Integrated e-learning is increasingly essential for enhancing higher education globally, yet its implementation in resource-constrained regions such as Southern Africa remains uneven. This study explores the technological, organizational, and environmental factors influencing the integration of e-learning in higher education institutions, using the Technological, Organizational, and Environmental framework. A qualitative phenomenological approach was employed, involving semi-structured interviews with 24 students (12 males and 12 females) from universities in South Africa and Mozambique. Thematic analysis revealed key barriers, including poor connectivity, limited digital literacy, inadequate institutional support, and socio-economic constraints such as power cuts and data costs. Despite these challenges, several enablers emerged, including mobile-friendly platforms, flexible learning policies, peer support networks, and student self-regulation strategies. These findings suggest that successful e-learning implementation requires more than access to technology. This demands institutional commitment, policy coherence, and attention to students’ lived realities. The study underscores the need for a context-sensitive, ecosystemic model that simultaneously addresses infrastructural limitations and promotes adaptive student practices. Such an approach is vital for creating inclusive, effective, and resilient e-learning systems in the Global South.

There is ongoing global debate about the reliability of objective structured clinical evaluation (OSCE) as an assessment method in nursing education institutions, and South Africa is no exception. The purpose of this study was to explore and describe the experiences of nurse educators on the use of OSCE at a university in the North West province, South Africa. The study applied a qualitative, exploratory, descriptive, and contextual design. Purposive sampling was used to select nurse educators facilitating the teaching and learning of undergraduate nursing students. The study conducted two focus group interviews at two selected campuses. Tesch's eight steps of analysis were used to analyse the data. Trustworthiness was ensured by applying the principles of credibility, confirmability, dependability, and transferability. All ethical measures were upheld throughout the study. The themes that emerged from the findings include, among others, the perceived effect of OSCE on students. This was evident in the perceived emotional and psychological distress experienced by students and the challenges surrounding implementation of the OSCE. Implementation of OSCE at a university in South Africa's North West province faces challenges that necessitate intervention.

Access to equitable and quality higher education remains a central concern in South Africa’s transformation agenda and is closely aligned with Sustainable Development Goal 4 (Quality Education). Within this context, social justice perspectives emphasise removing structural barriers and providing equitable opportunities for historically disadvantaged students. The National Student Financial Aid Scheme (NSFAS) was established to advance educational equity by providing financial support to students from low-income backgrounds. While existing scholarship has examined access and funding policies, limited research has explored the lived experiences and transformative success trajectories of NSFAS-funded students, particularly within rural university contexts. This study investigates how NSFAS funding contributes to student success, resilience, and long-term educational outcomes. Grounded in Social Justice Theory, the study adopts an interpretivist paradigm and a qualitative research approach, employing a case study design. Data were collected through semi-structured interviews with 12 purposively selected NSFAS-funded students from two rural-based public universities in South Africa. The data were analysed using thematic analysis to identify recurring patterns and meaning-making processes in participants’ narratives. The findings reveal that NSFAS funding significantly alleviates financial stress, enhances academic concentration, promotes persistence, and fosters identity transformation and future-oriented aspirations. However, systemic challenges, including delayed disbursements and limited financial literacy, occasionally undermine academic continuity. The study recommends timely and transparent fund distribution, structured financial literacy programmes, and integrated institutional support systems to maximise NSFAS’s transformative potential and strengthen educational equity in South Africa.

The discipline of religious studies is at a critical juncture globally, and particularly in South Africa, where calls for decolonisation in higher education (HE) have gained momentum since the mid-2010s. Despite being shaped by the World Religions Paradigm (WRP), a framework rooted in Western epistemologies, the discipline continues to grapple with the need for a more inclusive and context-sensitive curriculum. This article reports on a pilot study exploring how the Scholarship of Teaching and Learning (SoTL) can inform the teaching of religious studies in South African HE. This investigation compares two consecutive cohorts of students enrolled in an introductory Religious Studies module during 2021 and 2022, respectively, at a public university in South Africa. The 2021 cohort was taught using the WRP, and the 2022 cohort was taught using a thematic approach. Guided by a constructivist perspective, the research examined how the different pedagogical approaches influenced students' understanding of religion. The findings provided insight into how diverse teaching methodologies might support the decolonisation of religious studies. This study argues that constructivist pedagogy can empower students to actively participate in discussions about religion, drawing on their lived experiences. While the sample size limits generalisability, this pilot offers valuable methodological insights for future larger-scale studies, examining how constructivist pedagogy might support the decolonisation agenda in HE.

