International Conference on Education Research

Exploring Social and Intellectual Isolation Among Postgraduate Researchers: Implications for Inclusive Teaching and Learning Initiatives

Jenna Barry — 2024-11-21

Inclusive teaching and learning initiatives aim to foster supportive environments that cater to students' diverse academic and social needs. Within the context of postgraduate research, students often confront significant levels of solitude, experiencing both social and intellectual isolation. While existing literature predominantly addresses social isolation, a distinct form of isolation inherent to postgraduate research, termed 'topic-related loneliness', has been largely overlooked. Despite its historical acceptance within academic culture, attrition rates of up to 70% point to the possible detrimental impact of isolation on student retention. Understanding the levels and determinants of isolation amongst postgraduate researchers is important for developing effective interventions. This study investigates whether social and intellectual isolation present prevalent challenges within the research community of a university in Ireland. The main aims are to understand the causes of research postgraduate isolation, explore potential links between isolation and attrition rates, and propose viable interventions, such as online communities of practice for researchers. To address these dimensions, the study adopts an explanatory sequential design, reframing the phenomenon of intellectual isolation within the context of inclusive pedagogy. Data collection includes a survey capturing the lived experiences of current and former research postgraduate students, followed by thematic analysis. Departing from traditional research paradigms, this sequential study integrates qualitative and quantitative methods, offering a nuanced understanding of the experiences and perceptions of postgraduate researchers. The findings aim to address existing deficiencies in research postgraduate education, elucidate the underlying causes of student challenges, and provide insights into proposed support systems and interventions that may be useful to university research communities, the development of higher education research policy, and the improvement of retention rates at research postgraduate level.

Enhancing Engagement in Business Communication Course Content Development through Stakeholder Mapping and Analysis at South African HEIs: A Review of Literature

Zizipho Mdletye — 2024-11-21

The role of stakeholder engagement in higher education institutions has received attention from academics and industry practitioners. This paper thus aims to gain insights into the assumption of stakeholder mapping and analysis by South African higher education institutions in the course content development activities of business communication modules. Although stakeholders are assumed to form an integral part of decision-making in HEIs, questions have been raised about the efficacy of engagement initiatives that are directed towards them, and whether or not the said initiatives are delivered to the relevant constituents. Within the context of course content development, effective stakeholder engagement is the cornerstone of curating educational experiences that enhance the learning experiences of students. A desk research methodology was undertaken to explore data from existing studies that are centred on stakeholder analysis and mapping, in order to examine findings from studies that have investigated utilising this approach to enhance engagement with stakeholders for module development purposes. The researcher analysed articles, e-books, reports and websites, extracted from electronic databases such as Google Scholar, EBSCOhost and ResearchGate. The findings conveyed the value of involving stakeholders in course content development, they also highlighted the importance of stakeholder mapping and analysis in getting Higher Education Institutions to classify their stakeholders accordingly. This promotes an inclusive approach, ensuring that no one is left behind in conversations, relating to business communication course content development, it also ensures that the requirements of all stakeholders are fulfilled. Collaboration with stakeholders leads to the creation of effective business communication modules that meet contemporary workplace demands.

Developing Entrepreneurial Leadership in Students: An Immersive Experiential Learning Retreat

nouha hajji — 2024-11-26

A challenge for traditional academic methods is found in adequately preparing students for the more practical aspects of the entrepreneur’s journey. To develop these skills, experiential learning is essential. To assess its impact on the development of entrepreneurial leadership skills in students, this research developed an entrepreneurial leadership retreat. The entrepreneurial leadership retreat is an intensive, immersive learning experience specifically designed to develop essential entrepreneurial skills. Using a qualitative research approach, this research aims to select a diverse group of graduate students to participate. The research will begin with semi-structured interviews with participants before the retreat to establish baseline data on their leadership competencies and self-perceptions. Post-retreat interviews will then help assess any changes in their leadership abilities and mindset. Additionally, observational data is gathered throughout the retreat to better assess the impact of the program and students’ reactions. The learning experience integrates outdoor challenges that test physical and mental resilience, strategic planning workshops that enhance cognitive and decision-making abilities, and business simulations for a more practical result. Thematic analysis of the data allows to identify key patterns and themes related to leadership development and the specific impacts of the retreat’s activities. The experiential format aims to allow more engagements for students with the material and a more natural learning experience compared to traditional classroom-based methods. By creating an intense fun learning environment, students learn in an immersive way. By conducting this research, the objective is to contribute valuable insights to entrepreneurship education by demonstrating how experiential learning, and engaging learning are powerful tools for developing entrepreneurial leadership in students. The findings aim to encourage more experiential learning and programs that go beyond the classroom. It also seeks to inform the design of future educational programs and interventions that seek to better prepare students for leadership roles in entrepreneurial and innovation-driven settings.

Assessment of students’ attendance, participation and classroom involvement in E-classroom

Odunola Oshodi — 2024-11-26

Assessing students’ involvement in e-classrooms enables instructors to identify students who may be struggling with the material or disengaged from the learning process. It allows instructors to provide timely feedback and support to help students overcome challenges and stay on track with their learning goals. Tracking attendance, participation, and classroom involvement helps instructors ensure the quality and effectiveness of e-classroom sessions. It allows instructors to assess whether instructional strategies are fully engaging students and promoting active learning in an online environment. A College of Primary Education was used for the study in Southwest, Nigeria. Access was gained into classes in the twenty-seven (27) departments in the six Schools in the College. The average attendance of students in the various departments were taken every week and reported on monthly basis for three months during the Covid-19 period. Findings revealed that students had a slightly high attendance rate, participated actively and were involved to some extent in the E-classroom. It is recommended that the government through institutions of learning should provide students with facilities that will ease the process of on-line classes, while students should always make themselves ready and available for on-line classes.

Evaluating Anatomy Learning of First-year University Students: A Pilot Study

Kaylyn Fritz — 2024-11-21

Many students find anatomy concepts overwhelming and difficult to grasp, therefore, understanding how anatomy is learned, and the influences thereon is important to ensure academic performance. To evaluate student diversity and anatomy learning, this study presents a pilot study on how first-year students at the University of the Western Cape (South Africa) learn anatomy. A mixed-methods approach was implemented using a Google Form questionnaire. Data was obtained from 20 first-year anatomy undergraduate students in 2022. The findings revealed participants preferred face-to-face practicals (60%) and specimens (55%). Face-to-face practicals, teaching slides and 3D models were identified as effective learning measures, with 3D models showing significant differences across academic degrees. Students perceived greater benefits from face-to-face practicals, 3D models and specimens. Students strongly preferred the visual modality and spaced practice strategy. Differences in aural and writing modalities were observed across degrees, where BSc in Medical Bioscience and BSc in Sports and Exercise Science had higher scores, respectively. Learning barriers included content overload, loadshedding, and less student-lecturer interaction. Overall, face-to-face teaching with teaching slides remains important, with online methods playing a supplementary role. Further research on anatomy learning in different degrees and the impact thereof on academic performance is needed.

Designing an Interactive Training Workshop for Teachers who are Teaching Learners with ASD

Danette Loubser — 2024-11-21

Teachers' experiences supporting learners with Autism Spectrum Disorder (ASD) in mainstream classrooms vary widely yet commonly teachers face various difficulties in teaching these learners. Following the inclusive education policy as envisioned in Education White Paper 6, independent primary schools are increasingly enrolling learners with ASD posing challenges for mainstream teachers. Having learners with special educational needs in mainstream classrooms, changes classroom dynamics with added responsibility towards learners with ASD. Teachers often lack knowledge of how to support learners with ASD and systemic factors influence the teaching atmosphere. To address these issues, an interactive workshop will be designed, framed around Albert Bandura’s social cognitive theory, which focuses on self-efficacy. In this study, teacher self-efficacy in teaching learners with ASD will be explored. The paradigmatic perspective of the study will be pragmatism, using an action research design with a qualitative approach to collecting data to explore the research question, of what content and learning activities should be facilitated in a teacher workshop. The action research will follow six phases. In phase one, the planning of the workshop content will be done based on a thorough literature review. Phase two will be purposive sampling to select the teachers participating in the workshop which will be conducted in a mainstream primary school. Qualifying teachers will be asked to complete a pre-workshop survey detailing their biographical profiles and experience with ASD learners. Phase three is taking action, which refers to conducting the workshop. Phase four will be the collection of data from the workshop role-plays, observations, and post-workshop survey. Thematic content analysis will be used to analyse the raw data sets. The study will contribute towards teachers’ professional development with practical, clear guidelines for mainstream teachers in supporting learners with ASD in mainstream primary classrooms.

From Technophobia to Techno confidence: Integration of iPad Software Applications in Teacher Training

Rosann Chantel Naidoo — 2024-11-26

The COVID-19 pandemic had a profound effect on higher education worldwide, underscoring the need for effective technology integration to enhance teaching and learning. This study aimed to address technophobia by introducing four iPad software applications to a group of 35 first-year Bachelor of Education preservice teachers specializing in the Intermediate phase at a private higher education institution in Westville, KwaZulu-Natal, South Africa. Conducted over six weeks in the second semester of 2024, the qualitative case study collected data through pre-intervention questionnaires, classroom use of Stop Motion, iMovie, Keynote and Plotogon in mathematics, natural science, and technology lessons, and a post-intervention focus group discussion. The findings demonstrated strong technological engagement under instructor guidance, with 91% of participants using at least one application during the intervention. The primary objective was to enhance preservice teachers' Technological Pedagogical Content Knowledge and reduce technophobia through hands-on experiences with iPad software applications. The findings revealed that preservice teachers envisioned using these four applications to create interactive, engaging, and student-centered classrooms, where learning is enriched through collaboration, creativity, and subject-specific tools for mathematics, natural science and technology. While many preservice teachers found the software applications easy to use, concerns about accessibility and teacher proficiency, especially due to socioeconomic disparities, highlighted the need for additional technology training. Stop-motion, Keynote and iMovie iPad software applications were believed to be crucial for developing technological pedagogical content knowledge, with Keynote particularly effective for blending abstract topics and concepts with innovative teaching strategies. It was recommended that Keynote be integrated into teacher training to create engaging worksheets and presentations. Stop Motion and iMovie could be used to create entertaining and interactive animations. Interestingly, the findings revealed that Plotagon was not used by the preservice teachers, possibly indicating technophobia or a lack of familiarity and confidence with the iPad software application. The study emphasized the importance of incorporating iPad software applications to assist primary school preservice teachers in overcoming technophobia and building confidence in technology integration. This integration of Stop Motion, Keynote, iMovie, and Plotogon could enhance teacher and learner experiences through creative and innovative instructional designs in mathematics, natural science, and technology.

