South African higher education is characterized by profound cultural and linguistic diversity, shaped by historical inequality and unequal access to educational resources. Within these contexts, intercultural competence is often assumed to develop through exposure alone; however, such exposure may coexist with comfort zones that limit deeper understanding. This manuscript adopts an Intercultural Positive Autoethnography (IcPosAE) to examine the development of intercultural competence across my life course, culminating in a critical incident during my role as a university tutor in a culturally and linguistically diverse South African institution. Drawing on autobiographical memory, reflexive narrative and positive reflexivity, the autoethnography traces my socialization within an Indian-Muslim household, early encounters with diversity, periods of cultural insulation, and the disruption of these assumptions through a tutoring encounter. Rather than framing this moment as an individual failure, the narrative situates the experience within broader dynamics of language, power, privilege, and institutional responsibility in higher education. Through thick description and analytic reflexivity, this manuscript aims to illustrate how discomfort and miscommunication can become sites of positive intercultural transformation.

Food insecurity affects the general student population worldwide. The prevalence amongst the student population is higher than what is reported for the general population. Food insecurity predisposes the affected students to a double burden of malnutrition, resulting in a weakened immune system, which may compromise physical well-being and mental health. Amongst the student population, these consequences affect concentration and performance at university. Thus, this study sought to determine the existence and extent of food insecurity amongst undergraduate students at a University in Mpumalanga. The study also aimed to gain insight into the impact of food insecurity through the perspectives and experiences of students. Due to its ability to provide a comprehensive understanding of a phenomenon, the study employed an explanatory sequential mixed-methods research approach, comprising an online survey and focus group discussions. The objective of this study was to determine the food security status of students and propose a framework for addressing their food security needs. Using two food security measures, the 6-item (USDA) food security measure indicates that most students (81%) were food insecure. The Australian 1-item food security measure also reveals that 71% of students were food insecure. Findings of the study also show that institutional factors such as failure to adhere to stakeholder and institutional policies, lack of food security programs, inadequate storage facilities at students’ residences, students’ background, such as limited financial support, including the absence of supplementary financial support from home are some of the factors that influenced students' access to food. These challenges compromised students’ emotional and physical well-being. Food insecurity negatively affects students' university experience, and when combined with malnutrition, it impedes students' persistence and academic success. This contradicts the South African government's objective of empowering impoverished students through a widened access to university. As outlined in the proposed food security framework, proper supplementary initiatives should be implemented to ensure food security amongst university students. Key words: food insecurity, food security framework, limited funding, University of Mpumalanga

ABSTRACT Contemporary feminist education is riddled with inequalities that place Western feminist theories and pedagogies at the centre of teaching and learning feminism, while African knowledges and pedagogies remain marginalized. This article draws on the experience of teaching African feminism at a South African university to offer some propositions on decolonizing feminist education. It suggests that the project of decolonizing feminist education at universities entails epistemological and pedagogical transformations that legitimate indigenous ways of being, knowing and learning. Reflective in nature, it argues that there is a need for a uniquely African feminist pedagogical framework that enables African feminist teachers to bring African women’s ontologies and epistemologies into the classroom. Ultimately, the article offers indigeneity and orality as core principles in African feminist pedagogy that foster a transformative feminist education, while affirming the need for ongoing reflection and action in decolonizing feminist education.

Introduction Research on HIV/AIDS remains a necessity as millions of people still live with the disease, and it continues to have a high impact on many communities in South Africa. To investigate knowledge of HIV/AIDS and stigmatisation of People Living with HIV/AIDS (PLWHA) amongst a sample of tertiary education students. Methods In this investigation, a quantitative approach was used with a cross-sectional survey design. The aim of the study was to investigate knowledge of HIV/AIDS and stigmatisation of PLWHA amongst a sample of tertiary education students. Data were collected using a questionnaire consisting of three sections. The first section collected demographic information. Thereafter, two standardised and validated survey tools were used, namely the HIV/AIDS Knowledge Scale (α=0.75) and the HIV/AIDS Stigma Scale (α=0.81). Results In this study (N=180), 59.4% were male and 40.6% female. Overall, 61% demonstrated adequate/good knowledge of HIV/AIDS, while 39% had poor/inadequate knowledge. Chi-square tests indicated no significant gender difference in knowledge (x 2 =0.25, p =0.05), but a significant gender difference in stigma was found (x 2 =3.95, p =0.01). Effect sizes were small to moderate (Cramér’s V=0.12–0.18). Discussion It must be noted that the cross-sectional design precludes causal inference. Findings are associations only and may be influenced by unmeasured confounding variables. Nonetheless, the study findings suggest that there are gaps in students’ knowledge about HIV/AIDS. This may explain that students with adequate to good knowledge pertaining to HIV/AIDS stigmatise PLWHA. This is because their overall knowledge about HIV/AIDS is likely to be incomplete, although generally good. Conclusion It is recommended that HIV/AIDS workshops on the campus take place, and more research in different educational contexts, such as schools, is required in South Africa.

