Impact of Team-Teaching Strategy on Performance and Retention of Biology Concepts among Secondary School Students in Effutu Municipality.
This study examined the impact of team-teaching on academic achievement and retention of biology students in the first year of Winneba Senior High School, Effutu Municipality, Ghana. The reasons for this study were persistent low performance in biology, especially on complex concepts such as the mammalian system, and the need to explore more effective methods of teaching beyond the traditional lecture. A quasi-experimental research design was used, with a sample of 150 SHS 1 biology students selected via stratified random sampling. The sample was divided into experimental and control groups, which were taught using team and conventional single-teacher methods, respectively. The Biology Achievement and Retention Test (BART) was employed to collect data, administered as a pre-test, post-test, and delayed retention test. The instrument was validated by experts and pilot tested, yielding a Cronbach’s alpha reliability coefficient of 0.78. Descriptive statistics and independent-samples t-tests were used to analyse the data at the 0.05 significance level. The results indicated that students taught using team teaching outperformed their counterparts, with the experimental group achieving a significantly higher mean score (M = 15.31) than the control group (M = 10.56). Additionally, the experimental group scored significantly higher on retention of biology concepts (M = 14.01) than the control group (M = 8.27). The study found that team teaching is a more effective instructional method than the traditional lecture approach for improving academic achievement and long-term retention of biology among SHS biology students. It is recommended that biology teachers and education policymakers encourage the incorporation of team-teaching approaches into biology instruction to enhance learning outcomes.
Copyright (c) 2026 Prisca Lovia Acquah (Author) https://creativecommons.org/licenses/by/4.0
Socratic Teaching Method in 21st Century Classrooms: A Conceptual Review of Prospects and Challenges
This study examined the relevance and effectiveness of the Socratic teaching method in developing 21st-century skills within modern educational contexts. Guided by constructivist learning theory and the Partnership for 21st Century Learning (P21) framework, the study adopted a qualitative research approach informed by document review design. Data were generated through a systematic review of peer-reviewed journal articles, book chapters, and case studies published between 2020 and 2025. The reviewed literature was analysed using thematic analysis supported by coding schemes, categorisation matrices, and qualitative synthesis tools. The technique involved developing a review protocol with objectives, inclusion/exclusion criteria and analysis strategy. The findings reveal that Socratic teaching significantly fosters critical thinking, reflective learning, communication, collaboration, problem-solving, and metacognitive skills through dialogic inquiry and learner-centred engagement. The method also aligns well with digital and blended learning environments, where technology-enhanced dialogue extends inquiry beyond traditional classrooms. However, the study identifies several challenges to effective implementation, including rigid and standardised curricula, examination-driven assessment systems, large class sizes, limited teacher preparedness, cultural constraints, and language-of-instruction barriers. The study concludes that the Socratic Teaching Method remains a powerful and relevant pedagogical approach for preparing learners to meet the intellectual and social demands of the 21st century. It recommends greater curriculum flexibility, sustained professional development for teachers, supportive educational policies, and contextual adaptation, particularly in multilingual and resource-constrained settings, to maximise the method’s effectiveness. The findings offer theoretical and practical insights for educators, curriculum developers, and policymakers seeking to enhance learner-centred, skills-orientated education.
Copyright (c) 2026 Shadrack Mwakalinga (Author) https://creativecommons.org/licenses/by/4.0
Generative AI and Technostress in South African Higher Education: Insights from University Lecturers
The rapid adoption of Generative Artificial Intelligence (GenAI) in higher education presents both opportunities and challenges, particularly regarding technostress among university lecturers. This study investigates the relationship between GenAI adoption and technostress within South African higher education institutions. A qualitative phenomenological design was adopted, with data collected through semi-structured interviews from 15 university lecturers with experience in GenAI integration. Data was analysed using thematic analysis supported by NVivo software. The findings reveal two overarching themes: (1) Drivers of technostress in GenAI adoption, including cognitive overload, rapid technological change, and ethical uncertainty; and (2) Institutional support mechanisms, highlighting gaps in training, policy ambiguity, and the importance of peer collaboration. While GenAI enhances efficiency and pedagogical innovation, it simultaneously increases workload, blurs work–life boundaries and raises concerns regarding academic integrity. The study concludes that technostress in the GenAI era is a multidimensional phenomenon shaped by the interaction between individual capabilities and institutional readiness. It recommends structured professional development, clear institutional policies, and contextually relevant support systems to ensure sustainable AI integration in South African higher education.