Supervising Practice-Based Design Research: Business as (Un)usual? Work-in-Progress Part 1

Ria (HM) van Zyl — 2024-11-21

Practice-based design research encompasses scholarly inquiry wherein design activities and processes are integral to scholarly research and postgraduate studies. The Department of Higher Education and Training (DHET) also recognises such research activity as credit-bearing 'creative output', but report a lack of rigour, especially in the communication design field, where no such submissions in the previous review cycle could be awarded. This work-in-progress paper starts with a theoretical exploration of the nature, complexity and potential of practice-based design research, with a specific lens on communication design. Existing literature underscores a myriad of challenges inherent in this space, including the quest for a unified language and theoretical frameworks, the identification of suitable methodologies and research designs, and concerns regarding scholarly rigour, transferability, and trustworthiness of findings. Nonetheless, practice-based research in design provides researchers and postgraduate students the potential to be innovative and to abductively harness the possibilities of design and design thinking in the research space. Embracing and developing practice-based design research as an acceptable paradigm might also encourage more postgraduate enrolment and success since it builds on skill sets that are more familiar to designers, might better align with the knowledge needs of industry, and might, in the end, build capacity for this type of research output. This work-in-progress paper forms a theoretical background for a future study to shed light on South African supervisors and students' challenges in this space. By exploring these challenges, this research will contribute insights to the field, enriching our understanding of the dynamics within practice-based design research and providing guidance and support for those in supervisory roles within this domain.

An Investigation Into the Perceived Effectiveness of GitHub Repositories to Teach Programming

Ebrahim Adam — 2024-11-21

The utilization of Git for version control and collaboration has long been the staple of the software development industry. To ensure that Computer Science students are industry-ready, academics adopt the use of platforms like GitHub in their teaching in different ways to expose students to these tools. In earlier studies, GitHub has been integrated for the purposes of student management, collection of assessments and facilitation of collaborative programming exercises. This paper explores the use of lecturer-provided GitHub repositories as a tool to support the teaching of core aspects of a programming curriculum. The pedagogical approach constructivism required students to learn core concepts by following repositories to build simpler applications. Thereafter, students are assigned more complex applications to develop. Students were required to work in pairs and submit their repositories for evaluation. This study adopted a case study approach supported by a combination of a student survey and a focus group discussion among lecturers and the teaching assistant involved in the course. Key findings included that integrating GitHub repositories presents several opportunities for collaboration, knowledge enhancement, self-directed learning, and reduced stress. However, this approach also resulted in team and technical challenges becoming prevalent, with students finding their own ways to overcome these challenges. Additionally, lecturers observed varied levels of engagement, reliance on lecturer-provided code, and occasional contextual challenges related to Internet connectivity. Lecturer-provided repositories can be enhanced in terms of structure, the inclusion of more comments explaining code, and through the inclusion of images and video. Recommendations are provided for academics who are looking to integrate GitHub into their teaching practice as well as suggestions for future work.

Reader’s Theatre: A Critical Lens for Engaging Psychology Students with Socio-Political Reality

Dr Sharon Auld — 2024-11-21

Thanks to the intersection of colonialism, late capitalism and neoliberalism, Western medico-scientific approaches dominate psychological training and practice in the global South. Such approaches position patients as passive, encouraging clinicians to impose universalised assumptions in the psychotherapeutic space. Western approaches also undermine any acknowledgement of the socio-cultural, political, and economic causes of distress - such as racism, sexism, and engineered inequality - so prevalent in multicultural and resource-constricted contexts. Taking a transformational and decolonial stance, there is an urgency to develop alternative approaches to address this neglect. In response, this study employs an action research design - with pre- and post-strategy questionnaires and self-study assignments – and explores the usefulness of reader’s theatre for developing awareness of the impact of taken-for-granted socio-political attitudes, norms, and values on subjectivity. Findings reflect that through this strategy students can acknowledge how experiences that do not correspond to socio-politically endorsed discourses lead to feelings of anger and resentment for some, as well as shame and humiliation for others. Employing reader’s theatre may, therefore, be an important step toward the development of clinicians empowered to work in a respectful and socially just manner with the complexities of distress in the global South.

Navigating Teacher Well-Being in Globalized Education: Challenges and Recommendations

Marga Botha — 2024-11-21

In the context of globalized education, teacher well-being has emerged as a critical area of study, where educators face unique challenges. This research investigated the multifaceted factors influencing teacher well-being, aiming to identify common struggles and contextual influences that shape their experiences. Given the increasing responsibilities placed on teachers, it is crucial to prioritize their well-being, as it has a direct impact on the quality of education they provide. The preliminary data were gathered via electronic open-ended questionnaires and eight semi-structured individual interviews, which served as case studies. The study primarily targeted South African teachers, but through a thorough literature review, the framework has been modified to accommodate a global audience. The findings unveiled the components that teachers described as driving them away from the profession and the factors that pulled them towards it. The in-depth literature reviews' findings focused on the globalization of education, which, while offering benefits like shared best practices, presents challenges to teacher well-being. These challenges include increased workloads due to curriculum changes, diverse learner needs, pressure from standardized testing, and inadequate support systems. Based on these insights, the researcher proposes several recommendations aimed at improving teacher well-being. These include systemic changes in curriculum development, equitable resource allocation, and enhanced support systems. At the school level, fostering a positive culture and effective workload management are essential, while individual strategies such as reflective practice and self-care can further mitigate stress. The study calls for further research to explore the long-term effects of globalization on teacher well-being and to evaluate the efficacy of targeted interventions. By addressing these issues, stakeholders can create a more supportive educational environment that benefits both teachers and students globally.

The Ripple Effect: How Chaos Theory can Transform Education

Ilze Breedt — 2024-11-21

Background: The education atmosphere in a class could influence students’ attitude and their understanding and willingness to collaborate in a class. Chaos has a different meaning for different students and lecturers. Sometimes this same chaos could be the best possible paradigm or teaching strategy to influence students to have a deeper understanding of the work. The use of chaos theory in higher education could allow for a different way in which students view information and how they engage and collaborate in the class. Focus: In this research the use of chaos theory in Higher Education Institutions classrooms was researched to be able to answer the following research question: How do students and lecturers perceive the impact of chaos theory on fostering deeper learning and critical thinking in academic settings? Methodology: A qualitative research design was followed to determine how students experienced this approach of teaching, and the experience from the lectures who apply this theory and method of teaching in the class. A case study design was followed to discover how the method is implemented in class and students used an open-ended questionnaire to explain their experience. The lecturers involved also filled in an open-ended questionnaire to explain the difference between the normal teaching strategy they used in their classes in relation to the chaos theory. Purposive sampling was used to determine who will be part of the study. Only lecturers who were willing to test the results regarding the chaos theory were asked to take part in the study. Results and implications: A paradigm change could contribute to deeper learning. The way lecturers approach this theory in the classroom contributed to a new approach of lecturing to use in the classroom to ensure students gain deeper learning in a different way than before. Students experience the situation differently and from the case study it was clear that lectures and students explain that this method of discovering and exploring need to be develop more in classrooms and students need to get the opportunity to be exposed to this method of lecturing. In the light of this, a recommendation to lecturers will be to explore this method of instruction and allow students to discover information in a different method. Keywords: Chaos theory, Deeper Understanding, Teaching Strategies, Students Attitude & Education Atmosphere.

Exploring Opportunities and Obstacles in the Decolonisation of South African Higher Education Curriculum

Melisa Chawaremera — 2024-11-21

This research investigates the intricacies of decolonising the higher education curriculum in South Africa, with the ultimate goal of advancing social justice, a cornerstone of democracy. Drawing on an extensive review of literature and institutional analysis, the study delves into the multifaceted nature of decolonisation efforts within the South African higher education landscape. Central to this inquiry, is the conceptualisation of social justice, encompassing principles of equity, inclusivity, and the warranted recognition of historically marginalised perspectives. Through an exploration of both the opportunities and obstacles inherent in the decolonisation process, this research sheds light on key themes including potential institutional resistance and epistemological shifts. Furthermore, it underscores the significance of embracing indigenous knowledge systems, fostering critical pedagogies, and promoting culturally responsive teaching practices as pivotal strategies in advancing social justice agendas. By critically examining these dynamics, this study contributes to a deeper understanding of the complexities involved in curriculum transformation initiatives aimed at promoting social justice in South African higher education. This paper will inform institutional stakeholders on objective realities of the implementation of this progressive practice.

A Model for Effective Implementation of Contemporary Assessment Methods in Higher Education Institutions

Ayanda Pamella Deliwe — 2024-11-21

This review study investigates the effectiveness of assessment methods in higher education institutions, focusing on the significance of contemporary and innovative methods such as project-based assessments, portfolios, simulations, and collaborative activities. The paper offers instructions for applying efficient assessment methods, policy suggestions for institutions, and potential topics for further study. The results have consequences for improving assessment methods and equipping students for their future professions since the future of assessment in higher education is seen as fertile ground for innovations. A model for effective implementation of the contemporary assessment methods is proposed.

