Research in Social Sciences and Technology
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Analysing Relationally Entangled Sustainable Learning Environments for Employability of Accounting Teacher Education Graduates in Unequal Post COVID - 19 Contexts
Full text linkSouth Africa is still burdened by its history of colonisation and apartheid, manifesting through a high burden of disease due to rampant poverty, which is a function of unprecedentedly low rates of employment, estimated to be around 37 % among the 18- to 34-year-old Black African youth. The intersectionality of inequalities regarding race, rural versus urban divide, gender binaries, and socio-economic status, among others, seems to be a significant determinant of such. To remedy the problem, attempts have been made to increase the levels of education among the youth. Unfortunately, even the Black African graduates also seem to swell the ranks of the unemployed. In this paper, through qualitative approaches of participatory action research, we exemplify how transforming the Accounting Teacher Education Programme (ATEP), guided by equally multi-perspectival and multilayered lenses of relationality and entanglement learned from COVID-19’s experiences, enabled the study to promote holistic approaches towards achieving positive developmental outcomes and increased possibilities of employment
Power, Knowledge, and Marginalization: A Foucauldian Analysis of Children from Low-Income Immigrant Households in Norway
Full text linkThis study critically analyzes the discursive constructions of immigrant children from low-income households in Norwegian official publications between 2014 and 2024. The study uses Foucauldian discourse analysis to explore the representation of these children, the power dynamics and knowledge claims present in these discourses, and the implications for policy interventions and resource allocation. The analysis focuses on publications from key institutions, including the Directorate of Integration and Diversity, the Ministry of Children and Families, the Ministry of Labor and Social Inclusion, the Norwegian Labor and Welfare Administration, and Statistics Norway. The findings reveal that the portrayal of these children as vulnerable and socio-economically disadvantaged frequently exacerbates their challenges due to their immigrant background and poverty status. While such narratives drive targeted interventions aimed at alleviating poverty, they risk reinforcing hierarchical power dynamics and perpetuating the marginalization of immigrant families by focusing on remedial measures rather than addressing systemic inequalities. The study identifies a deficit-based framing that emphasizes dependency and vulnerability, which overlooks the potential, resilience, and agency of immigrant children. Instead, it advocates for a shift towards policies that address structural inequalities, promote social inclusion, and emphasize empowerment. A more comprehensive, intersectional approach to policy is recommended—one that not only provides economic support but also ensures equitable access to education, housing, and employment opportunities while dismantling systemic barriers. The findings underscore the necessity for transformative policies that challenge existing power structures and prioritize social justice, equity, and inclusive communities that better align with the host society’s values and social structure
Application of Physical Sciences Scientific Language Register in Tshivenḓa to Shape Meaningful Learning
Full text linkThis study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenḓa scientific language register shape meaningful learning? The findings reveal that the application of the Tshivenḓa scientific language register in classrooms fosters interactive and meaningful learning experiences compared to when English is used. Therefore, this study recommends conducting further research and collaboration to develop a comprehensive Tshivenḓa scientific language register with standardized terminology. This would require input from linguists, educators, and other relevant stakeholders to ensure accuracy and consistency. 
An Analysis of Staff Perceptions on Translanguaging in Teaching and Learning at One South African University
Full text linkTranslanguaging is increasingly recognized as an essential strategy to improve epistemic access in multilingual societies, including many developing societies. This view is especially spurred by scholarly results that have confirmed that all languages are essential resources for learning beyond the language of teaching and learning. Therefore, this study focused on the perceptions of academics at a South African University on translanguaging, as they are crucial in successfully implementing these strategies to improve learning. The study employed a mixed-methods approach, using semi-structured questionnaires to gather academic data. Descriptive statistics were used to analyse the quantitative data, while the qualitative data was analysed thematically. The results show that most staff had positive perceptions of translanguaging and conceded that it positively affected student learning. However, a few noted that using other languages was an impediment since students do not understand all languages. The study recommends that universities provide academics with language learning opportunities, ensure that academics understand the official university language policies, and provide training on translanguaging to ensure that academics know translanguaging strategies that can be adopted in university learning spaces.  
Closing the Digital Divide: Strategies for Addressing Inequalities in Technology Access in Higher Education Institutions
Full text linkInstitutions of higher learning in the Eastern Cape face significant challenges in ensuring equitable access to technology among their student population. The digital divide, exacerbated by socioeconomic disparities, poses a barrier to academic success and hinders the realization of educational goals. This paper explores strategies for addressing inequalities in technology access within higher education institutions, drawing insights from empirical research conducted in an institution of higher learning within the Eastern Cape. Semi-structured interviews were employed as the data collection instrument, involving six participants comprising both lecturers and students. The collected data were analysed utilising the thematic approach. The findings revealed that to close the digital divide, the university should invest in infrastructure development, benchmark with other universities, and provide training programs to both lecturers and students. Hence, the study recommended that the university collaborate with government agencies, non-profit organisations, and industry partners, to leverage resources and expertise to address socioeconomic barriers to technology access. The university should also ensure that all initiatives and interventions are designed with a focus on equity and inclusion, considering students’ diverse needs and backgrounds.  