the use of Artificial intelligence in higher education
Copyright (c) 2026 Dr Vusumzi Funda, Mr Oluwatosin Bamigboye, Miss Noluthando Mbangeleli (Author) https://creativecommons.org/licenses/by/4.0
An appraisal of attitude in Shasha’s poem Zihlabana nje ziyalamba (They stab each other while starving)
This article investigates how evaluative language operates in the poem Zihlabana nje ziyalamba, written by Shasha (1992) in isiXhosa. The main objective of this article is to explore and discuss the emotional, ethical, and environmental judgements constructed through linguistic choices in the poem. The study employs the Attitude subsystem (Affect, Judgment, and Appreciation) of Appraisal Theory, within the systemic functional linguistics (SFL) framework. This study examines these Attitude categories (Affect, Judgment, and Appreciation), expressed in the poem as evaluative attitudes that provide attitudinal resources for its evaluative meanings. A mixed-methods approach is used, combining qualitative textual analysis with quantitative frequency analysis of evaluative expressions across the poem’s 28 lines. The results show that there are 320 evaluative instances. The evaluative instances are categorised into 135 instances of Judgment (89 negative and 46 positive), 97 instances of Affect (64 negative and 33 positive), and 88 instances of Appreciation (52 negative and 36 positive). The findings illustrate that the high frequency of negative evaluative instances in this poem has led to Judgment becoming the dominant attitudinal resource that establishes the poet’s moral stance towards the structural inequality and personal struggle inherent in the poem. This study examined how evaluative language establishes metaphors, repetitions, and symbols that convey the poem’s evaluative meanings and determine how the poem’s attitudes prompt the audience’s emotions and values regarding social injustices. This study, therefore, demonstrates that Appraisal Theory offers a systematic framework for analysing evaluative stance in isiXhosa poetry and advances African literary linguistics and evaluative stylistics.
Copyright (c) 2026 Thulani Simayile (Author) https://creativecommons.org/licenses/by/4.0
Investigating the use of Artificial Intelligence (AI) Tools in Blended Learning for ECP Students Post-COVID-19: Case Study Rural University in Eastern Cape
The role of artificial intelligence (AI) tools in blended learning has become increasingly significant in the post-COVID era. However, challenges were identified in implementing AI integration in the educational sector, which include integration with existing learning management systems, technological literacy, and data security and privacy. The integration of AI tools in blended learning has the potential to revolutionise education in the post-COVID era. The aim of this study is to investigate the use of artificial intelligence (AI) in blended learning for Extended Curriculum Program (ECP) students at the historically disadvantaged institution in the Eastern Cape in the post-COVID-19 era. This research employs qualitative methods as its adopted methodology, involving interviews with final-year ECP students for data collection through focus group discussions. Therefore, the collected data is analysed using NVivo Software to examine the findings. The findings consist of students' use of AI tools for learning and general experiences with AI usage. Furthermore, leveraging AI, educators can create more personalised, engaging, and effective learning experiences that cater to the diverse needs of students. In conclusion, it is crucial to address the challenges associated with AI implementation as mentioned above. In addition, it is better to ensure that all tools are used responsibly and ethically to enhance education more effectively rather than hinder it in the post-pandemic world.