Implicit to explicit: A Framework for Supporting Blended Design Education with Microlearning

Maretha Geyser — 2024-11-21

Design is an iterative process involving cycles of divergent and convergent thinking. To navigate these cycles effectively, designers need a range of competencies. These include information gathering, sense-making, imagination, ideation, shape-giving, iterative reflection, critical evaluation, collaboration, and discipline-specific knowledge. To develop these competencies, design education typically occurs in a studio environment that follows a learning-by-doing approach, simulating industry practices. However, the tacit knowledge—unspoken insights and intuitions—that informs the application of domain knowledge is often not visible, making it difficult for students to connect theory with practice and potentially hindering their learning. The cognitive apprenticeship model is a pedagogical approach that enhances learning-by-doing by integrating theory and practice throughout the design process, making tacit knowledge explicit and accessible. Within the context of blended learning, where face-to-face classes are complemented by technology-enabled learning, microlearning emerges as an innovative teaching and learning approach that delivers activities in structured, bite-sized pieces. This method is designed to minimise cognitive load and to help students grasp complex implicit concepts. In this paper we explore how microlearning, an innovative teaching and learning approach, might be integrated into learning by doing approaches within blended learning settings in the design studio to make tacit knowledge explicit. The paper is the first part of a larger study exploring how microlearning activities might support learning-by-doing within blended learning environments during the various phases of the design process. An integrative review of literature on the design process and related design competencies, cognitive apprenticeship and microlearning, theoretically informed the development of a conceptual framework outlining the dynamics between learning-by-doing and microlearning activities to foster connections between theory and practice. The framework will be used in subsequent research to inform the design and trialling of microlearning activities to support learning-by-doing in practical design modules. This research contributes to existing understanding of educational approaches that support learning-by-doing in design education and lays the foundation for further research to inform the design of appropriate and meaningful microlearning activities.

Making Teaching and Learning a Collaborative Process by Adopting Research Informed Teaching on Executive Education Programmes

Ketty Grishikashvili — 2024-11-21

In a current, fast changing digital environment, the fact how fast business market is changing and how society’s perceptions evolve to become more inclusive and diverse in terms of viewpoint, and overall workforce composition is a strong indication that the education system also requires a change. To remain relevant, business and management education must reflect the realities that influence its subject matter, while at the same time addressing societal needs and expectations. Especially on the Executive Education (EE) programmes, which are driven by changes in technology, the marketplace, and the demand of individual organisation for organisation change, business schools are expected to do more than simply disseminate knowledge. Having learners or clients who are coming from a diverse range of background, who are bringing a variety of learning styles, abilities, and rich learning experience is a challenge to satisfy all stakeholders. Thus, in those programmes where we are trying to bring academic rigour and real-world experience to scale up businesses and help them growth, some innovative and inclusive ways of teaching, learning and assessment are very important to ensure learners’ personal and professional development and to demonstrate a real-world impact for those involved. This article presents a reflective analysis of introduced innovative learning, teaching, and assessment methods for one of EE programmes in one of the UK’s higher education institutions. The innovative methods employed in this course were to address the above-mentioned challenge, to demonstrate a real-world impact for those involved, in addition to ensuring learners’ personal and professional development by making teaching and learning a collaborative process. This was achieved by incorporating an active and action learning strategies in flipped classroom settings. More specifically this was achieved by introducing all elements (research led/tutored teaching, research oriented or research based) of research informed teaching, which focused on real-life problems that client companies are or were facing instead of traditional case study approach. Effectiveness of this approach was acknowledged by both colleagues, who were involved in teaching and supervisory activities and learners. Colleagues reported that learners seemed to be more enthusiastic and attentive in classes after introducing this practice. On the other hand, learners indicated that having an opportunity to work with or supervised by research active staff encourage them to conduct their own research with high quality manner. In addition, it has been observed that this practice also worked well in supervisor-learner engagement and engagement with the material especially in the flipped classroom settings. Effectiveness of the introduced methods and recommendations are based on learners’ feedback and the secondary data that demonstrates the impact for the client organisation. As this study was taken purely for the pedagogical reasons and is not conceived as pure research, at this stage study didn’t go through the ethics approval, which is an acknowledged limitation of this study, however there is an intention for farther developing this limitation to strengthen the research findings and recommendations.

A Social Realist Perspective in Urban Planning Curriculum Transformation for Sustainability Mainstreaming: Learning from the University of Johannesburg

Trynos Gumbo — 2024-11-21

Transforming higher education curricula has gained traction in the past few decades, particularly in post-colonial Africa. The discipline of urban planning has not been spared especially in the context of South Africa. Numerous efforts have been exerted to infuse several aspects that among others include locally contextualized curriculum, the fourth industrial revolution tenets and sustainable development principles. However, the extent to which sustainability values have been successfully mainstreamed to ensure transformative practices that promote students’ access and success remains an unchartered territory. Consequently, in this paper, I explored the experiences of the urban planning department at the University of Johannesburg in transforming its curricula. In the paper, literature on curriculum development and reform in South African Higher Education was distilled. I adopted a case study research design and a qualitative research approach to gather qualitative data through the application of positionality and documents analyses to reveal the extent to which social realism perspectives have shaped curriculum transformation in the departmental programme development and reviews. The results reveal that curriculum development and reviews within department of urban and regional planning is a complex and messy reality that is shaped by Margeret Archer’s structural, cultural and agential emergent powers and properties. This is very evident within the Master in Sustainable Urban Planning and Development (MSUPD), an interdisciplinary programme which enables and supports lifelong and blended learning in sustainable development education. It trains a variety of professionals who find solutions to complex urban sustainability challenges. In conclusion, I recommend that concerted efforts are need to strengthen and infuse sustainability orientations and building blocks of sustainability education that include societal, institutional, environmental and economic imperatives.

Optimising Instructional Design Strategies to Mitigate Cognitive Overload

Cymbeline Harilal — 2024-11-21

A lack of unified instructional design strategies to mitigate cognitive overload in higher education necessitated this study to explore how instructional design could mitigate cognitive overload in first-year commerce students. Grounded in the Cognitive Load Theory (CLT), which posits that excessive information impedes conducive student learning experiences and metacognition. The research is situated within a South African private higher education institution (PHEI) and explores a qualitative analysis using a three-pronged approach. Firstly, a literature review on CLT and its application in instructional design impacting students' learning experiences was conducted. Secondly, the researchers evaluated the institution’s 2023 instructional design of modules and their presentation through the learning management system (LMS) using multimedia learning. The purposive sample consisted of eight first-year modules within the Bachelor of Commerce degree program to assess the learning design elements against the principles of CLT. The researchers, being three instructional designers used secondary data and peer-reviewed the module evaluations to validate the findings and verify the impact of CLT on students' learning based on the institution's existing instructional design strategy. By evaluating the PHEI’s current instructional design practices against CLT principles, this study aimed to identify effective strategies to manage cognitive load and enhance the student learning experience within the higher education context. The research findings of this study indicated that the integration of CLT into instructional design could mitigate cognitive overload, thereby improving the student learning experience, and metacognition and providing guidelines for the refinement of instructional design strategies. The value of the research outcomes was anticipated to contribute to the development of improved instructional design strategies using multi-media learning to address cognitive load. The value of the research outcomes was anticipated to contribute to the development of improved instructional design frameworks and strategies that addressed cognitive load, enabling effective and conducive learning environments in higher education. These insights aimed to guide future research in curriculum design and teaching and learning practices in higher education and to recommend instructional design strategies to manage cognitive load thus mitigating the challenges of cognitive overload experienced by students and enhancing the student learning experience.

Pedagogical Presence as a Mediator of Tertiary Students’ Unconscious Conflicts During Learning

Tracey Haselau — 2024-11-21

This paper explores the notion of presence pedagogy in the private higher education sector, drawing on contributions from social constructivism and psychoanalysis, specifically the concept of affective containment. Higher education is a space that, by its nature, invokes feelings of defensiveness, uncertainty, weakness and anxiety in students, who arrive in the tertiary space carrying their own unconscious conflicts that interact with the external world. These unconscious processes culminate in behaviours and interactions that influence learning and relational dynamics with their educators. This theoretical paper presents an explanation of the unconscious, but observable processes that neoliberal students transition through in the learning process and offers a position that can usefully serve educators in negotiating and containing these unconscious processes. This paper offers the argument that presence pedagogy can be usefully employed as a method for the educator to perform the role of ‘container’ of these unconscious processes. Presence pedagogy is conceptualized as an educator’s capacity to be reassuring and attentive to their students and draws on relational practices such as an ethics of care to enact appropriate psychological and pedagogical care for the student in learning contexts. This paper proposes that presence pedagogy can usefully mediate students’ unconscious conflicts to settle into a productive place of learning, where the tensions between inner worlds and external demands are contained by the educator and adapted into meaningful learning experiences. By dovetailing an ethics of care with core constructivist tenets, educators can simultaneously hold the student, and the line, forging productive learning experiences while maintaining boundaries and professionalism. In so doing, the student is ‘contained’, and anxieties are mediated to facilitate a learning experience in which anxiety is tolerated and processed by both student and educator. This is not an easy task, nor without risks and limitations, but this paper offers imaginings of how a presence pedagogy might be enacted in a contact private tertiary environment to meaningfully engage with students’ unconscious conflicts in the learning space.

Curriculum Transformation in South African Tertiary Institutions: Current Research on Narratives of Change

Gezina Dorothea Huston-Pretorius — 2024-11-21

Curriculum transformation initiatives, with specific reference to the South African context, is increasingly applied in the reflection of societal changes on teaching and learning, content, and pedagogy. However, currently limited research on the presiding narratives of change and their potential impact on practices, policy, and curricula hampers tertiary education stakeholders' ability to fully evaluate and drive effective curriculum transformation. Accordingly, this study aims to provide a comprehensive overview of existing research on narratives of change in South African tertiary education, with objectives that include identifying said narratives, analysing research trends, and highlighting interventions for stakeholders to consider in curricula transformation efforts. The research methodology comprises of a bibliometric and qualitative review. The former utilises “curriculum transformation”, “South Africa”, and “higher”/”tertiary” as source concepts to identify applicable publications on the SCOPUS database, which are subsequently analysed using the VOSviewer (version 1.6.20) software. The qualitative review includes an analysis of the content of the papers in line with the narratives of change identified in the network and overlay visualisations. Through these analyses, four narratives of change are identified in the bibliometric analysis, including decolonisation, e-learning, inclusive curricula, and diversity. Key interventions for curriculum transformation include integrating African perspectives, promoting inclusive teaching practices, and leveraging Information Communication Technology (ICT) for effective e-learning. Additionally, flexible teaching methods, multilingualism, industry partnerships, and the inclusion of African knowledge systems and gender-sensitive content are essential for fostering a diverse and supportive educational environment. The contribution of this paper is centred on enabling more effective and comprehensive evaluation and analysis of existing curricula by education stakeholders and institutions, and to guide successful curriculum transformation initiatives.

