In the study reported on here we investigated how transformative pedagogical approaches involving geographical information systems (GIS) could support the transition from traditional STEM (science, technology, engineering, and mathematics) to a more integrative STEAM model in which the A refers to the arts, used here as an umbrella term that also encompasses humanistic perspectives. While the STEM framework has received extensive attention over the past decade – particularly in relation to teaching practices, learning outcomes, and assessment methods – ongoing debates about its disciplinary boundaries and its capacity to address complex socio-environmental challenges have stimulated a shift toward STEAM, which recognises the value of artistic and humanistic ways of knowing alongside scientific inquiry. Using a systematic literature review of peer-reviewed publications on GIS, STEM and STEAM education published between 2014 and 2024 and indexed in major education and geography databases (such as Scopus, Web of Science, Education Resources Information Center [ERIC] and Google Scholar), we map international trends and identify the countries and regions represented, including work emerging from Sub-Saharan Africa. The analysis highlights the potential of geography, and specifically GIS, to act as a conduit for designing integrative learning experiences that connect spatial analysis with creative and critical engagement. The findings suggest that GIS-supported teaching designs can enhance students’ spatial reasoning, critical thinking and creative expression, thereby deepening cognitive engagement in STEM subjects while foregrounding contextual, ethical and cultural dimensions more typically associated with the arts. In turn, this GIS-mediated integration of arts and STEM aligns with global imperatives such as the Sustainable Development Goals (SDGs) and responds to context specific educational priorities in South Africa, offering concrete pathways for operationalising STEAM in school and higher education settings.

Computational thinking (CT) has increasingly been recognised as a fundamental competency in 21st-century education. In response to the growing significance of CT, with this study we aimed to systematically review the development of research on CT in science education by employing bibliometric analysis to examine 337 research papers using VOSviewer and Bibliometrix as analytical tools. The focus was on the topic of CT within the Scopus database from 2013 to 2022. The descriptive data analysis showed a noticeable increase in the significance of CT as a research area within science education in the past 10 years. Co-occurrence knowledge maps revealed 4 principal research themes and their development trajectories. Content analysis indicated that problem-solving and the CT domain were the most examined variables in the articles. We found that technology applications were the most preferred types of learning as academic achievement is highly influenced by CT practices.

Corporal punishment was banned in Zimbabwean schools in 2013 and replaced by alternative disciplinary measures. Literature shows that detaining students after school, manual labour, suspension, and exclusion are inappropriate disciplinary measures and can lead to violence, hostility, and discord among teachers, students, and parents. In this article we report on a study in which indigenous parenting approaches that may be applied to address disciplinary difficulties in primary schools in Zimbabwe, which may have worldwide implications, were investigated. A qualitative and instrumental case study design was employed with in-depth interviews and focus group discussions with participants. Twelve general teachers, 2 guidance and counselling teachers, 2 educational psychologists, 4 parents, and 12 Grade 7 students were purposely sampled. Indigenous knowledge systems and Africanisation theory provided theoretical insights. The findings demonstrate that indigenous parenting approaches in which traditional folktales and proverbs, rapport-building strategies, praise and rewards are applied could help to maintain positive student conduct in primary schools in Zimbabwe. These findings could be relevant to schools worldwide. We recommend incorporating indigenous parenting methods into teacher-training curricula in teacher colleges and universities.

Education in a country hosting many refugees has its own unique dynamics and challenges. A long settlement process for multinational refugees has continued in Türkiye for many years and several concerns related to their education have emerged. With the study reported on here we aimed to highlight the perspectives of academics and teachers regarding the general and educational challenges faced by refugees, the policies in Türkiye related to refugees’ education and their own suggestions for addressing these issues. The study was designed as phenomenological research with the study group consisting of 4 academics (from a faculty of education) and 4 primary teachers who work with refugee students. A semi structured interview form was used to collect the data and the participants were interviewed for approximately 15 to 25 minutes. The interviews were transcribed and analysed using content analysis. The results show that adaptation, uncertainty, and unplanned settlement are the most crucial problems stated by the participants. Another important point emphasised was that strong policies concerning the education of refugees in Türkiye should be well structured. Furthermore, we found that these students should be supported and treated with care, empathy and understanding. Discrimination or isolation should be eliminated. In addition, the teachers should be supported in many ways (e.g. language support, psychological support, et cetera.)

With this quantitative study I aspired to explore how restorative justice practices, in collaboration with community partnerships, can foster equitable learning outcomes in schools. In South Africa, where the legacy of apartheid is still entrenched in the education system, restorative justice offers a critical pathway for healing and reconciliation. By engaging with local communities and amplifying learner voices, schools can work towards a more inclusive and equitable learning environment, one that acknowledges the historical and ongoing struggles faced by marginalised groups. Using a survey design, I collected data from 400 high school learners and 100 teachers from 4 schools (2 urban and 2 rural) in South Africa. The findings show that rural schools that use community partnerships and resources are more likely to provide learners with real-world learning experiences that reflect their local context, leading to improved academic achievement and increased learner engagement. The results have implications for educational policy and practice, indicating that schools can play a pivotal role in fostering equitable learning outcomes by engaging with their local communities and adopting restorative justice practices.