ABSTRACT Although Apartheid has formally ended, many universities in South Africa continue to function as “epistemic plantations” even a decade after the Fallist movements. These institutions perpetuate whiteness, maintain exclusionary frameworks and uphold imperial, antiblack pedagogical structures. This essay examines two recent works that critically address this violent scenario: Epistemic Justice and the Postcolonial University (2023) and Predicaments of Knowledge (2024). Epistemic Justice, organised by Amrita Pande, Ruchi Chaturvedi and Shari Daya, brings together essays by academics from various disciplines at the University of Cape Town that document pedagogical experiments aimed at dismantling epistemic barriers within university structures. The experiences at this institution reflect challenges similar to those faced in other post-colonial contexts, positioning the book as both an inspiration and a catalyst for debate among those confronting entrenched academic colonialism. Predicaments of Knowledge offers Suren Pillay’s analysis of the epistemic transformation required for universities to move beyond Eurocentric and colonial scientific canons in pursuit of a democratic and antiracist national project. Both volumes are led by students and academics who demonstrate that the creation of an emancipatory, non-imperial university depends on sustained collective commitment to academic abolitionism and the adoption of innovative theoretical frameworks.

Challenges faced by student teachers during teaching practice in an Open Distance eLearning university in South Africa

ABSTRACT Peace education remains marginal in higher education institutions in South Africa and elsewhere. Drawing on a three-decade-old peace education programme at a university in South Africa, this article shares the development of a peace and justice education programme amidst some of the highest levels of violence and inequality in the world. It discusses formal and non-formal curricula and the blending of these modes. This article explores partnerships, praxes and pedagogies for advancing critical and decolonial peace and justice education. It illustrates the roles of pedagogies of critique, critical reflection, dialogue, and action in existing offerings and the importance of pedagogies of care, connection and community building for life-deep learning which responds to cycles of trauma and violence.

As African universities increasingly adopt AI technologies for teaching, research, learning, and administration, concerns arise about safeguarding the personal data and privacy of faculty, staff, and students. The adequacy of existing legal frameworks to protect personal information amidst these immersive technologies remains uncertain. This study examines how African universities can balance leveraging AI-enhanced educational opportunities while protecting data privacy rights. Using the Technology-Organization-Environment (TOE) framework, the study employed an explanatory sequential mixed-methods approach across universities in South Africa, Kenya, and Ghana. Quantitative data from 90 participants were analysed using SPSS (t-tests, regression, ANOVA, chi-square, correlation), while qualitative data from key informants were thematically analysed using NVivo. Findings indicate moderate AI adoption in African universities, with Kenya showing the highest rate, followed by South Africa and Ghana. Technological context and organisational readiness significantly influenced positive perceptions of data protection. However, weak enforcement of Ghana's Data Protection Act, South Africa's POPIA, and Kenya's Data Protection Act negatively impacted trust. Qualitative insights revealed poor policy communication, insufficient staff training, and widespread distrust in regulatory institutions. The study proposes a three-pillar framework to guide African universities towards robust data protection and ethical AI integration, focussing on institutional accountability, privacy by design, and effective legal enforcement as crucial for fostering trust in AI-driven educational systems. The research recommends strengthening institutional policies and capacity, urging universities to develop and implement comprehensive data protection policies aligned with both national and international standards.

Higher education institutions (HEIs), mostly universities in South Africa play a fundamental role in driving socio-economic transformation through the development of skilled human capital. However, challenges persist in the attraction, retention, and development of qualified academic and administrative talent. This study investigates the demographic, professional, and educational characteristics of a HEI workforce in Gauteng Province to inform the development of an integrated talent management (ITM) framework. Drawing on data from 400 employees across academic and support functions, the research employs a descriptive and interpretive analysis to assess workforce composition by gender, race, age, qualification, and job level. Findings reveal a workforce dominated by female (63%) and Black (82%) employees, with most staff members aged between 31–50 years. Although a high concentration of postgraduate qualifications (master’s and Honours degrees) exists among academics, administrative staff are largely diploma holders. Gender and racial disparities remain evident at senior management and professorial levels, suggesting uneven career progression. Based on these findings, a widespread ITM framework is proposed, stressing leadership development, mentorship, succession planning, and strategic alignment between human resources and institutional goals. The study contributes to the growing discourse on human capital sustainability and transformation within South African higher education.