Evaluation of the Obstacles Encountered by South African International Students in Tertiary Educational Institutions

Thabo Khafiso — 2024-11-21

The South African higher education system has seen a gradual rise in the number of international students, mainly from African countries but not exclusively confined to other nations. Although the number of international students has significantly risen in recent decades, there is less knowledge about the obstacles they face and the potential effect of these issues on them. This research aims to comprehensively evaluate the difficulties encountered by international students at higher education institutions, providing insight into the complex obstacles that affect their academic, social, and cultural assimilation. The study utilizes a qualitative approach, incorporating a questionnaire as the research design to collect perspectives from international students. The findings indicate that communication, finances, environment, access to resources, and administration are factors that contribute to the obstacles encountered by international students. This highlights the necessity for specific support mechanisms and policy adjustments to improve the overall educational experience for this expanding demographic. The results of this assessment provide important insights for educational institutions, governments, and stakeholders that want to promote inclusive and supportive settings that facilitate the achievement and well-being of international students in higher education.

HEI Educators’ Views on Traditional and Online Teaching and Learning: Post Pandemic

Nomfundo Khoza — 2024-11-21

Every aspect of society, especially education, has been profoundly impacted by the COVID-19 pandemic. Nearly all institutions and universities have transitioned from traditional learning to online teaching and learning during the outbreak in order to maintain academic continuity. The goal of the present research is to evaluate how traditional teaching and learning in HEIs, particularly during the post-pandemic period, were affected by online learning. Technology has been used for many years to enhance the teaching and learning process. Therefore, the introduction of technology into many educational contexts was hastened by the COVID-19 pandemic. However, educators confronted a variety of difficulties they had never faced before as a result of the abrupt change to distance learning. Following a qualitative mode of inquiry, the current study sought to discover how a group of 20 South African educators handle their post-pandemic teaching. The researchers conducted in-depth, semi-structured questionnaires with HEI educators to accomplish their goal. Educators were tasked with detailing their journey from in-person to fully online teaching, and later adjusting to a blended format of face-to-face and online instruction. The research aimed to enhance post-COVID-19 teaching by employing various technological, pedagogical, and administrative strategies for both online and traditional learning. In the long run, this was intended to enhance the integration of technology into the pedagogical setting even further. The study's findings laid the groundwork for developing accessible online tools to support academic instructors in effectively utilizing widely adopted online pedagogical techniques.

Insights into Building VR Solutions in the Police Domain

Clara Maathuis — 2024-12-02

Advanced technologies such as Virtual Reality (VR) hold immense significance for society, particularly in the law enforcement domain. VR offers a unique platform for immersive, experiential learning, allowing Police Officers (POs) to engage with dynamic scenarios that mirror real-world situations, incidents, and challenges. In the Police domain, the integration of VR solutions provides valuable insights into enhancing POs’ training, situational awareness, and community relations. Learning objectives in VR-based Police training encompass a spectrum of skills, including decision-making under pressure, effective communication and collaboration, and de-escalation techniques. Furthermore, evaluation perspectives span both quantitative and qualitative measures, assessing training efficacy, officer performance, and societal impact. This research adopts a systematic literature review approach where it becomes evident that the future of VR-enabled policing lies in interdisciplinary collaboration, technological innovation, and ethical considerations. Future directions entail refining VR solutions to reflect evolving societal dynamics, integrating Artificial Intelligence (AI) for adaptive scenario generation and analytics, and addressing concerns related to algorithmic transparency, fairness, security, and privacy. By leveraging VR technologies, law enforcement agencies can enhance operational effectiveness and foster trust, accountability, and responsibility within the communities they serve.

Interventions to Mitigate Attrition Rates in a Developing Country, South Africa

Dumisani Godfrey Mabasa — 2024-11-21

Education is regarded as a tool that is used to change the world. Institutions such as the United Nations Education Science Culture Organisation (UNESCO) were established on the premise of how important education is for individuals, organisations, societies, and the world. UNESCO is a specialised agency of the United Nations (UN) for promoting world peace and security through international cooperation in education, arts, sciences, and culture. The high attrition rate from higher education institutions is still a challenge and concern, especially in South Africa as one of the developing countries. Various factors for high attrition rates were identified, namely lack of motivation or desire to complete the qualification or a course, lack of time, insufficient prior knowledge, lack of support, and feelings of isolation among others. Despite the challenges, education is a huge investment, and the initial investment in education represents above a quarter (25%) of the eventual total educational cost. The high attrition rates suggest that the initial investment made in education is not fully realised as should be. Some of the consequences of high attrition rates are poor achievements of world peace and security aspirations. Various interventions for mitigating attrition rates do not necessarily achieve the desired results. Governments and other agencies committed a lot of resources to mitigate some of the challenges associated with attrition rates. Despite the commitments, attrition is high in many countries, especially in developing countries such as South Africa. The number of people not in education, employment, or training (NEET) is at a constant increase. Students who complete tertiary education are concerningly below targets and do not commensurate with the investment made in education. The aim and objectives of the study were to reignite the discussion about attrition rates in education given its huge investment. The study analysed the available literature, current reports, and some of the policy interventions that were developed and implemented to mitigate attrition rates. The study concluded that all parties to education must be committed to the available interventions, especially students.

Building a Postgraduate Supervision Model for Student Success in South Africa: How Masters and Doctoral Students’ Experiences can Assist?

Mfazo Cliford Madondo — 2024-11-21

A critical gap exists in South African higher education research on postgraduate supervision models. Research emphasis is placed in administrative aspects over the supervision praxis for student throughput. This paper investigates an effective postgraduate supervision model in South Africa to enhance student success. The literature underscores the need for an approach that balances the teaching and the supervising of research. Supervision is a supportive and collaborative journey between the student and the supervisor. However, there are complexities of postgraduate supervision pedagogy that are hardly explored in South Africa - the quality of supervision, time-to-degree, throughput rates, and perceived organisational support. Therefore, inadequate understanding of the elements constitutes supervision relationships issues for masters and doctoral students. Current practice falls short of addressing supervision praxis which necessitated this study to explore a tailored model of supervision. Therefore, how can experiences of masters, doctoral candidates and graduates assist to explain and propose an optimal postgraduate research supervision model that best supports the student success rates in South African universities? As a constructivist designed study, a quantitative digital survey and a snowball sampling method were used targeting masters and doctoral candidates and graduates across private and public universities in South Africa. An online survey was designed and administered using Microsoft Forms to over 500 participants. Descriptive statistical analysis was conducted measuring position in percentile rankings. Results elucidate the nature and main feature of postgraduate supervisory relationships in South Africa. We found that a postgraduate research supervision model can be tailored to the South African context, and we contribute to the development of postgraduate supervision model as pedagogical tool related to metacognitive strategies and humanising pedagogy for research supervisors and students.

The ‘Law and Language Friction’: Overcoming the Barriers of Discourse in Supervision

Nomalanga Mashinini — 2024-11-21

The relationship between law and language requires continuous attention in legal education, specifically supervision. In the journey of every law student, the discipline will demand that they interpret legal texts, write legal opinions, and prepare research reports and theses, which require the use of language. Clear and practical legal language makes a legal argument whole, compelling, and persuasive. However, the language challenges law students because the discourse in legal terminology creates a law and language friction. This friction presents a double-edged sword when students attempt to express themselves using legal language in their research projects, depending on whether they know the limitations and opportunities that the language presents in legal reasoning. The main argument of this paper is that we need to acknowledge the friction in the relationship between the law and language and seek opportunities to confront and overcome this friction through our supervision models and approaches. The research focus of this paper addresses the academic literacy obstacles in the context of postgraduate supervision in legal education. It presents the law and language friction as a positive and a negative factor that law students should confront to communicate effectively in legal writing and for their supervisors to teach effective legal writing.

The COOL e-Research and Researcher Development Experiences: A Mentor and Mentee Perspective

Tabisa Mayisela — 2024-11-21

As information and communication technologies (ICTs) continue to advance, research projects and processes increasingly adopt ICTs, and terms like ‘e-research’ gain popularity. However, disparities in access to ICTs and users’ technology proficiency affect the adoption of e-research technologies. Despite these constraints, the COVID-19 pandemic forced many researchers (including postgraduate students), in diverse and unequal contexts, to take their research activities online. This paper reports on the ‘e-research’ experiences of the principal investigator, a research mentor and a researcher after the adoption of ICTs during the pandemic. This research took place in the context of the Cases on Open Learning (COOL) research project, commissioned by, and conducted jointly with, the Department of Higher Education (DHET) in South Africa. This was a multi-researcher (10 researchers located across the country, with varying degrees of research experience), multi-site qualitative social science research that took the form of 15 case studies, conducted across seven technical and vocational education and training colleges, six universities, two DHET sites, and a desktop study. The national lockdowns that were announced shortly after our first and only face-to-face project meeting forced us to conduct all aspects of the project entirely online. We used the Google suite for collaboration and Zoom for COOL team building, researcher knowledge and skills development sessions, and online interviews conducted by the researchers. WhatsApp played a dual role – supporting ongoing communication within the research group, and as a data collection tool. The paper highlights our experiences on what it meant to be part of a research team, as well as the opportunities and challenges of conducting research of this nature. It shed light on the COOL team building and researcher development strategies. Drawing on insights from our experiences, we recommend that higher education institutions (HEIs) develop both technical and human-oriented guidelines for conducting e-research. This paper could provide insights for independent researchers, postgraduate students, principal investigators, and supervisors considering a cohort-supervision model, comprising diverse students, who may be in dispersed geographical locations.