Copyright (c) 2026 Oluwatosin Bamigboye, Ninanna Amahle, Siphokazi Mayekiso, Sihle Zulani (Author) https://creativecommons.org/licenses/by/4.0
Learning Biology Beyond the Classroom: The Role of Farms, Wetlands, and Markets in Senior High Schools in the Effutu Municipality
The aim of teaching the subject of biology is to enable students to perceive the living systems in their day-to-day socioeconomic environments. Nonetheless, the teaching in most high schools is still mostly classroom and textbook-based and does not offer students the opportunity to relate the abstract concepts of biology with the real world. This paper explored the importance of farms, wetlands, and local markets as natural learning classrooms in the development of biological concepts among senior high school students in the Effutu Municipality, Ghana. The study was based on Experiential Learning Theory, Constructivism, and Place-Based Education; its design was a convergent parallel mixed-methods approach. A structured questionnaire was used to gather quantitative data about the 100 biology students based on their exposure to outdoor learning environments and their conceptual knowledge, and a semi-structured interview was used to generate qualitative data on 16 biology teachers. The quantitative data were analysed through descriptive statistics, and the qualitative data were analysed in the form of a theme. The results have shown that the students indicated improvement in their knowledge regarding plant development, animal rearing, environmental interactions, and human-environment relationships when learning activities were done in farms, wetlands and marketplaces. Teachers also saw these environments as having pedagogical value in enhancing student engagement, motivation and understanding of concepts. Nevertheless, the size of the classes and the insufficient time for instruction, safety, and institutional support limited the regular integration of outdoor learning. There was no significant barrier to the willingness of the community to host school visits. The paper concludes that the underutilised but valuable pedagogical resources include farms, wetlands, and markets and suggests specific institutional support, flexibility of the curriculum, and professional growth of teachers to maintain place-based experiential learning of biology.
Copyright (c) 2026 Philip Ebo, Michael Gyaketey (Author) https://creativecommons.org/licenses/by/4.0
Educators’ Awareness and Opinions on the Implementation of Competence-Based Assessment Methods in Tanzania
Over the past few decades, Tanzania has implemented significant educational reforms to shift from content-based to competence-based teaching and learning (CBTL) to equip learners with practical skills, knowledge, and attitudes relevant to real-life problem-solving. Central to these reforms is competence-based assessment (CBA), which emphasises the application of learning outcomes rather than memorisation. Despite strong policy commitment, evidence suggests that the implementation of CBA remains inconsistent across schools and higher learning institutions. This study explored educators’ awareness of competence-based assessment methods, their opinions on their effectiveness, the challenges encountered during implementation, and strategies for improvement. The study adopted a mixed-methods research design involving questionnaires and focus group discussions with educators drawn from selected Tanzanian institutions implementing competence-based curricula. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings revealed that although most educators were aware of competence-based assessment principles and acknowledged their value in promoting real-life skills, creativity, and critical thinking, significant challenges hinder effective implementation. These challenges included limited in-service training, large class sizes, inadequate resources, and time constraints, lack of clear assessment guidelines, teacher resistance, and limited administrative support. The study concludes that awareness alone is insufficient to ensure effective implementation of competence-based assessment. Strengthening professional development, improving resource provision, enhancing leadership support, and aligning assessment practices with national policies are critical for realizing the goals of competence-based education in Tanzania.
Copyright (c) 2026 Dr. Peter E. Mwamwaja, Mr. Chesko S. Tweve, Shadrack Mwakalinga (Author) https://creativecommons.org/licenses/by/4.0
Fostering Sustainability through Innovative Pedagogies: Faculty Community Engagement at one University in the Eastern Cape
This paper examines the role of innovative pedagogies in promoting sustainability through community engagement initiatives in higher education. As global sustainability challenges intensify, universities are uniquely positioned to contribute solutions by integrating sustainability principles into their curricula. This study examined the practices employed by faculty members at Walter Sisulu University’s former Faculty of Economics and Information Technology Systems (now the Faculty of Management and Public Administration Sciences) to address local sustainability issues through curriculum-linked community engagement. Using a qualitative research approach, data were generated from faculty activities, course outlines, and community projects to identify effective pedagogical strategies that enhanced student learning while benefiting local communities. Findings indicated that faculty members increasingly align their teaching methodologies with sustainability goals, promoting active student participation in community-orientated projects. These initiatives enrich the educational experience and empower students to become agents of change in their communities. This research underscores the importance of higher education institutions adopting innovative pedagogies that bridge academic knowledge with practical community needs, thereby fostering a sustainable future through education.