The Challenges Entry-Level Mathematics Teachers Face in Conducting Blended Teaching
Full text linkIn recent years, there has been an increasing amount of literature on online teaching and learning. Teaching mathematics in the fourth industrial revolution offers entry-level mathematics teachers formidable challenges. Despite using various teaching aids in explaining the learning area, entry-level mathematics teachers, those with zero to three years of teaching experience, have experienced challenges in blended teaching during the COVID-19 pandemic. Such challenges could support the preconceived notion identified by others that the field of learning (mathematics) is difficult. This paper hinged on constructivist epistemology and investigated the challenges that entry-level mathematics teachers face in conducting blended teaching in the Sedibeng West District of Gauteng Province in the Republic of South Africa. Eight entry-level mathematics teachers were purposely sampled from four selected schools that participated in the article. This article adopted a case study design and responses were analysed thematically. The focus group interviews were used as tools to collect data in this study. The study revealed a variety of perceptions that entry-level mathematics teachers shared about the impact of blended teaching in mathematics learning. These included, but were not limited to, the use of teaching programs or software, the effects of load shedding and blended teaching challenges related to learners' performance and behaviour. The results of this study could provide program developers, subject advisors, school principals with other members of the management team, and mathematics teachers to support the entry-level mathematics teacher's confidence, sense of future and communication skills, as well as foster multigenerational connections in blended teaching. 
Transforming Foundation Phase Life Skills Teachers’ Use of Learning and Teaching Support Materials Towards Sustainable Development of Teaching
Full text linkThis paper reports on transforming Foundation Phase teachers’ use of learning and teaching support materials (LTSMs) to sustain teaching and learning in Life Skills classrooms. This paper aimed to comprehend teachers’ perspectives on how they could transform their practices using LTSMs to improve their teaching and learner performance to contribute towards the sustainable development of teaching. The National Policy and Guidelines for LTSM stipulate that teachers must be teaching mediators. The study was informed by an analytical framework for studying classroom practices along the Activity Theory (AT) dimensions through teachers’ and learners’ interactions. The case study design was qualitative with an interpretive paradigm. Purposive sampling gathered information from three Grade 3 Life Skills teachers through semi-structured interviews, structured observations, and document analysis. Data were analysed, and themes emerged from the questions. Findings revealed that LTSMs are ineffective in improving teaching and learner performance due to shortages, overcrowded classrooms, and lack of professional development. We recommend that the Department of Education should provide more classrooms to assist teachers in their practices. Also, there should be more professional development activities for teachers to transform their practices for sustainable development
The Impact of the Internship Programme on Students in A Selected Public Higher Institution in The Eastern Cape, South Africa
Full text linkIt is important to note from the outset that the duty of preparing students for careers rests with the educational community. Internship before graduation appears to offer students experiential learning, better opportunities for employment and better knowledge of real work environments. The institutions benefit by obtaining more resources at a lower expense as well as a chance to assess whether the intern will fit in well with the team and the role. The majority of students graduate from university or college and struggle to find jobs due to lack of experience and exposure to the working environment. The study sought to assess the effect of internship on students in public institutions. The study used a qualitative research approach, through semi-structured interviews, and respondents were approached through purposive sampling technique. The results of the study show that internships are favourable to students, universities, organisations and result in more job offers and quicker employability of interns. It further states that internships involve some investigation into the characteristics of students who will be employed by institutions in future through internship programmes. Finally, the study revealed that internships provide better opportunities for graduates and unemployed students by exposing them to their chosen field, either in unpaid or paid internship programmes. The study recommends that universities must create more internships to ensure that students are equipped with skills and gain positive and required experience in field work.  
Investigation into the Challenges Experienced by School Management Teams (SMTs) Post-Pandemic in Rural High Schools in the Mopani-West Education District
Full text linkThe purpose of this study was to investigate the challenges faced by SMTs in dealing with poor academic performance in the Mopani-West District of Limpopo Province, South Africa. Studies have indicated that schools in rural areas fail to meet their full potential due to a combination of factors including insufficient instructional resources, shortage of qualified educators, insufficient infrastructure, and poverty and inequality. The study adopted a qualitative approach following an interpretative case study design. Using purposive sampling a total of 18 participants, comprising six principals, six departmental heads, and six learners who met the research criteria were selected. The study sample included one principal, one departmental head, and one learner from each of these six schools in the Mopani-West District. Three schools from the sample were identified as high-performing, while the other three were identified as underperforming. Data were elicited using semi-structured interviews, followed by thematic data analysis to unveil rich narratives and patterns within the research inquiries. The findings of the study revealed that resource scarcity in schools significantly hampered the quality of education. Issues such as insufficient teaching materials, a shortage of teachers, and the absence of technology create stark disparities between less and more privileged schools. The study also highlighted the impact of inadequate infrastructure on learning as one of the pressing concerns that compromise quality teaching and learning. Recommendations were made accordingly
Contextualizing Human Rights in Multicultural Environments
Full text linkThis paper explores the intricate relationship between socio-cultural dynamics and human rights in multicultural societies. It examines how norms, belief systems, and power structures shape the perception and exercise of these universal principles. The study employs a qualitative research design, specifically using the Cultural Relativism Framework, to investigate how cultural norms and values influence the interpretation and application of human rights. Through the analysis of literature and case studies, the paper elucidates the interaction between cultural context and human rights interpretations. It acknowledges that human rights are not uniform but are influenced by diverse cultural contexts. Key findings underscore the significance of multiculturalism in human rights interpretation, the impact of social, cultural, and political contexts, the intersection of values, beliefs, and customs, and the roles of states, civil society, and international organizations in shaping human rights discourse. The paper advocates for educational initiatives, intercultural dialogue, inclusive policymaking, and legal reforms to promote and protect human rights in diverse societies. It recommends enhancing human rights education, facilitating intercultural exchange, empowering civil society, addressing discrimination and inequality, and integrating customary laws with formal legal systems. By fostering mutual respect and understanding, societies can uphold human rights and cultural diversity, enabling peaceful, equitable coexistence. This assertion is based on empirical observations and scientific principles that highlight the importance of mutual understanding in preserving human rights and promoting cultural diversity. This paper contributes to a deeper understanding of human rights, advocating for a balance between universal principles and cultural specificities.