Mapping the Evidence Around the Use of AI-powered Tools in South African Universities: A Systematic Review

Noluthando Mbangeleli — 2024-11-21

The integration of Artificial Intelligence (AI) in higher education is rapidly expanding on a global scale, transforming the realms of teaching, learning, and administrative functions. In this regard, this systematic scoping review seeks to map the current evidence regarding the implementation of AI-powered tools within South African universities. This systematic scoping review was carried out in accordance with the framework proposed by Arksey and O’Malley. An advanced literature search was conducted in the following databases Sabinet African Journal = 65m, Web of Science = 841, Emerald Insight = 417, Science Direct = 30, EbscoHost = 254, and Google Scholar = 3,470. The identified articles were uploaded to Rayyan software for initial screening. We assessed their relevance by analysing the titles and abstracts. After applying the inclusion and exclusion criteria to the articles obtained from the database search, 11 papers were selected for the study. Notably, three themes were identified following a thematic analysis and these includes the usage of AI-powered tools in South African universities; the challenges connected with using these technologies as well as the strategies required to address these challenges. This systematic scoping review highlights a significant rise in AI tool adoption in South African higher education, noting their benefits in enhancing academic support and efficiency. However, it also raises concerns about ethical issues such as increased cheating, unequal access to technology, infrastructural challenges, and data insecurity.

Unveiling Experiential Skills' Impact on Life Sciences: Leveraging Bloom's Taxonomy for Proficiency

Genevieve Mc Pherson-Geyser — 2024-11-21

This article delves into the impact of experiential skills development on the proficiency of Life Sciences (Biology) learners, specifically focusing on integrating Bloom's Taxonomy in formulating assessment questions. Within the framework of South Africa's educational system guided by the Curriculum Assessment Policy Statement (CAPS), this mixed-method approach underscores the importance of aligning assessment questions with Bloom's Taxonomy to enhance experiential skills development and improve learner proficiency. The research, using a dual study methodology (PhD and MEd), emphasises the significance of question complexity and difficulty in driving experiential skills development despite varying perspectives among teachers on question sequencing. It argues that while standardised assessments may dictate question formats, teachers' inherent questioning styles are crucial in facilitating authentic learning experiences. Moreover, the article unveils a notable enhancement in learner proficiency resulting from effective planning and execution of experiential skills lessons, corroborating existing literature. In conclusion, valuable light is shed on the pivotal role of experiential skills development in enhancing learner proficiency in Life Sciences education, particularly within the South African context. By leveraging Bloom's Taxonomy in questioning and lesson planning, teachers can effectively cultivate critical thinking and problem-solving skills in learners. The findings advocate for tailored approaches to address proficiency gaps and stimulate learner achievement, thereby fostering engaged learning and real-life skill application in Life Sciences classrooms.

Degrees of Freedom: Rethinking Higher Education Credentials in South Africa

Linda Meyer — 2024-11-21

The shifting landscape of higher education and the labour market has necessitated re-evaluating conventional degree programmes, leading to an exploration of macro-credentialing as a link between university offerings and industry requirements. This paper examines the traditional dominance of the degree and the concurrent rise of strategic partnerships between higher education institutions and businesses, with the goal of developing credentials more closely aligned with the dynamic needs of the modern workforce. Traditionally, university degrees have been viewed as the bedrock of educational achievement and a prerequisite for professional success. However, rapid technological advancements and changing economic demands have exposed limitations in the degree model, particularly its often inflexible curriculum and lengthy completion time. Consequently, there is growing interest, especially within Private higher education, in macro-credentialing, which encompasses an array of non-degree awards that can be directly linked to specific skill sets and employment opportunities. Through qualitative analysis of partnership models across diverse industries and countries, this study identifies core elements contributing to the successful integration of macro-credentials into educational and professional spheres. These elements include co-creating curricula (between industry and the university), shared governance structures between educational and corporate entities, and robust assessment methodologies that validate learner competencies consistent with industry standards. Additionally, the study explores potential challenges and resistance within academia and industry, including credential recognition issues, balancing theoretical knowledge versus practical skills, and economic impacts on traditional degree pathways. It proposes strategic approaches to mitigate these challenges, emphasising the importance of transparency, stakeholder engagement, and continuous evaluation. The incorporation of macro-credentialing via university (both public and private), TVET college and Community College - Business partnerships possesses considerable potential to tackle future student discipline trajectories, the dire unemployment of South African youth and the growing needs of upskilling via life-long learning. It demands continuous innovation in educational models to guarantee they promote individual career achievements and societal progress in an increasingly intricate global economy. This paradigm transition from the conventional degree to a more adaptable, competency-based credentialing structure signifies a crucial development in matching education and industry.

The impact of Implementing Gamification Elements on Motivation, Engagement and Academic Achievement

Bruce Mitchell — 2024-11-21

This study investigates the influence of gamification on students' motivation, engagement, and academic achievement in a managerial communication course at a large Australian university. Amidst growing concerns about student disengagement in traditional educational settings, gamification has emerged as a promising instructional approach. Utilising game elements like points, and leaderboards, this quasi-experimental study sought to create a more engaging and motivating learning environment. The intervention was conducted in weeks 5-8 of the semester, with students participating in gamified online activities and in-class challenges that contributed to a team-based leaderboard. The research design included pre- and post-gamification surveys using the Higher Education Student Engagement Scale (HESES), the Gameful Experience Questionnaire (GAMEFULQUEST), and the Questionnaire on Motivation for Cooperative Learning Strategies (CMELAC). Independent samples t-tests were conducted to analyse the data, focusing on five engagement variables: academic engagement, cognitive engagement, social engagement with teachers, social engagement with peers, and affective engagement. The results, based on responses from 665 students (410 pre-intervention and 255 post-intervention), indicated significant increases in cognitive engagement and social engagement with teachers post-gamification. Cognitive engagement scores showed a notable improvement, with students reporting higher satisfaction, enjoyment of intellectual challenges, and motivation to study. Similarly, social engagement with teachers improved, with students feeling more understood and supported by their instructors. However, there was no significant change in academic engagement and social engagement with peers. This suggests that while gamification can enhance specific aspects of the learning experience, its effects on overall academic performance may vary. The study concludes that gamification has the potential to positively impact certain dimensions of student engagement, particularly cognitive and social aspects, but its influence on academic outcomes remains complex. These findings underscore the need for further research into the nuances of gamification and its role in educational contexts. Educators are encouraged to consider the implementation of gamified elements to foster a more dynamic and interactive learning environment.

Contextualising the South African Higher Education Academic Interventions for Student Success: Challenges and Opportunities

Sky Mkuti — 2024-11-21

South African Higher Education Institutions (HEIs) are increasingly feeling the pressure to produce graduates that contribute towards economic transformation, and sustainability through skills necessary to address the challenges of the Fifth Industrial Revolution (5IR). However, the rate of academic failures and high dropouts in South African Universities has been alarming. This study contextualized the South African HEIs’ Academic Interventions to uncover the challenges and opportunities HEIs face in their quest to advance student success throughout their academic and early professional career. To aid the study’s investigation on the institutional practices that inform the forms of academic interventions for Student Success, in South African Universities, this study’s main research question focuses on uncovering how the student success interventions conceptualisation within the context of the South African system of Higher Education are carried out. The objectives of the are multifaceted. Firstly, the study investigates how academic interventions address the challenges leading to the high drop-out rate in Higher Education Institutions. Secondly, the study employs a narrative literature review to uncover the challenges and opportunities to mitigate possible risks affecting the advancement of conducive and equitable prospects for effective student success interventions. Finally, the study contributes to the ongoing discourse on student success interventions in relation to the South African 1997 White Paper on Higher Education Transformation, which indicates an improved access to HEIs. However, this study’s findings uncover a deficit in interventions that mitigate drop-out rates. The paper argues for an enhanced collaboration to strengthen institutional best practices as a fundamental step to transform challenges into opportunities when responding to student success interventions, in South African HEIs.

Challenges of Pedagogy in an ODeL Setting: Making Magic out of Mayhem

Ngaka Mosia — 2024-11-21

The teaching and learning environment has undergone substantial changes as a result of technological advancements. Educators at all levels constantly face the challenge of increasing students' interest. In response to students' exposure to technology and social trends, practices are changing. This presentation provides a case study of how technology can be used to improve the learning environment for engineering-based courses in higher education. The method includes integrating web application technologies to improve the learners' experience and delivering interactive materials via a virtual learning environment. There are phases in the pedagogy execution that demonstrate the development from the first event through the implementation of the materials, after which the module is evaluated and is improved even more in light of the qualitative assessment. Electronic surveys are used in the evaluation process to gather input on the distance learning module. Furthermore, there is oversight of how the students are using the resources. The first findings from a recent online course are presented as the presentation comes to a close. A qualitative research approach is adopted to explore and explain the challenges of pedagogy in an ODL setting.

Developing a Curriculum for Practical Skills-Based Pedagogy in Engineering Education: A Skills-Driven Teaching and Learning Approach for Job Transition Pathways Applicable in Engineering Training and Development for a University of Technology

Ngaka Mosia — 2024-11-21

The onset of the COVID-19 pandemic has necessitated a shift in focus for graduate engineering students, demanding their swift integration into the workforce. The Engineering Council of South Africa now stipulates that institutions must cultivate specific graduate attributes, particularly in the face of rapid economic and social transformations. This mandate prompts universities to equip engineers with the skills needed to seamlessly adapt to scarce skill positions and emerging roles within diverse disciplines dictated by industry demands. The evolving landscape is shaped by emerging technologies impacting production, manufacturing, and service sectors. Consequently, engineering graduates must acquire skills that facilitate a smooth transition into roles that align with their expertise. The imperative for universities is to fulfill the core mission of engineering education: fostering professionals capable of developing future technology to address upcoming challenges and produce technologists adept at solving present issues using current technology. This study employs a qualitative research method to explain and explore the training of engineers, ensuring that graduates possess the requisite attributes for a successful transition into new occupational roles aligned with industry needs. The focus of the research centers on analyzing the teaching interventions implemented in Industrial Engineering undergraduate programs at a university of technology.

