This pilot study explores the didactic models that guide Chemistry teaching in Namibia, focusing on how teachers balance transmissive and inquiry-oriented approaches within postcolonial educational realities. A diagnostic survey was conducted with 10 secondary school Chemistry teachers, using a questionnaire structured around five teaching dimensions—objectives, content, learner conceptions, methodology and assessment. The instrument also included a self-evaluation of teachers’ knowledge regarding contextualisation, the Science–Technology–Society approach, inquiry-based instruction and interdisciplinarity. The analysis revealed a predominance of hybrid models that merge traditional and constructivist practices. Rather than indicating theoretical confusion, these mixed orientations reflect adaptive responses to systemic constraints such as Eurocentric curricula, limited resources and fragmented teacher education. Although teachers demonstrated confidence in contextualised, socially relevant teaching, they reported weaker mastery of interdisciplinary and inquiry-based methods. As a pilot investigation, the study provides an initial basis for broader research and demonstrates the applicability of Pérez’s didactic framework for analysing Chemistry teachers’ stated conceptions in the African context.

Many in-service teachers lack pedagogical skills such as active teaching methods and content knowledge like technology. A teacher professional development (TPD) workshop on process-oriented guided inquiry learning (POGIL) was carried out among 18 consenting high school Physical Sciences teachers in Mafikeng, South Africa. The objective of the TPD was to enhance active teaching and learning. After the TPD, four consenting teachers were conveniently and purposively sampled to investigate their experiences on implementing the POGIL method in four schools using the worksheets provided. Data were collected using observations during the TPD workshop and using face-to-face individual open-ended interviews with the four teachers. Utilising cultural–historical activity theory as a framework, the findings indicate a contradiction between the intended objective and what was observed after TPD intervention. Most of the teachers who participated in the current study did not implement the lessons from the intervention after the agreed time. Three sub-themes were identified as challenges for not implementing the skills from TPD, namely, personal opinions, teacher’s duties and institutional pressure. Among other challenges, the participants complained that universities introduce to them numerous teaching methods that they do not find useful in their classrooms. They complained of the long teaching plan and the pressure in preparing learners for examinations using direct teaching methods. The study recommends an assessment of the needs and challenges of practising teachers before implementing any professional development initiative.

This study explores conceptual understandings of DC circuits among first-year physics students at a South African university, using the Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT). Motivated by South Africa’s poor national and international performance in science assessments, and specifically challenges in electric circuits, the research identifies correct and alternative conceptions prior to tertiary instruction and highlights pedagogical and curricular gaps in high school education. A purposive sample of 815 students across diverse academic programmes — Engineering, Health Sciences, Physical Sciences and the Extended Program — was drawn to reflect South Africa’s linguistic, socio-economic and educational diversity. Engelhardt and Beichner’s (2004) conceptual model, which classifies understanding into four outcomes (physical aspects, current, energy and potential difference), informed the study. Findings reveal that over half of the students struggle with foundational concepts, particularly with understanding voltage in parallel circuits and the microscopic nature of current. These insights can guide improvements in science teaching, curriculum planning and university-level instructional design.

The aim of Science education is scientific literacy, and how it could impact on people’s worldviews. The aim of this paper is to investigate the representation of Indigenous Knowledge (IK) in the further education and training phase, that is, Grades 10–12, of the Life Sciences Curriculum and Assessment Policy Statement (CAPS), published in 2012, and the National Curriculum Statement (NCS) of 2002. Document analysis was used as an instrument for data collection. The content of the policy documents was divided into four knowledge strands for all three grades under consideration, and then interpreted using thematic analysis to uncover meanings in the documents. The study found that both CAPS and NCS documents had IK embedded in them and that the curriculum mandates teachers to integrate IK with Life Sciences. However, the way teachers could do this was not evident in the policy documents. The value of this analysis in Science education is to promote an indigenised curriculum that aligns with local culture while supporting the preservation of indigenous knowledge.

The persistent underperformance of South African learners in primary mathematics underscores the limited effectiveness of initial teacher education in equipping pre-service teachers (PSTs) with strong mathematical knowledge for teaching. Recent national initiatives, such as the Mental Starters Assessment Projectand the subsequent Mental Maths Work-Integrated Learning project, have sought to strengthen PSTs’ pedagogical content knowledge by foregrounding mental strategies. Within this trajectory, jump strategies (JS), involving counting in tens, jumping in tens, and jumping to a multiple of 10, have emerged as a critical focus area, yet PSTs’ conceptual grasp of these strategies remains uneven. This study analyses pre- and post-test data from 43 PSTs who completed an eight-lesson intervention on JS, using an embedded explanatory sequential design. Results revealed strong baseline performance with jumping in tens but persistent difficulties with jumping to multiples of 10 and coordinating strategies within start- and change-unknown tasks. These findings highlight the promise and limitations of short-cycle interventions and the need for sustained focus on relational reasoning, language and number lines in preparing PSTs to teach foundational numeracy.