Public–Private Partnerships (PPPs) are increasingly used to address infrastructure financing gaps in higher education, particularly in developing countries. However, their successful adoption depends on the presence of critical success factors (CSFs) that balance public and private sector interests while safeguarding the needs of beneficiaries. This study examines the CSFs influencing PPP adoption in universities in Uganda and South Africa. A qualitative research design was employed using key informant interviews and focus group discussions with PPP stakeholders from universities, regulatory bodies, government agencies, private sector actors, and students. Data was analyzed using thematic and comparative analysis. The findings reveal that affordability is the most critical CSF, followed by transparency and openness, price regulation, and stakeholder involvement. Other important factors include consideration of private sector interests, a conducive investment climate, demonstration of successful PPP projects, and effective information sharing. The study highlights that, unlike traditional infrastructure sectors, PPP success in universities strongly depends on beneficiary-centered considerations, particularly student affordability and participation. The study contributes to PPP literature by extending CSF analysis to the higher education sector and provides practical guidance for policymakers and university administrators to design affordable, transparent, and socially acceptable PPP arrangements.

Abstract Research on the decolonisation of the higher education sector in South Africa continues to mount, though what remains underexplored is an evaluation of the efforts made towards establishing a decolonised university in its triple functions: teaching-learning, research and community engagement. Using literature from the public domain and document analysis, the qualitative study employs the South African context to analyse the efforts done so far to decolonise the three core functions of the university, so as to understand how the country has aligned to the decolonisation call. Deploying the decolonial lens, findings demonstrate that although universities in South Africa have remarkably engaged in the decolonisation of teaching, learning and research, they have overlooked the third core mandate—community engagement, which is still heavily girded by Western thinking and practice. Decolonising only the two core functions of the university, overlooking the third mission, makes the decolonisation agenda incomplete. The review underscores the need to seriously consider the decolonisation of community engagement whose mandate is to enhance social transformation and address societal problems. Beyond South Africa, the study provides valuable lessons to other countries in comparable contexts, given that very few universities in postcolonial contexts are immune to colonial legacies.

This study examined the role of orientation programs for first-time entering undergraduate students on student learning at a higher education institution. It is a common practice that South African universities offer orientation sessions for first-time entering students. These orientation programs encompass a rigorous effort to improve student retention and academic performance. Drawing data through a qualitative approach was aimed at emphasizing that making sense of action and meaning always involves understanding the other. Such a qualitative research methodology allowed to better understanding of the experiences of both students and lecturers who are involved in the processes of orientation programs and student learning. Semi-structured interviews were used to interview 12 participants. The interviews gave the most direct and straightforward approach to gathering detailed and rich data regarding the phenomenon of interest. Thematic analysis was used to analyse data. The study findings revealed that students who take part in this program tend to have a better level of academic performance compared to those who do not take part in the orientation program. The study concludes that new strategies must be organised in implementing an orientation program for better student academic performance. The study recommended the enhancement of the role orientation programs that play in facilitating new students’ integration into academic environments, fostering not only academic success but also personal development and retention. This study contributed to the broader scholarship in higher education by highlighting the intricate relationship between orientation programs and student outcomes.