Evaluating an Ethical Hacking Module: Case of a University in South Africa

Noluntu Mpekoa — 2024-11-21

The University of Johannesburg has Ethical Hacking content covered within the Information Security in the WWW module. This study was conducted at the University of Johannesburg, with honours students registered at the Academy of Computer Science and Software Engineering. This study aims to evaluate the Information Security in the WWW module. Specifically, it seeks to evaluate the content, teaching and learning, and extra activities such as participating in the first round of the National Cybersecurity Hackathon, through student perspectives. It also seeks to understand the views of the students on what they like the most about the learning module as a basis for continuous improvement. The instrument utilised was an amalgamation of module evaluation questionnaires in the body of knowledge. It was modified to suit the context of the study. The online questionnaire had both open-ended and closed questions that seek to get a better understanding of the concepts presented. The frequency distribution, percentage distribution, and weighted mean were calculated to offer the level of agreement and satisfaction. The findings suggest that students were satisfied with the content, teaching and learning, in the Information Security in the WWW module. The results further highlight some essential insights from the respondents that lecturers may consider when improving the instructional material. Further, considerations have been put forward for future improvement of the learning material.

Leveraging Cultural Intelligence in Pre-Service Teachers: An Imperative for Socially Just Pedagogies

Shamala (Alane) Naidoo — 2024-11-21

“The number one predictor of success in today’s borderless world is cultural intelligence.” – David Livermore. To live and work in harmony in today’s globalized society, like emotional intelligence, cultural intelligence is a conversation that cannot be ignored. Cultural intelligence is the difference between individuals who succeed in today’s multicultural, globalized world and those who fail. Teacher education institutions must be agents and catalysts for cultural intelligence. Since teachers continue to work with an increasingly diverse student population, the integration of culturally responsive curricula and culturally responsive teaching practices into teacher education is imperative to ensure socially just pedagogies. The purpose of this research is to analyse the level of cultural intelligence of pre-service teachers through a critical pedagogical lens, to identify gaps in the different dimensions of cultural intelligence and to make recommendations about how teacher education curricula may be differentiated to improve the level of cultural intelligence thus nurturing socially just pedagogies. A qualitative strategy was employed for this study. The target population of this study constituted preservice teachers. Data was collected using both a survey-type questionnaire and semi-structured interviews. The findings of the study based on the survey indicated that the majority of the respondents rated themselves as having high levels of cultural intelligence; however, individual interviews suggested that students displayed a relatively low level of cultural intelligence. It is therefore recommended that teacher education institutions reimagine their curricula to ensure that cultural intelligence is deliberately embedded into the design of their programme offerings to ensure the promotion of socially just pedagogies.

Beyond Content: A Trauma-Informed Framework for Academic Writing Evaluation

Subhangi Namburi — 2024-11-21

The paper proposes a novel framework for assessing student academic writing integrating an understanding of trauma into the evaluation process. This framework emphasises the importance of recognising linguistic markers in student writing that may indicate underlying psychological distress, such as post-traumatic stress disorder (PTSD). Traditional higher education academic assessments often overlook these markers, focusing on content quality and adherence to formal writing standards. This oversight could lead to missed opportunities for early intervention, particularly in educational settings where students do not openly disclose their mental health challenges. Building on trauma-informed pedagogy, this study explores how Natural Language Processing (NLP) models can be leveraged to identify linguistic markers associated with poor mental health, such as PTSD, anxiety, and depression, within students' academic writing. By analysing writing patterns like non-linear narrative structures, obsessive thoughts, and disjointed syntax, we argue that NLP can offer an essential tool for early detection of trauma-related challenges. Such markers are often overlooked in traditional grading systems, which prioritize form and rhetoric. A case study using student writing samples demonstrates how changes in rhetorical fluency and writing quality can correlate with a documented decline in mental health. The results of NLP analysis reveal a progressive decline in coherence, lexical diversity, and thematic focus, which align with known linguistic markers of trauma. These findings underscore the potential of NLP to serve as an early-warning system, alerting educators to the need for intervention and support. Despite the promise of these methods, current NLP models face limitations in linguistic diversity, reproducibility, and population bias. Therefore, we advocate for the development of more inclusive models built on ethical frameworks that consider the socio-rhetorical contexts of student writing. Additionally, large and secure datasets are required to ensure representativeness, with attention to student privacy concerns. Ultimately, this paper calls for higher education institutions to adopt trauma-sensitive evaluation frameworks that integrate academic and emotional well-being, ensuring more equitable and compassionate assessments.

Enhancing Student Engagement Through Problem-Based Learning: A Case of the Built Environment

Rotondwa Benvolence Nemakhavhani — 2024-11-21

In the rapidly evolving field of the Built Environment, traditional teaching approaches often fall short in preparing students for the complex, real-world challenges they will face in their professional careers. Problem-Based Learning (PBL) has emerged as a powerful pedagogical approach that promotes active learning and student engagement by encouraging learners to collaboratively solve real-life problems. This study explores the impact of PBL on student engagement within the Built Environment at the institutions of higher learning in particular the University of Technologies. The purpose of this research is to investigate how PBL can be effectively implemented to enhance active learning and foster deeper student engagement. This study adopted a qualitative research approach employing a systematic literature review (SLR) methodology, focusing on academic sources published between 2010 and 2024. The gathered data was synthesized using thematic analysis, wherein major themes and patterns were identified within the literature. Key themes such as collaborative learning, critical thinking, and real-world application were identified. The findings reveal that PBL not only increases student engagement but also enhances critical thinking and problem-solving skills, which are essential for success in the Built Environment sector. The study also highlights challenges, including the need for facilitator training and the development of appropriate assessment strategies to support the successful implementation of PBL. The implications of this study are significant for educators and administrators in higher education. By integrating PBL into the curriculum, the University of Technology can better prepare its students for the demands of the modern workforce, fostering a learning environment that promotes both academic excellence and practical skills development. This research contributes to the growing body of literature on active learning in higher education and provides a framework for implementing PBL in the Built Environment department, with potential applicability across other disciplines.

Blended Learning Dependability and Perceived Usefulness: The Mediating Role of Organisational Commitment

Esther Nkhukhu-Orlando — 2024-11-21

To survive in the tight global higher education markets, universities must embrace new technological changes which can transform their education. The use of Information and Communication Technologies (ICTs) has become an integral part and a driver of the development agenda of many universities. Blended learning (BL), integrating face-to-face instruction with online components using Learning Management Systems (LMS), has emerged as a prominent educational model, offering flexibility and enhanced learning experiences in higher education settings. This study reports the adoption of BL among academics at the University of Botswana (UB) before the arrival of COVID-19. Even though technological changes such as BL are recognized as strategic tools used by many organizations, including universities, not much attention has been given to attitudinal behaviours such as Organizational Commitment (OC) despite their contribution to the successful technological adoption. This paper proposes a conceptual framework to explore the perceived usefulness of BL mediated by OC among academics at the UB. The study uses Socio- Technical Systems theory (STS), positing that instructors’ perceptions of the usefulness of blended learning are influenced by both individual factors and organizational contexts. The study adopted an explanatory sequential mixed methods approach, involving a quantitative phase in which data was collected using a questionnaire in an online survey, followed by a qualitative case study that involved semi-structured face-to-face interviews. A multiple regression model for determining the mediating role of OC was developed. In the mediation model, OC fully mediated the relationships between Learning Management System Dependability (LMSD) and Perceived Personal Usefulness (PPU) and Perceived Usefulness to Students (PUS). The study used SPSS for its quantitative data analysis and adopted thematic analysis for its qualitative strand as a comprehensive process that allows for identification of numerous cross-references between the data and the research’s evolving themes. The study contributes to the limited body of knowledge about the perceptions of BL of academic staff in a middle-income country, Botswana.

Digital Integration Insights: Exploring Highlights and Challenges of Numeracy Lecturers in Higher Education

Dominique Nupen — 2024-11-21

The pervasive influence of digital technology continues to bring about significant changes in higher education (HE). In the case of numeracy modules, lecturers find themselves at a crossroads of tradition and innovation. Here, they must navigate a complex terrain where students require support in foundational aspects of numeracy proficiency and the rapidly changing aspects of technological innovation to prepare them for the 4^th and 5th Industrial Revolutions. The Technological Pedagogical Content Knowledge (TPACK) framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model, along with Bloom’s Digital Taxonomy and constructivist learning theories provide a valuable theoretical framework for this study to examine critical factors encountered in integrating digital technology and numeracy in the context of a South African private HE Institution. Employing a qualitative methodology, this study investigates the dynamic intersection between teaching and learning, assessment strategies, digital technologies, and numeracy education in the digital age. Fifteen semi-structured interviews explore lecturers' experiences navigating this intersection. Highlights and challenges when integrating digital technology into pedagogical strategies are identified and explored. Findings highlight the potential for integrated technologies to enhance students’ analytical thinking and develop confidence in their ability to use digital tools. Contributing factors facilitating digital technology integration, such as innovative teaching strategies, active learning methodologies, and ongoing professional development, are identified. Numerous challenges to integrating technology exist, far surpassing the number of highlights, even in the presence of facilitating factors. Challenges are linked to the nature of numeracy modules, student engagement, infrastructure, skills, time limitations, and improper use of Artificial Intelligence (AI). There is a pressing need to continuously upskill lecturers and students for success in the digital age, and for a highly intentional approach to technology integration. This study will interest a range of academic stakeholders, including lecturers, information specialists, educational technologists, and teaching and learning specialists.