This study develops a contextually relevant robotic concept-based framework (RCF) for integrating robotics into secondary chemistry teaching, illustrated through the cases of stoichiometry and titration. The framework is designed for resource-constrained South African classrooms where limited laboratory access restricts practical experimentation and learner engagement. A systematic review following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines identified 17 peer-reviewed studies drawn from Scopus and Web of Science informing the construction of the RCF. Four interlinked dimensions were identified: pedagogical design, technological infrastructure, teacher development and support, and contextual adaptability. The framework aligns with constructivist and inquiry-based learning principles by embedding robotics into both deductive and inductive learning pathways. These pathways allow learners to interact with and visualise abstract chemical processes through hands-on and virtual experimentation. The RCF promotes conceptual understanding, learner motivation, and engagement, while developing computational and problem-solving skills. Illustrative lesson designs and an Arduino-based titration model demonstrate its adaptability across diverse classroom contexts. The framework provides a scalable, evidence-based approach for enhancing chemistry instruction through robotics, bridging the gap between theoretical abstraction and experiential learning in under-resourced STEM environments.

This study examines how Indigenous Knowledge Systems (IKS) can be meaningfully integrated into mathematics education in Zambia to support decolonised and culturally responsive pedagogy. Situated within a post-colonial education system shaped by Eurocentric curricula, the research addresses the persistent marginalisation of local epistemologies and their implications for teaching practices. Guided by a decolonial and Afrocentric conceptual framework and informed by curriculum theory, the study employed a qualitative exploratory research design. Data were collected through semi-structured interviews, focus group discussions, classroom observations and policy document analysis with Indigenous knowledge holders, curriculum specialists, mathematics teachers and learners in selected secondary schools across Southern Province, Zambia. Using thematic analysis with an inductive approach, the study identified six key findings: recognition of the value of IKS; limited classroom integration; teacher preparedness and constraints; community perspectives on cultural relevance; learner perceptions; and weak policy curriculum alignment. While IKS was widely acknowledged as valuable, its integration was constrained by rigid curricular structures, inadequate teacher training and the dominance of Western pedagogical norms. Learners often perceived mathematics as disconnected from their cultural realities, which undermined motivation and comprehension. The study recommends curriculum reform, culturally responsive teacher education and inclusive policy frameworks that actively engage Indigenous communities. These measures are essential to transform mathematics education into a more contextually meaningful and empowering experience for Zambian learners.

The updated Namibian mathematics curriculum presents new prospects for improved educational outcomes, but its effectiveness hinges on the efficacy of the support structures provided to teachers to implement it in the classroom. This study examines the advantages of the revised mathematics curriculum in Namibia and the academic support that was provided to teachers to facilitate the effective implementation of the new programme in the Ohangwena region of Namibia. This is a qualitative case study of seven secondary schools in the Ohangwena region. Data were collected from seven purposively sampled Maths, Science and Technology Education department heads and seven mathematics teachers, using a semi-structured interview guide. The data collected were analysed thematically, using NVivo 14 software. The study discovered that the benefits of updating Namibia’s mathematics curriculum included that it promotes learners’ critical thinking skills, it is more inclusive by allowing all learners to access all levels of mathematics and the curriculum has been benchmarked to ensure alignment with national and international standards. The study also revealed that mathematics teachers were enabled to implement the new programme through the provision of training workshops, the availability of expert support and resources through the social media platform, WhatsApp and other educational resources. In general, the study’s emphasis on teacher support may contribute to the Ministry of Education of Namibia giving consideration to increasing the financial and resource distribution to schools. The findings of the study may also assist policymakers and curriculum developers in drafting improved future policies.

This study explores the experiences of teachers and students engaged in teaching and learning mathematics using Nigeria’s major indigenous languages—Hausa, Yoruba and Igbo. In a context where English dominates as the medium of instruction, many students face significant challenges owing to linguistic mismatches, particularly in mathematics, where conceptual clarity is critical. Using a qualitative design, in-depth interviews were conducted with teachers and students to examine the effects of local language instruction on students’ comprehension, engagement and confidence. Findings reveal that teaching mathematics in native languages enhances conceptual understanding, reduces anxiety and promotes active participation. Cultural relevance also emerged as a key factor, as familiar examples and language use helped students connect abstract mathematical ideas to real-life experiences. Despite these benefits, challenges such as the absence of standardised mathematical terminology and limited teaching resources in indigenous languages persist. The study underscores the need for bilingual instructional models and culturally responsive teacher training. It offers practical insights for educators and policymakers seeking to bridge language barriers and improve equity and learning outcomes in multilingual classrooms. Integrating local languages into mathematics instruction can be a transformative step towards inclusive and effective education in linguistically diverse settings.

This qualitative longitudinal study explores how rural teachers are empowered to integrate Indigenous knowledges (IK) and technology in their teaching practice. Guided by an empowerment evaluation approach, a cohort of eight rural South African teachers participated in an 18-month professional development intervention focused on integrating IK and technology into the curriculum. Qualitative data were collected through semi-structured interviews, written reflections and workshop discussions and analysed using thematic analysis. The findings indicate an evolution in teachers’ perceptions and practices: initially, many teachers were hesitant and unsure how to integrate local Indigenous knowledge and technology, but over time, they grew more confident and agentive in designing culturally relevant and tech-supported lessons. Moreover, teachers reported enhanced self-efficacy and observed increased learner engagement when IK was authentically integrated, though they also highlighted ongoing challenges such as limited resources (like technology) and contextual constraints. This study contributes to understanding teacher empowerment in resource-constrained environments by providing rich, qualitative perceptions into the process of change. The findings underline the need for teacher capacity-building that is contextually grounded and attentive to Indigenous knowledge and teacher agency. Practical implications include the need for sustained, reflective professional development and supportive infrastructures to enable rural teachers to innovate in their classrooms. Future research should build on these qualitative findings to further explore long-term impacts on both teaching practice and learner learning, and to refine models of teacher empowerment in diverse educational settings.