Copyright (c) 2026 Konwaba Klishi, Zandile Gqweta (Author) https://creativecommons.org/licenses/by/4.0
An autoethnographic enquiry as a novice academic in a higher education institution in South Africa
Currently, higher education institutions are facing multifaceted issues related to massification, curriculum decolonisation, and the integration of technology in teaching and learning. Therefore, through an autoethnographic approach, I document my experiences and academic identity development in relation to these three issues as a Black, female, novice academic in a South African university. The study highlights how structural and epistemic, gendered inequalities and dimensions are negotiated at the academic level, with emerging scholars required to navigate through these issues with minimal mentorship and guidance. The study also evidences that autoethnography can lend voices to the marginalised by encouraging professional development through continuous reflections. This study has significant implications for institutions to start recognising and addressing the several epistemic and structural inequalities that make it difficult for novices to navigate these spaces. Moreover, induction programmes should go beyond the typical format and start investing in sustainable mentorship programmes aimed at retaining and professionally developing emerging academics. Therefore, by situating these dynamics within a higher education context, this autoethnographic enquiry highlights the significant role that quality education, curriculum transformation, and technology play in our universities. The study recommends an inclusive curriculum design and the integration of digital tools to mitigate the impacts of massification, while also promoting collaborative learning.
Copyright (c) 2025 Ntombifuthi Precious Nzimande (Author) https://creativecommons.org/licenses/by/4.0
Strategies for controlling bullying in High Schools in South Africa
This study explores practical strategies for controlling bullying to enhance the school environment in a selected high school within the Chris Hani West District. Bullying remains a pervasive issue in educational settings, profoundly impacting students' psychological well-being, academic performance, and overall school climate. This research employs a mixed-methods approach, incorporating quantitative surveys and qualitative interviews with students, teachers, and parents to identify the prevalence of bullying behaviours and the effectiveness of existing interventions. The findings suggest that fostering open communication and strengthening community partnerships can significantly reduce bullying incidents and enhance learners' experiences. Additionally, findings highlighted that implementing a buddy system can help mitigate bullying by ensuring students have someone to rely on during vulnerable periods, such as breaks. This study recommends designating safe spaces within the school for at-risk students, integrating social-emotional learning into the curriculum, and increasing adult supervision in common areas as further measures to mitigate bullying. This study advocates for a holistic and collaborative approach, engaging all stakeholders in creating a safer, more supportive educational environment. By drawing on best practices and evidencing successful interventions, this research aims to provide actionable recommendations that school administrators and policymakers can utilise to combat bullying in high school settings effectively
Bullying, School Environment, Learner Well-being, Anti-bullying Policies, Interpersonal Violence
Copyright (c) 2025 Godfrey Mutesasira, Sinovuyo Asandiswa Sakube (Author) https://creativecommons.org/licenses/by/4.0
Impact of Professional Learning Communities (PLCs) on Teacher Professional Development in Senior High Schools in the Effutu Municipality.
