volunteerism experiences of female Psychology students as part of Unisa’s “Inside-Out Outside-In” Corrections Interest Group. An exploratory, qualitative approach grounded in a phenomenological research design was incorporated into the study, and the standard ingroup identity model was used as the study’s theoretical framework. Ten study participants were recruited purposefully, and the data were collected using semi-structured interviews and analysed thematically. The results revealed that the terrain of volunteering is abundant with learning opportunities and that the volunteering experiences are unique, vary widely across individuals, and hold different meanings to different people. The results showed that volunteering among students requires resilience as its challenges can easily lead to burnout and despondency, owing to the fluctuating emotional situations they confront in carceral communities. It was also found that upon joining the Inside-out Outside-in South African Corrections Interest Group, the students did not come ‘empty-handed’ but brought misguided perceptions about the Criminal Justice System (CJS). However, through their participation over time, they gradually developed a rational understanding of the CJS. Conclusively, this study demonstrated that volunteering manifests many benefits, including debunking personal myths about carceral communities, deriving satisfaction and a sense of purpose, and building the capacity for active citizenship
Virtual Class Truancy in a South African Higher Education Institution: Voices from the Students
Full text linkAcademics in higher education institutions provide virtual classes as part of student support initiatives. The problem, however, is that there are persistent complaints from lecturers that students do not attend virtual classes. Using Siemens’ Connectivism as a theoretical framework, this paper presents insights on the reasons behind students’ poor attendance of virtual classes. Data were collected through a survey questionnaire consisting of open-ended questions, which was disseminated to students registered in one of the largest departments (about 130 000 student registrations) at the University of South Africa (Unisa). Following the thematic analysis of the participants’ responses, the study found that the reasons for non-attendance of classes centred around time, finances, technology issues, as well as personal preferences for independent studies. The implications for practice is a call to ODL principles of accessibility, flexibility and student support, so that academics can strategise student support for effective provision of virtual classes for the benefit of students. 
Enhancing Academic Performance in Agricultural Sciences: The Impact of Inquiry-Based Learning on Learners
Full text linkThe Curriculum Assessment Policy Statement document indicates that Animal Studies comprise a substantial part of the Grade 12 syllabus, more so than topics like soil science, agro-ecology, agricultural economics, and crop science. This highlights the importance of exploring diverse teaching approaches in the beginning of Grade 10, as a strong foundation in earlier grades could improve understanding of Animal Studies in Grade 12. This study explored the effectiveness of inquiry-based learning (IBL) in teaching Grade 10 learners about poultry breeds. A mixed-method approach was used to compare IBL with traditional teaching methods. Forty-six Agricultural Sciences learners were randomly assigned to a quasi-experiment, with 23 learners in the experimental group taught through IBL and 23 in the control group taught using the traditional lecture method (TLM). Both groups underwent pre- and post-performance tests. The quantitative data were analysed using an independent t-test, while qualitative data were thematically analysed through document analysis of the learners' assessment scripts. Results from the t-test indicated that the experimental group achieved significantly higher mean scores than the control group (p<0.05). Furthermore, the document analysis revealed that IBL fosters higher-order thinking, active participation, and critical thinking skills. Consequently, the inquiry-based learning approach proves to be an effective tool for enhancing learners’ academic performance. These findings suggest that educators and policymakers should consider integrating inquiry-based learning strategies into the teaching of Agricultural Sciences curriculum to improve achievement of academic outcomes. Emphasis on active engagement and critical thinking can lead to more meaningful learning experiences for learners
The Impact of Autonomy and Decision Making on the Morale and Motivation of Technical Vocational Education and Training (TVET) Lecturers in the Eastern Cape, South Africa
Full text linkThe study focused on the impact of autonomy and decision making on the morale and motivation of TVET college lecturers in the Eastern Cape Province of South Africa. The study also exposed the autonomy and decision-making factors affecting the lecturers and it gave possible ways to minimise the negative impact on the teaching and learning programmes of the colleges. The research sample comprised of 40 female and male participants whose ages ranged from 25 to 60 years and were drawn from two randomly selected colleges. The study followed a mixed methods approach where both questionnaire and interview instruments were used to collect data giving rise to both qualitative and quantitative data respectively. The findings uncovered that autonomy and decision making among lecturers is negatively affecting lecturers’ morale and motivation. Factors that are making autonomy and decision-making problematic include participation prohibition, leadership restrictions and reduced self-reliance at work