ABSTRACT This study examines how institutional culture, power relationships, and the mutually formed associations among different social identities influence the experiences of staff about employment equity in a historically white university (HWU) in South Africa. The data were gathered using semi-structured face-to-face interviews among 67 academic and non-academic staff. The narrative data gathered were subsequently evaluated by way of thematic analysis that involved a detailed process of identifying, analysing, organising, describing and reporting the themes that were generated from the data. Findings revealed that institutional adherence to regulatory policies on employment equity and leadership commitment to changes to the institutional culture, structure, and perceived forms of exclusion are important to creating a welcoming environment for the diverse staff of the university. Furthermore, the study revealed that employment equity consists of intersecting social identities, power relations, ethics, and the influence of institutional culture on adherence to policies regarding employee recruitment. The study concludes that the scholarship of employment equity in South Africa should move beyond unidimensional narratives such as gender and race to include an intersectional approach that examines how different social identities contribute to the construction and reconstruction of the knowledge of employees about employment equity.

ABSTRACT This article examines how Technical and Vocational Education and Training (TVET) lecturers in a South African college conceptualise a humanising pedagogy within Work Integrated Learning (WIL) practices. Against a backdrop of high youth unemployment and persistent skills mismatches, the study considers how WIL might be reframed to support employability while fostering learner agency. Using a qualitative, critical design, five purposively selected lecturers drawn from the college’s five campuses participated in the study. Data were generated through participatory visual methods (collage-making and a modified Mmogo-method®) combined with semi-structured group discussions. Findings reveal that although lecturers seldom used the term ‘humanising pedagogy’, their practices often reflected its principles: learner-centredness, dignity, and responsiveness to students’ lived realities. The visual artefacts and narratives highlighted tacit and affective dimensions of pedagogy that interviews alone might miss. However, humanising practices were constrained by compliance-driven frameworks that emphasised logbooks, placements, and bureaucratic requirements. The study acknowledges that students’ perspectives were mediated through lecturer accounts, suggesting future research should include learner voices and direct observations. Overall, the paper argues that humanising WIL holds transformative potential by nurturing purpose, workplace readiness, and entrepreneurial imagination. It contributes to debates on vocational reform by offering context-responsive guidelines for socially inclusive WIL.

High blood pressure (BP) is becoming increasingly common among young adults, with university students representing a particularly vulnerable group, posing a growing public health challenge worldwide. The study explores the relationship between BMI and demographic characteristics related to elevated BP in this group, the study addresses a critical gap in local data and supports broader efforts to reduce the future burden of hypertension in South Africa. This study aimed to examine the association between BMI, demographic data, and elevated BP among university students in South Africa. A cross-sectional research study was conducted with university students. The researchers measured the participants' anthropometrics and BP and obtained their demographic data. Binary logistic regression was used to identify factors associated with elevated BP whilst descriptive statistics, t-tests and chi-square tests were used to profile the study's variables. The prevalence of elevated BP was 46.4%. Elevated BP was more common among males (51.2%) and among students aged 25years and older (58.9%). There was a significant association between BMI category and elevated BP, with students who were overweight showing an adjusted odds ratio (OR) of 1.98 (95% CI: 1.37-2.87), and students living with obesity showing an adjusted OR of 4.45 (95% CI: 2.73-7.27), compared to those with normal BMI. Additionally, pursuing a postgraduate degree and residing off campus were associated with increased odds of elevated BP. In contrast, being female was associated with lower odds of elevated BP (adjusted OR = 0.22, 95% CI: 0.16-0.31). BMI, gender, educational level, and residence are significant predictors of high BP among university students. Early intervention is necessary to prevent hypertension in students.

Gender-Based Violence (GBV) is a critical issue in South African universities, affecting students' access to safe and quality education. Despite universities’ reputations for inclusivity, societal expectations have made them less welcoming, and GBV cases continue to rise with insufficient policy enforcement. This study was motivated by the rising cases of GBV in South African universities. Drawing on social norms’ theory, the study aimed to identify the drivers, effects, and potential mitigation strategies for addressing GBV. The goal was to build a stronger basis for improving policies and creating safer, more inclusive university environments. A qualitative approach was used to gather secondary data from various sources, including journal articles, books, government documents, and news reports. The literature revealed that GBV in South African and other universities has sparked frequent protests centred on issues of sexual, physical, and emotional violence. Moreover, it was also highlighted that many students refrained from reporting GBV incidents due to concerns about stigma and the impact on their careers, with victims often facing anxiety, depression, and physical symptoms, which further impeded their participation in university life and restricted their educational opportunities. This study concluded that GBV restricted students' access to quality education and, if unaddressed, might lead to declining university enrolment. Thus, it recommended collaboration between universities, Non-Governmental Organizations (NGOs), and families to tackle GBV and called for a review of policies to improve enforcement and provide better protection for students.