The research problem has been to analyse the role of Professional Learning Communities (PLCs) in teacher professional development in Senior High Schools in the Effutu Municipality. A qualitative multiple-case study approach was used to explore the lived experiences of teachers regarding PLCs in real situations in schools. A purposive sample of 35 participants, comprising 30 science teachers, 2 PLC coordinators and 3 head teachers, was selected. Semi-structured interviews and classroom observations were employed as the data collection methods. The results indicated that PLCs have a significant impact on teacher professional growth in terms of collaborative learning, mutual teaching practices, improved lesson planning, reflective practice, mentorship, and the integration of technology. The teachers testified to increased confidence, enhanced collegial relationships, and improved classroom delivery. Also, the classroom observation worked in support of teachers who were actively involved in PLCs, stating that there was more engagement of learners and the increased quality of instruction provided by teachers. Another positive impact of PLC activities on student learning identified in the study was in schools where collaboration and reflection were well-organised and practised. Nevertheless, several obstacles hinder successful PLC implementation, including the lack of technological and teaching materials, time constraints, heavy workloads, unequal leadership contributions, staff resistance to change, a lack of enthusiasm among teachers, and insufficient time to reflect on the meeting results. These limitations undermined the teamwork and restricted the transfer of the PLC conversations to the classroom setting. The research suggests more investment in technological and teaching materials, better scheduling to safeguard PLC time, and better leadership engagement to maintain a collaborative culture. These systemic barriers should also be addressed to make PLC a more effective and sustainable means of teacher development and better instructional practice in Ghanaian secondary schools.
Copyright (c) 2025 Rosemary Naana Kumi-Manu, Philip Ebo (Author) https://creativecommons.org/licenses/by/4.0
The burden and impact of COVID-19 on restaurant employment within the Mthatha District, Eastern Cape Province, South Africa
The study examined the impact of the coronavirus disease on employment in the restaurant industry in the Mthatha District, Eastern Cape Province. The primary aim of the study was to investigate the impact of the coronavirus disease on employment contracts for restaurant workers. Additionally, the study aimed to investigate the roles of employers and the government in mitigating the pandemic's impact on restaurant workers. The study adopted a quantitative approach, and a cross-sectional survey of 75 employees from five restaurants was analysed using descriptive statistics, factor analysis, correlations, and multiple linear regression. The findings revealed that COVID-19 led to a high number of workers' contracts being terminated and perceived non-compliance with employment contracts, while government and employer measures were not sufficient to protect livelihoods. Correlation and regression analyses showed no statistically significant associations between perceived government or employer interventions and the perceived impact of COVID-19 on employees. The study recommends that employers should uphold labour and contract standards, communicate transparently with staff, and support workers in accessing available benefits. The government must strengthen labour enforcement and simplify access to relief schemes to ensure that employees receive support and understand their rights during times of crisis. Furthermore, more effective crisis-response strategies are also needed to protect vulnerable employees in future disruptions between the government and employers.
Copyright (c) 2025 Luvuko Nkwenkwe, Msizi Mkhize, Lawrence Abiwu, Sachin Suknunan (Author) https://creativecommons.org/licenses/by/4.0
Social Media Learning Work Groups for Youth Skills Development in Agricultural Learnership Programs
Social media has prompted researchers to reconsider how we teach and train within educational research discourse. It is essential to investigate and understand how social media platforms contribute to the teaching and learning process. These platforms offer various functions, such as creating groups via smartphones, which are used to gather learners attending the same classes and are expected to perform the same tasks. In youth skills development programs, like learnerships for agricultural courses, many participants have little to no prior agricultural education. This paper examines the importance of social media work groups for young learners in such programs. Initially, learners often feel confused about what they are being taught. The introduction of social media work groups has created an environment where learners can share and review information collaboratively. These groups turned out to be both enjoyable and effective tools for reinforcing training content and motivating learners to continue. They also serve as educational and social platforms, helping learners develop social skills. The study clearly shows that social media work groups foster a sustainable learning environment during agricultural learnerships. It recommends further research into the ethical and sustainable use of social media work groups in education, as well as ways to improve their integration into teaching and learning processes.