Quality Evaluation Tools for Learning Objects: A Case of Engineering Tuition in an ODL Setting

Crisantia Nyaka — 2024-11-21

This research investigates the application of Learning Objects (LOs) in enhancing the delivery of educational content through multimedia approaches, particularly within the contexts of Open Distance Learning (ODL) and engineering education. The quality of LOs employed in these settings is critical, as it can significantly impact student comprehension, influencing both successful qualification completion rates and attrition rates within specific fields of study. The study aims to evaluate whether the current criteria used to assess LOs are sufficient and appropriate for the teaching and learning (T&L) of engineering disciplines. A technology scorecard for various LO technologies is developed, and the assessment is conducted using the Learning Object Review Instrument (LORI) criteria. The findings from this assessment are then analysed against the Engineering Council of South Africa (ECSA) module outcome criteria to determine whether the existing LORI criteria are suitable for measuring the acceptable quality levels of LOs in engineering T&L. The research adopts a qualitative methodology, with the establishment of a technology scorecard being a key component. The study's outcomes will reveal whether the LORI criteria are adequate and appropriate for assessing the quality of LOs in engineering education. If inadequacies are identified, the research will highlight these gaps and propose recommendations for addressing them. Ultimately, the study aims to establish a new, refined framework for assessing the quality of LOs in engineering T&L contexts.

Harnessing AI for ISCED Labelling of ODL Courses

Sefa Emre Öncü — 2024-11-21

At the University of Bologna, one of the pioneers of higher education in Europe and the institution that inspired the name of the Bologna Process, courses are labelled according to the International Standard Classification of Education (ISCED), a statistical classification of vocational fields. In Open and Distance Learning (ODL), where the number of programmes is high in parallel with the number of learners, determining the fields of courses taught is crucial not only for measurement and evaluation processes but also for a detailed examination of statistical information in processes such as enrolment and graduation. Processes such as data classification according to specific categories can be rapidly carried out with the help of artificial intelligence (AI) and can be utilised in administrative processes. This study investigated whether ChatGPT-4, one of the AI applications, could classify 1135 courses taught at Anadolu University's Open Education System (AUOES), which is part of the Bologna Process, according to ISCED fields, considering the content of the courses. In this study, document analysis was applied to the data analysis. According to the results, the highest number of courses in AUOES were in business, administration, and law (386), while the fewest courses were in education (27). These results indicate that courses related to white-collar professions are taught frequently and are influenced by the programmes at AUOES. This study suggests that AI can be used in administrative processes and to classify courses according to ISCED fields. Categorising all courses according to ISCED or a similar standard could enable the analysis of courses in vocational fields. Determining the fields of courses according to certain standardisations in ODL could allow the courses, and consequently, the books and materials, to be handled by subject matter experts. Decision-makers in ODL could plan the teaching of courses in line with needs by considering the employment situation in vocational fields when launching new programmes or updating course lists. Researchers could investigate the accuracy of AI's processes in administrative tasks and gather the opinions of subject matter experts, opening up new avenues for further research and exploration in the field of AI in education.

Technostress Among Information Specialists/Librarians at a Private Higher Education Institution in South Africa: Are They Spared?

Edmont Pasipamire — 2024-11-21

In the digital age, information specialists at Private Higher Education Institutions (PHEIs) played a crucial role in managing vast amounts of digital information and providing essential services to support academic activities. However, the increasing reliance on technology brought about a phenomenon known as technostress—stress or psychosocial strain experienced due to the use of information and communication technologies (ICT). The aim of this study was to explore information specialists/librarians' experiences of technostress in the context of technology integration into library services at a private higher education institution in South Africa. It sought to identify the specific challenges librarians faced due to the adoption and use of technology and to understand how these challenges affected their daily tasks, job performance, and overall job satisfaction. The study was underpinned by the Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), which provided a framework for understanding how individuals cognitively appraised and coped with stressful situations. Utilizing a qualitative approach guided by the interpretivist paradigm, the research gathered comprehensive data through qualitative semi structured interviews. A purposive sample of information specialists from a leading Private Higher Education Institution (PHEI) was selected, and thematic analysis was employed to analyse the interview transcripts. Participants were invited for semi-structured interviews until saturation was achieved. The thematic results of the qualitative study illustrated the effects of technostress on information specialists at the PHEI. Participants experienced system failures, technical glitches, and challenges with new tools, which significantly increased their stress levels. This stress manifested itself in physical symptoms such as eyestrain and headaches, as well as emotional symptoms such as anxiety and frustration, often exacerbated by increased screen time and poor ergonomics. The impact on work performance varied, with some experiencing minimal or positive impacts on productivity, while others experienced significant disruption to their work and well-being. The findings improved the understanding of technostress in higher education and provided recommendations for creating a supportive work environment and promoting the well-being of information specialists/librarians. Practical suggestions were made to address the identified challenges and improve the wellbeing and effectiveness of information specialists within the PHEI. This study informed strategies to effectively combat technostress among information specialists/librarians at a PHEI.

Generative AI tools in Teaching and Learning: An Enabler to Creating Work-Ready Students in the 4IR.

Shamola Pramjeeth — 2024-11-21

Higher education is experiencing a paradigm shift with the advent of generative artificial intelligence (AI) tools and large language models. This transformative approach is revolutionising education and the world of work and, if harnessed correctly, has the propensity to shape future minds. The study sought to understand academics and teaching and learning (T&L) specialists' perceptions at a private higher education institution (PHEI) in South Africa on how Generative AI tools should be used in T&L to prepare students adequately for the world of work. This qualitative exploratory study purposively selected 40 academics and T&L specialists across ten sites from a PHEI in South Africa. Three themes emerged from the data: curriculum integration, discourse, partnerships and collaboration and training and awareness. To prepare students for the world of work that uses AI, it is important to integrate Generative AI into the curriculum and teaching and learning, considering industry-specific requirements through continuous discourse, partnerships and collaboration between stakeholders. The training and awareness of Generative AI tools are necessary for lecturers and students to understand better how to use Generative AI tools correctly and responsibly.

Service-Learning pedagogy: Student experiences at a university of technology.

Nolwazi Qumbisa — 2024-12-02

The changing educational landscape in the 21^st century has seen higher education institutions (HEIs) focus more on innovation, flexibility, and adaptability. Despite these advances, there is still a need for innovative pedagogies like service learning (SL) to encourage students to critically examine their own contexts, beliefs, values, knowledge, and attitudes whilst empowering students to engage in self-reflection, appreciation of diversity, and critical thinking. However, to date, limited studies have sought to elicit the experiences of students within construction-related programmes in South African Universities of Technology alongside their lecturers concerning the utility of this pedagogy. As a contribution towards filling this gap, this paper used a quantitative research design to elicit the experiences of second year learners from the Built Environment Department at a University of Technology as it relates to the utility of the pedagogy. Integrated capstone projects were used in capturing the experiences in the form of engaged teaching. Data was collected using a survey administered to students to dig deeper into the experiences shared. Students were asked about their expectations and perceptions from the integrated projects in relation to using SL pedagogy to drive the development of competences among learners such as problem-solving and analytical thinking, respectively. The findings revealed that students were exposed to transformative learning through having to understand the socio-affective factors relating to their projects will facilitate the development of skills for lifelong learning, social inclusion and effective teaching and appropriate instructional resource use. The academic significance of this study lies in its contribution to understanding the impact of service-learning pedagogy on the development of critical competences such as problem-solving and analytical thinking among second-year Built Environment students at a South African University of Technology, thereby addressing the gap in research on student and lecturer experiences in construction-related programs.

‘Please Think Critically’: A Theoretical and Conceptual Analysis of Curriculum Delivery of Law Degrees

Mihloti Basil Sherinda — 2024-11-21

This paper aims to perform an analysis of pedagogy and theory of the law degree. Pedagogy is the method and practice of teaching. The paper proposes that law education may accommodate a pedagogy of the development of ‘alternative critical scholarship’ in relation to law students. It employs the phrase ‘Please think critically’ because it is common in the history of legal education that the most successful scholars, and litigators all lived by the mantra: ‘please think critically’. It does not argue that a critical law student must be trained to be disruptive without cause, but that our methodology in curriculum delivery must encourage the law student to de/construct legal doctrine or concepts. This exercise may be accommodated as an alternative model for legal research. Thus, this paper contributes knowledge to critical legal research methodology. The research problem in this paper hinges on the fact that law students learn the skills of litigation (or problem-solving in the legal context) from learning by rote legal principles that are trite. They often do not learn the skills to perform a historical, theoretical and philosophical or doctrinal analysis of a/the law. This paper argues that to address this problem, they may be encouraged to learn about the epistemology, ontology, morality, philosophy of history and African philosophy. This will arm them with the tools to approach the established legal principles with an ability to re/think, re/imagine, and/or re/de/construct the law. This type of study may, wholly or in part, be dependent on research from other disciplines. The development of this critical law student is dependent on the manner they are taught, assessed and developed in and out of the classroom. To encourage critical thinking, the student may be assessed on their ability to critique established legal instruments: the legal doctrine, nature of the law, new and proposed legislation, new case law and judges’ legal interpretations. The critical analyses and thoughts on alternative theories like decolonial schools of thought and African jurisprudence may be reflected in their dissertation.

Neuroscience-Informed Design of Learning Materials: Examining the Impact of Emotion, Interest, and Attention on Learning

Jolanda Morkel — 2024-11-21

The impact of emotional design on learning, particularly related to emotional valence, is a topic of interest in the domain of online and distance learning. This study, situated in the South African private higher education context, sought to explore how students learn and why certain learning materials better promote learning than others. The study used psychophysiological assessments, including eye-tracking, galvanic skin responses, and facial expressions, to explore the relationship between emotional arousal, interest, and attention in online learning. Nineteen students aged 18 to 24 were shown 11 different variations of an online module's first page, each differing in design elements, for 9 seconds to gauge their initial reactions. Emotional responses were measured using the Self-Assessment Manikin (SAM), and qualitative discussions provided further insights into students' preferences. The findings produced valuable recommendations for instructional design that fosters interest and enhances the learning experience. By integrating neuroscience techniques and educational psychology principles, the study established a link between emotion, interest and attention as key factors influencing student engagement and memory retention. This finding is significant as it highlights the importance of designing learning materials that capture students' initial interest, providing valuable insights into the universal principles of effective learning design. It emphasises the importance of emotional design in learning materials and the need for a balance between emotional arousal that generates interest but avoiding cognitive overload. The study underscores the critical role of purposeful learning design in creating engaging and effective learning experiences for students.