Rationale of Study - This study analyses changing database usage trends among faculty in the Department of Economic and Management Sciences (EMS) at North West University (NWU) between 2023 and 2024, identifying patterns and factors influencing engagement to improve library services, optimise access, and enhance research support strategies. Methodology - This study used a quantitative case study design to analyse database usage statistics for EMS faculty at NWU over a two-year period (2023–2024). Data were collected from five major academic databases and processed using descriptive statistical methods to identify trends in search and download activity. The study focused on measuring usage patterns rather than user satisfaction, providing evidence-based insights to enhance library services and resource allocation. Findings - The study revealed a significant shift in EMS faculty database usage at NWU from 2023 to 2024, with searches declining from over 25 million to 1.77 million and downloads increasing from 248,134 to over 6 million. EBSCOhost remained dominant despite fewer searches, while Scopus and Web of Science saw increased engagement. The declining use of African Journals and Emerald Insight suggests the need for improved faculty training and resource allocation. Implications - The NWU library should enhance faculty training, improve access to underused resources, and adapt support strategies. Increased downloads highlight the need for continued investment in high-demand databases and user-driven resource optimisation. Originality - This study uniquely compares the usage of EMS faculty databases over two years, revealing shifting research behaviours at a South African university and providing insight to enhance library support through a targeted analysis of search and download trends.

Background: Entrepreneurship has emerged as a vital driver of economic growth and a key strategy for creating jobs in most developing countries. The South African government also believes that entrepreneurship can help address challenges such as youth unemployment. As such, identifying factors that can enhance the entrepreneurial intention and behaviour among the youth becomes vital. Aim: This study aimed to assess whether entrepreneurial intention positively predicts entrepreneurial behaviour (EB) among students. Additionally, the study tested whether entrepreneurial role models moderate this relationship. Setting: This study was conducted using students at a South African university. Methods: The study collected quantitative data using a self-administered questionnaire. A sample size of 361 university students was recruited using convenience sampling. The data were analysed using partial least square structural equation modelling (SMART-PLS 4 software). Results: It was established that entrepreneurial intention positively predicts actual behaviour. Surprisingly, only one of the four hypothesised role models (i.e. successful entrepreneurs) was a significant moderator in the relationship between entrepreneurial intention and actual behaviour. Conclusion: This study provides empirical evidence that successful entrepreneurial role models are a necessary boundary condition that can help students transition from entrepreneurial intention to actual EB, which is crucial for new venture creation. Contribution: The findings can guide universities and educators in integrating experiential entrepreneurship programmes and mentorship opportunities into the curriculum, particularly those involving successful entrepreneurs as guest lecturers, mentors or advisers, as these were found to be useful in this study.

Background: Academic career development (ACD) in the context of work intensification in speech-language pathology and audiology (SLP-A) academia has received limited attention in recent years. Higher education institutions, such as the University of Interest (UoI), provide support to developing academics. Yet, little is known about how female academics experience accessing ACD while simultaneously trying to cope with the demands of academic work intensification. The impact of ACD on work–life balance (WLB) is also unknown for SLP-A academics. Objectives: This study explores the experiences of ACD for female SLP-A academics at a South African university and the related impact on WLB. Methods: Eight purposively sampled SLP-A academics from the UoI participated in qualitative semi-structured interviews within a hermeneutic phenomenological design. The data generated were analysed thematically. Results: The UoI makes ACD support available to staff, with female academics experiencing more opportunities than their male counterparts. However, access to available ACD support was restricted by time constraints and a counterculture within the SLP-A disciplines. Work intensification further restricted ACD and led to poor WLB, with social life being compromised. Conclusion: There is a need to explore means to optimise the flow and accessibility of ACD opportunities from university leadership to the discipline level for female academics, with minimal interference from the disciplines. A stronger policy position to promote improved WLB is necessary. Contribution: This study provides a basis for discussing policy shifts concerning work intensification while supporting ACD and minimising the negative impact on WLB, particularly for developing female academics.