The main purpose of the study reported on here was to examine the relationship between mathematics anxiety, motivation to learn mathematics, and students’ attitudes towards the subject. We also investigated whether differences in mathematics anxiety, learning motivation, and attitudes towards mathematics existed due to gender or class. The Fennema-Sherman mathematics anxiety scale, the motivation towards science-learning questionnaire, and the attitudes towards mathematics inventory were completed by 880 secondary school students. In this study, the descriptive correlational approach was used to analyse the study data descriptive statistics. The 2 coefficients, ANOVA and Pearson correlation, were used. The mean score for mathematics anxiety among boys was higher than for girls, with no difference due to class. The mean score for motivation to learn mathematics was higher among girls than boys, with no difference in the mean score for motivation to learn due to class. No differences were found in the mean scores of attitudes towards mathematics due to gender or class. Finally, the results show a negative relationship between mathematics anxiety and motivation to learn mathematics, but no negative relationship between mathematics anxiety and attitudes towards mathematics was found. We recommend that other variables related to mathematics anxiety, such as academic self-efficacy or achievement goal orientation should be studied.

Despite decades of research conducted into literacy and numeracy skills there is a dearth of research outlining the combination of inference-making comprehension skills in mathematics. With South Africa’s fragile economy and education in crisis it is vital that something is done to address these injustices. The purpose with this study was to address the reading comprehension and mathematics challenges in Grade 10. A conceptual framework was used to identify the core constructs to answer the research question: What are the experiences of teaching inference skills to 3 Grade 10 financial mathematics learners during a 10-week intervention programme (IP)? We focussed on 3 Grade 10 learners, LA, LB and LC, in financial mathematics (mathematical literacy) in an urban school in the Western Cape. A quasi experimental study was employed utilising a case study design within an interpretivist paradigm. Data collection tools included interviews, observations, document analysis and pre- and post-tests which were used for both inductive and deductive data analysis. Evidence from the study show that the 10-week IP had a positive impact on the 3 learners’ understanding of inference skills and their ability to think more critically about the financial mathematics problem sums (hereafter, problems). We conclude that if teachers intentionally set out to juxtapose literacy strategies with the teaching of mathematics it can improve learners’ marks. We argue that the explicit teaching of inference comprehension strategies assisted 3 at risk Grade 10 learners to develop critical thinking skills giving them a better understanding on how to solve Grade 10 financial literacy mathematics problems.

Shortly after the outbreak of the COVID-19 pandemic, research into the optimal strategies for promoting emergency remote teaching (ERT) had increased. These studies were extremely important since they alerted policymakers to take serious steps to promote readiness for ERT. The aim with this study was to determine the ERT experiences as reported by high-school teachers in Saudi Arabia. I used a mixed-mode design in which both quantitative and qualitative methods were used. I collected the data using a questionnaire on the teachers’ experiences during the COVID-19 pandemic, and focus-group discussions to get information about the best practices to promote readiness for ERT. The participants of the study were 373 high-school teachers working in Asir region schools in Saudi Arabia. Of that number, 12 teachers were randomly selected and divided into 2 focus groups of 6 participants each. The findings show that teachers reported negative and positive teaching experiences during the pandemic. In addition, 3 major themes with regard to the best practices for ERT emerged from the focus-group discussions: instructor-related practices, technology-related practices, and student-related practices. In the conclusion I refer to a few major matters that need to be emphasised to promote readiness for ERT.

A variety of approaches to teaching English First Additional Language (EFAL) to Grade 6 learners affects how learners are involved, understand, and perform academically during assessment. In the study reported on here, we looked deeper into how teaching styles affect Grade 6 EFAL learners, referring to involvement, comprehension, and assessment. A qualitative approach, classroom observations, open-ended questionnaires and focus group interviews were applied. Participants (teachers and Grade 6 learners) shared their insight on the 3 major focus points: involvement, comprehension, and assessment. Classroom observations gave clear insight into how these focus points were affected by different teaching styles. Various teaching styles provide learners with different ways to grasp EFAL concepts. The findings indicate that learner involvement was clearly enhanced by discussions in class, while visual aids and exercises improved comprehension and interest. Diverse teaching styles accommodate learners with different learning preferences. To maintain the various teaching styles in keeping with learners’ different ways of learning, teachers need to attend training sessions to find optimal performance and improve outcomes, which include the design of a formal assessment (FA) aligned with the different teaching styles. Embracing different ways to instruct EFAL in Grade 6 may lead to deeper involvement, comprehension, and assessment.

With this study we examined the challenges that impeded effective professional development (PD) provisioning and the strategies for improvement of 211 practitioners spread across 45 early childhood care and education (ECCE) centres. The main research question that guided the study was: What are the professional development needs of ECCE practitioners in disadvantaged communities of the Motheo district of South Africa? A convergent mixed methods research design was followed, with a questionnaire supplemented by semi-structured interviews. We used SPSS Version 25 to analyse the quantitative data collected. The qualitative data were analysed thematically. The main themes were arranged according to the challenges confronting the effective provision of PD to early-year practitioners and the strategies to facilitate the provision of their PD needs. An analysis of practitioners’ responses revealed the challenges experienced by and the views of ECCE practitioners. These included, among others, barriers to ECCE provision such as budget constraints, lack of PD training opportunities, and fostering greater stakeholder engagement with institutions of higher learning to provide PD. We recommend the development of PD training tailored to the needs of practitioners, a partnership between government and training providers, and increased financial support for the ECCE sector to aid PD. The study provides knowledge and understanding of professional development in marginalised communities through the identification of key challenges and providing insights to inform stakeholders on training opportunities and needs.