The Ambivalence of Accounting Education Among University Students: Towards a Collaborative Learning Environment
Full text linkThis empirical paper proposed collaborative learning as a strategy to enhance performance in Accounting among university students. There has been a notable continuous trend of poor performance in Accounting from the first-year level to the fourth year. Again, there is also a noticeable decline in the number of students majoring in Accounting despite alternatives to enhance Accounting among university students. This paper is underpinned by bricolage theory which advocates the reworking the existing ideas or items to produce something new to improve human conditions. We responded to two questions: what is the cause of poor performance in Accounting among university students and how collaborative learning can be utilised to mitigate poor performance in Accounting among university students? Data was collected through semi-structured interviews with three students and three lecturers who were purposively sampled. Thematic analysis was used to analyse the data collected. Findings revealed that lack of content conceptualisation, students’ negative attitudes towards Accounting, lack of academic commitment, and lack of Accounting pedagogical skills are the main reasons for poor performance among university students. Further, findings revealed that collaborative learning in Accounting among university students broadens students’ content knowledge and produces students with a variety of skills. In light of the above findings, we argued that collaborative learning should premise the teaching and learning of Accounting in higher education from a bricolage perspective
Maintaining Learner Discipline in Secondary Schools: How School Management Teams Employ Collaborative Strategies to Sustain Learner Discipline
Full text linkIndiscipline remains a bone of contention in schools across the world. The preponderance of literature associated with indiscipline highlights its severity and the frequency of its manifestation rendering it a global problem. The frequency of indiscipline in the African continent has also made the spotlight in educational research undertaken by various scholars. The literature presents a general conception of the lack of discipline in South African schools. Since the post-dispensation of the education system in South Africa, school management teams have been tasked with managing discipline in schools. Research suggests that school management teams have established, and are currently implementing, strategies to manage learner discipline. Yet, despite the implementation of these strategies, the persistence of indiscipline in schools across South Africa remains a reality. Therefore, strategies need to be used to sustain learner discipline in schools. This study explored collaborative strategies to maintain learner discipline in secondary schools in the ILembe education district. This study is grounded in the Collaborative Leadership Theory. The sample size comprised 24 secondary schools in the ILembe education district. Four participants per school were selected, yielding 96 participants consisting of the principal, one deputy principal, and two departmental heads per school. The participants were selected through simple random sampling. A qualitative research approach was used for this study. The study revealed that collaborative leadership was employed by School Management Teams (SMTs) to lead collaborations in schools to sustain learner discipline. It is recommended that a collaborative leadership approach be adopted to encourage stakeholders to approach all aspects of school management in partnership with stakeholders with a vested interest in the school. 
Lives and Livelihoods: How Socioeconomic Realities Shape Community Participation in Managing the Tanguar Haor Wetlands in Bangladesh
Full text linkThis study delves into how local communities engage in the management of Tanguar Haor, a vital wetland in northeastern Bangladesh designated as an Ecologically Critical Area (ECA) and a Ramsar site. The study looks at relationships between important socioeconomic factors like income, education, age, gender, and local participation in wetland governance using household-level data from twelve villages. Employing a mixed-methods approach, the study integrates quantitative household survey data with qualitative interviews and focus group discussions to capture both statistical trends and community perceptions regarding participation in wetland governance. Roles in decision-making, project implementation, evaluation, and benefit-sharing procedures are among them. In contrast to their mainland counterparts in the Sunamganj district, the Tanguar Haor region, which has been inhabited for generations, is home to communities primarily impoverished and socioeconomically marginalized. The degree of meaningful participation is nonetheless unequal and frequently limited by structural inequities, despite the government's efforts to promote a co-management model incorporating governmental actors and local communities. The study finds that while the most underprivileged groups continue to be under-represented, those with greater socioeconomic status are substantially more involved in wetland management. These results emphasise how crucial it is to address socioeconomic inequality in order to promote inclusive and sustainable wetland governance. The study contributes to the broader discourse on environmental justice, local stewardship, and the role of equity in natural resource management