The COVID-19 pandemic exacerbated hunger levels in South Africa, with an increase from 10% pre-pandemic to 23% during the pandemic. Pre-pandemic national and global research identified university students to be more vulnerable to hunger compared to the general population. This elevated risk is commonly associated with prevalent financial mismanagement in this group. However, research investigating the prevalence of hunger during the pandemic among this at-risk group is limited. This cross-sectional study aimed to assess the prevalence and determinants of hunger among students at a South African university during the COVID-19 lockdown, with particular focus on the effect of returning home. An online, self-administered survey produced a sample of 596 students. The Household Hunger Scale (HHS) was used to assess hunger. Most students (84%) who resided in on- or off-campus residences before the lockdown returned home during the lockdown. The weighted prevalence of hunger during lockdown was 16.4% (95%CI 13.6%, 19.6%). Bivariate analyses found living alone to be significantly associated with hunger, while multivariate analyses found that first-generation students (adjusted odds ratio (aOR) = 1.78; 95%CI: 1.04, 3.07, p = 0.015), financial aid recipients (aOR = 2.69; 95%CI: 1.47, 4.91, p = 0.001), and those experiencing financial stress/worry (aOR = 3.38; 95%CI: 1.85, 6.18, p < 0.001) were significantly more likely to experience hunger. The high prevalence of hunger during lockdown is concerning, the mandated return of students to their homes during the pandemic may have been a mitigating factor. Profiling students at risk for hunger may allow support services to implement targeted interventions when confronted with similar circumstances in future.

Research data management (RDM) has emerged as a significant and evolving field in Information Science and Knowledge Management, supported by several theoretical models guiding its practice in data-intensive institutions such as universities, libraries, data hubs and research centres. This article, drawn from a larger study on RDM in selected South African public universities, proposes a framework to address the absence of a nationally accepted model. The post-positivist research paradigm was used in the study, employing both qualitative and quantitative methodologies. Semi-structured interviews with 23 study participants were conducted online via Microsoft Teams to collect qualitative data. The questionnaires were converted into Google Forms and emailed to 30 researchers rated by the National Research Foundation to collect the quantitative data. Although existing frameworks such as the community capability model framework, data audit framework, collaborative assessment of research data infrastructure and objectives model, and the Digital Curation Centre lifecycle model are largely applied in developed contexts, this study highlights the need for a locally relevant framework. The proposed model emphasises collaboration among universities and key stakeholders, policy development, and the possible setting up of a centralised national research database. The framework is expected to inform RDM practice in South Africa and provide insights for comparative studies internationally.

ABSTRACT This perspective article conceptualizes and presents a rationale and framework for culturally responsive leisure education in university curricula to equip students in the South African (SA) context. SA is a diverse socio-cultural landscape. Leisure education should accommodate and address the cultural realities of university students, preparing them for the societies they are trained to serve. Key positives that emanate from a culturally responsive leisure framework include diversified higher education leisure curricula and authentic connections between leisure education outcomes and societal realities. This article relies on Laenui's decolonization framework and perspectives from scholars on culturally responsive education such as Gay and Ladson-Billings to envision a leisure education framework applicable to SA university contexts.

This study aimed to develop an integrated framework for measuring the ROI of T&amp;D interventions for academic staff in South African public universities. Measuring the ROI and impact of T&amp;D on employee performance is critical for demonstrating value. T&amp;D professionals face increasing pressure from top management to show tangible business benefits for their interventions. An interpretivist approach was adopted using qualitative methods. Fourteen participants were purposefully selected from six universities, the Department of Higher Education and Training (DHET), the Department of Science and Innovation (DSI), and the Education, Training and Development Practices Sector Education and Training Authority (ETDPSETA). Data were collected through interviews and document analysis and were analyzed thematically. Four themes that emerged from data included T&amp;D interventions, management of interventions, support for interventions, and ROI measurement. Universities assessed impact at multiple levels (reaction, learning, behavior, and results) but did not fully implement Phillips’s ROI methodology. While some ROI elements, such as training costs and benefits, were considered, government institutions supporting universities did not directly measure ROI but expected universities to evaluate interventions against set objectives. The study provides an integrated ROI framework suitable for T&amp;D interventions in South African public universities. It provides practical recommendations for improving ROI measurement and accountability and suggests directions for future research.