Inclusive education requires responsive curriculum adaptation to support learners with diverse communication needs, especially those who lack an effective voice. This article reports on a community engagement initiative in the Sekhukhune District of Limpopo Province, South Africa, aimed at enhancing curriculum adaptation practices in special schools. A central component of this initiative was a workshop on Augmentative and Alternative Communication (AAC), facilitated by the Department of Inclusive Education at the University of South Africa (UNISA). The training presented participants with AAC strategies and emphasised differentiated instruction, as well as visual and tactile supports, alongside assistive communication technologies. Guided by the principles of Universal Design for Learning (UDL), the workshop encouraged flexible teaching approaches that went beyond content modification to include adaptations in pedagogy, learning materials, and assessment practices. A qualitative design was used, involving 17 participants purposively selected from five special schools. This group comprised teachers, a professional nurse, a social worker, and support staff from each school. Data were gathered through focus group discussions, document analysis, and field notes, and were analysed thematically. The findings revealed systemic barriers such as inadequate professional training, limited resources, and overcrowded classrooms, all of which hindered effective curriculum adaptation. However, participants showed strong commitment to applying the inclusive strategies learned during the workshop. This study highlights the value of university-community partnerships in strengthening inclusive education and emphasises the need for sustained professional development, resource allocation, and intersectoral collaboration to improve curriculum adaptation in rural special schools.

Employing a Deleuzian-Guattarian rhizomatic framing of multiplicity, this study had a dual purpose: to investigate the occurrence frequencies of four adversative conjunctions (but, however, while, and yet) in student-written discursive essays (SWDEs, n = 50) and in ChatGPT-generated discursive essays (ChatGPT-GDEs, n = 50) as analysed by AntConc; and to extrapolate the Deleuzian-Guattarian multiplicity in these two essay sets as displayed by the use of these four adversative conjunctions in the paragraphs of the said essay sets. These two essay sets were selected, in the case of the former set, and generated in the case of the latter set, through convenience sampling. Student essays were written by first year university students, who were registered in an undergraduate English language module in the first semester of 2023 at a university in South Africa. Then, the study used AntConc (version 4.3.0) to analyse the two essay sets. In the main, the study found that the usage of the first three adversative conjunctions (but, however, and while) was almost evenly spread across SWDEs, a feature that indicated that in this essay set, students very nearly displayed a consistent adversative variation in contrasting ideas or in expressing concession or opposition to such ideas. On the contrary, in ChatGPT-GDEs, while was excessively and very nearly monopolistically employed by ChatGPT in contrasting ideas or in expressing concession or opposition to such ideas in this set of essays as compared to the other three adversative conjunctions. Finally, cases of multiplicities were almost nearly evenly distributed across the first three adversative conjunctions in SWDEs, whereas they were inordinately and almost monopolistically concentrated in one adversative conjunction (while) in ChatGPT-GDEs.

A survey was conducted at the Community Engagement (CE) project of the University of South Africa (UNISA) in Katlehong Engineering School of Specialization in Gauteng province, South Africa. The study aimed to assess the agricultural training needs of participants to determine the project's value and direction. A total of 61 participants, primarily females aged 18 to 92 (mean age = 49), were surveyed. Data was analyzed using the Statistical Package for the Social Sciences with methods such as descriptive statistics, the Chi-square test, and the Friedman test. Most participants relied on government social grants and seasonal employment; over 75% were involved in agricultural activities, with education, age, and gender being significant influencing factors. Specifically, 72.1% were engaged in vegetable cultivation, 11.5% in field crops, and 9.8% in poultry farming. Training preferences indicated a strong interest in animal production, particularly layers and broilers (Mean Rank Score of 2.39 and 2.55), and in crop production, vegetable (Mean Rank Score of 1.36) ranked highest. In conclusion, the survey identified key agricultural skills and knowledge gaps within the Katlehong community, which will guide targeted agricultural training programs aimed at improving skills, food availability, and household income.

This study examines the effect of entrepreneurship education on the entrepreneurial intentions of STEM students at a historically disadvantaged university in South Africa, addressing a critical research gap: limited evidence on how targeted interventions influence entrepreneurial aspirations in emerging economies. A mixed-methods design was employed, with 285 students completing a customized Entrepreneurial Intention Questionnaire (EIQ) before and after two interventions: a traditional classroom module and a work-integrated learning (WIL) component. Quantitative data were analyzed using descriptive statistics and repeated-measures ANOVA, while qualitative insights were derived from semi-structured interviews and thematic analysis using NVivo software. The results revealed significant positive shifts across the six constructs of entrepreneurial intention, with WIL having the most potent effect on perceived feasibility and self-efficacy. Qualitative findings highlighted mindset transformation, enhanced confidence, peer collaboration, real-world application, and mentorship as key factors. Based on these insights, this study recommends integrating experiential learning, mentorship, and tailored curricula to strengthen STEM students' entrepreneurial competence. These findings offer actionable guidance for educators and policymakers seeking to design entrepreneurship education programs that foster innovation and economic resilience in marginalized contexts.