Copyright (c) 2025 Tshepo Teele (Author) https://creativecommons.org/licenses/by/4.0
Editorial: Shaping the Landscape of African Education through Research and Innovation
This editorial introduces the inaugural issue of the Innovative Journal of African Education (IJAE), situating it within the broader mission of advancing transformative, inclusive, and technologically responsive educational scholarship across the continent. The journal emerges at a critical juncture when African education systems confront rapid technological shifts, persistent inequities, and the urgent need for culturally relevant pedagogies. As a scholarly platform, IJAE seeks to bridge the gap between research, policy, and practice by fostering interdisciplinary dialogue that reflects Africa’s unique educational realities while engaging in global debates on innovation and equity. The editorial reflects on the journal’s focus and scope, its commitment to academic integrity, and its role in shaping future research directions in areas such as digital transformation, teacher professional development, inclusive education, and policy reform. Thus, by amplifying African scholarship, IJAE aspires to contribute meaningfully to the reimagining of education for a just, sustainable, and knowledge-driven society.
Copyright (c) 2025 Sakyiwaa Boateng (Author) https://creativecommons.org/licenses/by/4.0
Examining teachers’ experiences of cultural diversity within a school setting: A Case study of a school in Chris Hani District in South Africa
In an increasingly globalized world, teachers face the challenge of fostering inclusive learning environments that accommodate diverse cultural backgrounds, yet many struggle due to inadequate training and awareness, potentially leading to misunderstandings and exclusion. This interpretive qualitative case study explores teachers’ experiences of cultural diversity within a South African school, aiming to understand their role in promoting inclusivity and how their cultural identities shape their attitudes and behaviours toward diverse learners. While cultural diversity enriches classrooms by fostering respect and broadening perspectives, this study highlights a critical gap in the literature: the lack of nuanced research on how teachers’ personal beliefs about diversity impact their classroom practices and the overall inclusivity of learning environments. Employing a qualitative case study design, the research focused on a purposively sampled group of teachers and a principal in the Chris Hani District, South Africa. Data were collected through semi-structured interviews, classroom observations, and document analysis, with thematic analysis applied to identify key patterns in teachers’ experiences. Triangulation, member checking, and peer debriefing ensured methodological rigour. The findings reveal that while educators overwhelmingly value cultural diversity, they often lack the training to navigate its complexities effectively, sometimes resulting in unintended exclusion or misunderstandings. The study underscores the urgent need for targeted professional development programs to equip teachers with culturally responsive strategies, ultimately advocating for systemic changes that support equitable and inclusive education. By bridging the gap between theory and practice, this research contributes to the broader discourse on multicultural education, offering actionable insights into the challenges and opportunities of teaching in culturally diverse classrooms.
Copyright (c) 2025 Lukhanyo Mbashe, Samson Matope (Author) https://creativecommons.org/licenses/by/4.0
Student Perceptions of Utilisation of Learning Management Systems and Blended Learning
This study explores university students’ perceptions of Moodle and blended learning at a selected South African university, using on the Technology Acceptance Model (TAM). Given the rapid adoption of Learning Management Systems (LMS) in higher education, especially in digitally disadvantaged settings, understanding students' attitudes towards Moodle’s usefulness, ease of use, and overall intentions to engage with e-learning platforms is crucial. Using a cross-sectional survey design, data were collected from 834 students of level one to honours via an online Likert-scale questionnaire, and results were analysed descriptively. Findings indicate that students generally perceive Moodle as a useful and accessible tool, particularly for accessing course materials and enhancing the learning experience. However, many first-year students experience digital literacy challenges, highlighting a need for targeted interventions. The study’s implications suggest that historically disadvantaged universities could enhance student engagement and academic success by offering tailored digital support and refining LMS integration strategies. These insights contribute to a broader understanding of the digital divide and underscore the need for inclusive educational technology practices in higher education.