In South Africa, university completion rates remain low, with only 23% of students finishing within the regulation time (three or four years). These completion rates continue to reflect racial inequalities, with 'White' students significantly more likely to complete degrees in professional fields such as engineering and commerce compared to their 'African' counterparts. To address these challenges, the South African higher education institutions, through their umbrella body, introduced the National Benchmark (NB) tests to assess students' academic literacy skills—including quantitative literacy, academic literacy, and mathematics—to identify those most at risk of struggling with the curriculum. The NB tests aim to evaluate students' readiness for higher education using scores and proficiency bands. This study examines the predictive validity of the NB Quantitative Literacy test scores and proficiency bands in science, technology, engineering and mathematics (STEM) programmes in the faculties of commerce, engineering and science. The analysis focuses on completion, dropout, and retention rates within one first-time entry cohort at a South African university. Among 2,493 first-time entering students, 15% dropped out after the first year, 22% left by the regulation time, and 23% exited within two additional years. Graduation rates were 34% within regulation time and 67% within two extra years. Findings highlight the predictive value of the NB Quantitative Literacy assessment, emphasizing its potential role in informing admission and placement decisions, curriculum design, and teaching and learning strategies to enhance student success in STEM programmes.

This study investigates the use of grammatical concord in the written assignments of first-year students at a South African university. Using purposive sampling and Critical Discourse Analysis, selected student texts were analysed to assess proficiency in grammatical concord, with a particular focus on subject-verb agreement, tense concord, and concord with relative pronouns and specific expressions. The findings reveal a general lack of proficiency, which is attributed to weak language foundations acquired during primary and secondary education. The study recommends that more engaging and context-based pedagogical methods, such as grammar instruction in context, use of substitution tables, and consistent practice, be adopted to enhance students’ mastery of English grammar.

Both formal education and the acquisition of relevant entrepreneurship skills by young people are essential for the socio-economic and political progress of any country. African youths are deficient in adequate skills with formal education to become self-reliant and generate employment opportunities for others. The study utilised secondary sources of data and employed a qualitative research approach to examine the relationship between entrepreneurial skill acquisition initiatives and the academic curriculum in Nigerian and South African institutions. The data were collected from many sources, including textbooks, academic journals, online resources, and official documents on the subject matter. The data collected were examined using content analysis and suitable descriptive analysis techniques. The study uncovered a fundamental lack of vocational training and entrepreneurial skill development in the academic curricula of Nigerian and South African universities across all disciplines. Instead of taking advantage of numerous opportunities to acquire practical skills and become employers, the youth in these countries tend to wait until after graduation to pursue elusive white-collar jobs. The study concluded that the significance of vocational training and the acquisition of entrepreneurial skills by African youth is of utmost importance in the current era of rapid socio-economic growth. Universities in African countries should follow the trend in Japan, China, and South Korea’s education systems by implementing and mandating vocational training and entrepreneurial skill development at all levels of educational programmes. The study contributes to academic discourse by contextualising entrepreneurial skill development within Africa’s socio-economic landscape, delivering insights for curricular advancement, and presenting pragmatic strategies to mitigate youth unemployment.

First-year B.Ed. Humanities students often experience significant challenges transitioning from high school to university, particularly in adapting to academic expectations and navigating social environments. This study aimed to explore the academic and social adjustment struggles faced by first-year B.Ed. Humanities students at a South African university are using Tinto’s Theory of Student Integration and Bandura’s Social Learning Theory as guiding frameworks. A qualitative research design and interpretive paradigm were applied using qualitative questionnaires completed by a purposive sample of first-year students. Data was analysed through thematic analysis. Key themes emerged, including difficulties with independent learning, managing time and multiple modules, language and communication barriers, social isolation, and challenges with group work dynamics. The study highlights the interconnected nature of academic and social challenges in student adjustment, reinforcing the importance of institutional support in fostering student integration and self-efficacy. This study contributes to scholarship by providing context-specific insights into the lived experiences of South African B.Ed. Humanities students, expanding the application of established theoretical frameworks in understanding student adjustment within underexplored educational settings, and informing targeted interventions to enhance student retention and success.

The demand for highly skilled health professionals continues to increase in low- and middle-income countries such as South Africa. Postgraduate programmes such as the Master of Public Health (MPH) programme are recognised as critical contributors to strengthening health professionals’ skills to meet healthcare demands. The MPH programme allows health professionals to study while working through distance learning platforms. However, it does not produce as many graduates as it should due to dropout rates and low throughput. This study aimed to highlight the challenges and enablers that affect postgraduate students enrolled at a traditionally contact university studying through distance learning platforms. The study employed qualitative methods, namely semi-structured interviews and a photovoice project. The study found that distance students’ challenges varied and that they drew support from both the formal and informal settings of their microsystems. The study found that in the absence of an ecosystem approach, students’ needs often go unmet at traditional contact institutions. A recommendation is made for less rigid and more fluid boundaries between settings to be established. Multistakeholder collaboration can result in meaningful connections, through shared learning and communication, which have been identified as key elements for responsive student support.