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.

Historically Disadvantaged Institutions (HDIs) have seen the enduring consequences of apartheid on South Africa's university system, resulting in significant inequities. In this article, we propose a performance-based paradigm which emphasises research excellence, community engagement, and institutional sustainability, incorporating specific metrics for advancement. The proposed framework aims to equip HDIs with the necessary tools to enhance their competitiveness and redefine their narratives. It advocates for community-based research and partnerships, urging the development of specialist programmes that leverage the unique characteristics of each institution. HDIs can enhance their credibility and secure necessary funding by specialised in specific sectors. The article emphasises the importance of transitioning from a dependency mindset to one of strategic self-empowerment to cultivate a culture of resilience and continuous growth. It advocates for governments to provide transparent benchmarks for HDIs’ development, enabling promising institutions to receive targeted support. For South Africa's educational institutions to transcend their historical disadvantages and attain respect for their excellence, it is imperative to foster systemic change and integrate HDIs into the broader educational framework.

This study conducted a comprehensive bibliometric analysis to map the landscape of open science research in Africa. Open science practices, including open-access publishing, open data sharing, open educational resources, open source, and open collaboration, have the potential to enhance scientific transparency, innovation, and collaboration. However, the adoption and implementation of open science principles vary across regions, and there is a need to understand the current state of open science research within the African context. A total of 302 datasets of documents from Scopus (Elsevier), from inception to 2023, were extracted, analysed, and visualised using software like MS Excel, Harzing’s Publish or Perish and VOSviewer. A team of information specialists crafted the requisite keywords and verified the final search strategy. The results showed an increasing trend in new documents in open science in Africa. The most active source titles were Library Philosophy and Practice with 17 (7.02%), followed by Open Access Implication for Sustainable Social, Political, and Economic Development, and the African Journal of Library, Archives, and Information Science with 8 (3.31%). South Africa and Nigeria were the most influential countries contributing 59 (19.54%) and 56 (18.54%) publications in the subject area, respectively. The most productive authors were Ezema, I. J., and Nwagwu, W.E. with four documents each. The University of South Africa and the University of Nigeria were the most influential institutions with a total of publications 17 and 13, respectively. The citation analysis of highly cited articles pointed out that Mentis et al. (2017) and Duan et al. (2019) were the most cited articles in the subject area with 140 and 100 cites, respectively. The keywords analysis showed that open access, Africa, and open data were the most frequently used author keywords with 49 (20.25%), 35 (14.46%), and 34 (14.05%) total publications, respectively. The co-occurrence of research terms revealed four clusters of interconnected concepts, thematically organised around open access, human, Africa, and open-source software. The research will enhance comprehension within the field and is anticipated to assist researchers, students, and educators in pinpointing research areas, developments, high-quality scientific literature, and suitable journals for disseminating their findings related to open science. Furthermore, the study gives insights into the present state of open science research in Africa, which will guide policies, financing strategies, and capacity-building programmes targeted at supporting open science practices and furthering scientific research and innovation across the continent.

Leadership in Higher Education Institutions (HEIs) in South Africa is increasingly undergoing transformation using modern Information and Communication Technologies (ICTs). The study aimed at determining the role of e-Leadership in the management, growth, and sustainability of selected universities in South Africa. A systematic literature review (SLR) was deemed an appropriate methodology to adopt, and 20 relevant studies were reviewed to gain insight into the role of e-leadership in the management, growth, and sustainability of selected universities in South Africa between 2000 and 2025. A qualitative approach was adopted using an SLR aligned with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The main findings indicate a limited body of literature on e-Leadership in South African HEIs, with the concept still poorly understood. The review revealed that many academic strategic leaders lacked sufficient real-time adoption and optimal use of modern ICTs, thereby constraining effective e-Leadership practices. This highlights a gap in the comprehension and implementation of e-Leadership within the sector. Practical implications include the need to evaluate and strengthen e-Leadership practices across universities, enhance the digital competence of academic leaders, and develop technological tools that support real-time decision-making, address emerging student and staff needs, and anticipate future institutional requirements.