Copyright (c) 2025 Tshepo Rabotapi, Zanoxolo Dlamini, Zikhona Macibela, Sanele Mpisi, Minentle Nkebane (Author) https://creativecommons.org/licenses/by/4.0
Education Financing and the Provision of Quality Education in Catholic Church-Founded Primary Schools in Uganda
This study investigated the effect of education financing on the provision of quality education in Catholic Church founded primary schools in Uganda. Specifically, the study investigated the effects of financial stability, fund utilisation, and school governance on the provision of quality education in Catholic Church founded primary schools. A mixed methods approach was followed under the cross-sectional survey research design. A total of 260 respondents, composed of Head teachers, teachers and school bursars, participated in the study. Data was collected using a self-administered questionnaire and interview guide. Data analysis was done with the aid of STATA 14 to obtain both descriptive and inferential statistics. The study findings revealed that financial stability (r = .704; p<.01), funds utilisation (r = .577; p<.01), and school governance (r = .634; p<.01) are all significantly related to the provision of quality education. Collectively, the predictor variables explain 56 % of the variation in quality education provision in primary schools. It is concluded that financial stability and school governance are instrumental in the provision of quality education. It is recommended that primary schools strengthen their funding avenues and governance practices for improved quality education provision. This study contributes to the understanding of some of the key determinants of quality education provision in primary schools in Uganda.
Copyright (c) 2025 James Kizza, Sylivia Nassozi, Nakku Maria Elizabeth Mirembe, Pontious Mukasa Mubiru (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Transformative Impact of Digital Technologies on Higher Education in South Africa
Digital technologies are revolutionising higher education and reshaping institutional operations, including teaching and learning in South Africa and across the globe. In South Africa, the COVID-19 pandemic accelerated the process, forcing most Higher Education Institutions (HEIs) to adopt hybrid learning models as an alternative to traditional face-to-face approaches. Using a qualitative research paradigm, this contextual study examines the position of digital technologies as change-agents for the South African higher education system. The study utilizes content analysis to explore the benefits and limitations of employing digital technologies. Findings reveal that digital technologies have contributed immensely to teaching and learning by streamlining things, offering better access to educational materials, lowering the cost of operation, and improving education quality in general. Despite having such advantages, there are several unresolved issues, i.e., inadequate digital infrastructure, uneven deployment of dependable internet and devices, variation in digital competency among students and staff, and concerns about honesty in virtual exams. These issues are significant hurdles to realizing the benefits of digitalization in higher studies. In order to address these issues, the study recommends that HEIs emphasize digital inclusion through the growth of infrastructure, improved access to the internet, and ongoing digital literacy skills for students and employees. It also emphasizes the importance of developing efficient online examination strategies and policies for academic integrity. The study concludes that effective digital transformation in South African tertiary education calls for action from all the stakeholders involved in developing a digitally empowered ecosystem that enables all stakeholders with the necessary skills, tools, and support needed to thrive in the 21st century.
Copyright (c) 2025 Everjoy Chipo Makazhe (Author) https://creativecommons.org/licenses/by/4.0
Transforming Rural University Learning Spaces: Integrating Technology in Traditional Lecture Halls for Equitable Education
This study investigates integrating digital technologies inside standard classroom environments at a resource-constrained rural South African university to enhance equitable education. Drawing from the Technology Acceptance Model (TAM), Constructivist Learning Theory, and Diffusion of Innovation (DOI) Theory, this quantitative study examines perceptions and effectiveness of technology integration through structured questionnaires completed by 167 participants (students, lecturers, and support staff). Statistical analyses (Pearson correlation, ANOVA, regression) revealed significant relationships between the perceived usefulness of technology and student engagement (r = 0.63, p < 0.01), alongside notable group differences (F(2, 164) = 7.34, p < 0.001). Despite positive attitudes, hurdles such as inadequate infrastructure, constrained training, and insufficient institutional support were identified. The study concludes with strategic policy recommendations to address the barriers and foster sustainable technological integration.
Copyright (c) 2025 Sibonise Mabengwana, Benjamin Seleke, Nixon Teis (Author) https://creativecommons.org/licenses/by/4.0