Re-Imagining Teaching and Learning at South African Higher Education Institutions in the Digital Landscape

Storm Watson — 2024-11-21

The core purpose of teaching and learning in HEIs in South Africa is to provide high-quality education and training that prepares students for success and meets societal needs. HEIs must develop curricula that are rigorous, relevant, and responsive. In the past five years, there has been a significant shift towards focusing on individual institutions' teaching, learning, and research practices. This study aimed to re-imagine teaching and learning within the digital landscape of South African public HEIs and provide recommendations for developing assessments in this context. For this study, primary data was collected through the analysis of the 2021 annual reports and official websites of the 26 public universities in South Africa. Primary data was collected from the 2021 annual reports and official websites of the 26 public universities. Content analysis identified trends and uncertainties impacting teaching and learning. The findings revealed that South African HEIs had experienced a shift towards blended and hybrid teaching, driven by the goal of expanding access to education and improving teaching quality through digital technologies. Several recommendations were developed that educators can follow to ensure that assessments developed in the digital landscape are of high quality and uphold academic standards and integrity. These include that assessments must be designed in such a way that they promote accessibility and equity. Educators should develop their own pedagogical approaches to ensure that they adapt to their students' requirements and that evaluations ultimately help students meet the outcomes required by the various modules and qualifications. Educators should also look for ways to boost student involvement and motivation while creating online tests, as this will benefit the students. Educators are also encouraged to embrace continuous improvement in their own assessment practices, such as approaching assessment design as an ongoing process and iterating and improving depending on data and feedback.

A Reflection On How Universities Perform Against Criteria For Authentic Community Engagement

Rika Swanzen — 2024-11-21

Departing from the belief that academic community engagement (ACE) initiatives should result in impactful developmental outcomes that improve the livelihoods of vulnerable populations in society, this paper offers an evaluation of how authentically a sample of universities are meeting criteria depicting such authentic engagement. The specific focus will be on what is publicly available, since university rankings and membership to scientific committees are shared as part of presenting the university’s status, the study aims to determine if the engagement aspects are shared publicly as well. The intention of the institutions to publicly reflect their true civic impact in critical developmental areas is important to showcase the importance they attach to addressing societal challenges. The more criteria are addressed, the more likely the engagement activities will contribute to the targeted changes. Results from the evaluation will be shared with recommendations on how all higher education (HE) institutions can strengthen their impact through ACE. This will provide a departure point for measuring the return on investment of activities that at times are viewed as charity instead of the rigorous form of scholarship it has become.

The Perceived Impact of Leadership Practices of Academic Leaders on Student Success in a Higher Education Institution in South Africa

Simon Taylor — 2024-11-21

The research reported on in this paper was motivated by the need to investigate student complaints in the higher education sector in South Africa regarding the poor quality of teaching and learning which has resulted in low student success rates in many institutions in the country. To mitigate poor student success rates, higher educational institutions in South Africa need to consider implementing effective leadership practices of academic leaders to support students in their academic journey. This study identified how academic leaders leadership practices are perceived by students in a higher education institution in South Africa, and to identify which leadership practices are more impactful in supporting student success. According to Hoadley, Christie and Ward (2009) and Hallinger (2011), leadership practices are indeed aligned to academic performance. Grajfoner (2024) suggests that effective academic leadership is a key contributor to attaining academic excellence. However, Bryman (2007: 14) asserts that “one of the key problems in Higher Education is that not enough is known about exactly what makes an effective leader and what, in turn, may make them ineffective”. The theoretical framework upon which the study is based was developed by Mukan, Hawryluk and Stolyarchuk (2015: 42), who suggest that “leadership is a derivative quality of people collaborating, co-operating and supporting each other. It is characterized by openness and is a dynamic, inclusive, collegial process that occurs in a particular context”. In this research, a quantitative study was conducted using a purposeful sample selected from the target population of students at a higher education institution in South Africa. The final sample included 78 undergraduate students from the selected institution. The analysis undertaken in the study revealed that perceived leadership practices of academic leaders do have an impact on student success and that student success is not based on any one element of leadership practice alone; instead there are various perceived dimensions of leadership practices that play a role in promoting student performance. The findings of the study highlighted three key leadership practices that impact on student success, namely engagement, support and communication.

Reflections on Research and Research Intelligence in a Private Higher Education in South Africa: A Collaborative Autoethnographic Study

Brenda Van Wyk — 2024-11-21

Globally, higher education remains a highly competitive environment, where striving towards good institutional reputation, as well as academic and research stature is high on the agendas. As such, research intelligence is fast becoming a topic of discussion. Measuring progress and success is a strategic and data-driven process. This paper reports on a collaborative autoethnographic study on a research capacity development project. It further explores the importance of the management of research towards creating, managing and utilising data-driven research intelligence in a private higher education institution in South Africa. Reflecting on this project, stretching over a five-year period, the study aims to shed light on further implementations by exploring how available data could translate into research intelligence. The study considers the role of research intelligence by comparing it to the strategic value of strategic and business intelligence. It explores how reliable research intelligence could inform and support strategies in developing a maturing academic environment, and how current and potential solutions could be applied for strategic decision making. The study adds knowledge to an under-researched area in higher education in South Africa. It offers recommendation for more effective management of research data and research intelligence.

Experiences of Early-Career Teachers in Inclusive Education: Lessons Learnt in South Africa for Teacher Training Programmes

Lucia van der Rheede — 2024-11-21

Higher education institutions are increasingly challenged to prepare student teachers for a socially and culturally diverse learner population. Inclusive education is an international imperative but remains a contentious issue in education. Early career teachers enter the profession with passion and anticipation to transition from theory-based learning to practical implementation. However, they soon face many contextual challenges, especially in low socio-economic settings. This research investigates the experiences of early career Foundation Phase teachers in implementing learning support within low socio-economic schools. Using a qualitative, illustrative case study design grounded in social constructivist theory, data were collected from purposefully selected participants in the Western Cape through semi-structured interviews and document analysis. Thematic content analysis revealed five key themes: 1) contextual factors, 2) teacher attitudes, 3) perceived lack of skills, 4) proactivity and reflection, and 5) external support needs. The findings indicate that despite the prioritization of inclusive education, early career teachers encounter numerous challenges that impede effective learning support. Their experiences highlight the gap between theoretical training and practical application, impacting their confidence and ability to implement learning support strategies. These insights are essential for adapting teacher training programs to better prepare future educators for the practical realities, particularly in low socio-economic contexts.

Sustained Success: Evaluating the Enduring Effects of Leadership Training on Professional Growth

Lieza Van Der Vyver — 2024-11-21

The focus of this longitudinal study is on the long-term effectiveness of leadership training modules on the professional growth of graduates, with a particular emphasis on the strategic management and leadership training modules in postgraduate management education programmes. The study aims to track a cohort of graduates over five years post-module completion, assessing their leadership skills, career progression, and their impact on organisational performance. The first phase of the study focused on the initial assessment of the ongoing influence of leadership training over time, highlighting the key areas of career progression. Data was collected at multiple time points—immediately post-completion, and at the 1, 2, and 5-year mark. This approach enables a comprehensive analysis of the trajectory of leadership development over time. The study employs quantitative methods, administering the same questionnaire annually to the same cohort of graduates. The consistent data collection allows for a robust comparative analysis across different years, providing insights into how the leadership training modules contribute to individual career progression and organisational outcomes over time. Initial findings revealed that six months after completing the module, 90% of respondents integrated the leadership concepts into their daily activities, with a 75% implementation rate. Additionally, 80% observed noticeable changes in job responsibilities, and 85% reported increased job satisfaction. One-year post-completion, 55% of the initial respondents participated in the study, with 29% engaging in further leadership development programs. All respondents perceived a significant improvement in job performance, and 41% received promotions or career advancement opportunities. Two years after completion, 29% of the original respondents remained employed at the organisation. Among them, 76% attributed their career advancements to the leadership module, and 80% felt confident in leading and managing teams. Additionally, 84% were satisfied with their overall career progression. Five years post-completion, only 13% of respondents remained employed, with 90% rating the module's long-term impact on their leadership abilities and career trajectory as significant. All these respondents had assumed leadership roles and rated their organisation's overall success positively. This research significantly contributes to understanding the sustained impact of leadership education and offers valuable implications for curriculum developers, educators, and organisational leaders, highlighting the importance of continuous investment in leadership development for long-term career and organisational success.

Exploring Metacognitive Awareness and Metaliteracy Skills Towards Becoming a Self-Determined Postgraduate Student: A Case Study

Brenda VAN WYK — 2024-11-21

Research and scholarly output are essential in the advancement of knowledge and society as a whole. In South Africa, the Council for Higher Education (CHE) requires that learning and teaching at higher education institutions (HEIs) must be informed by research done by universities. With high dropout rates these aspirations are not attainable. The question that this study addresses is: firstly, what motivates emerging researchers and postgraduate students to enrol for research and postgraduate programmes at a South African higher education institution, and secondly, what motivates them to complete their studies. Following a qualitative approach, this case study explores self-determination awareness among a group of master’s students in a supervisory context. It interrogates requisite metaliteracy competencies and the core metacognitive attributes underpinning human motivation. The aim is to ascertain how students doing research could be supported and developed to become self-directed and motivated to conduct and complete quality research. The value of the study lies in adding new knowledge to an under-explored area and to propose steps to close the current gap.

A Participatory Method to Business Model Innovation for Students

Anthea Venter — 2024-11-21

The past few years have been a period of intense transformation. Pandemics, innovative technology like chatbots, and the ever-evolving needs of society serve as a powerful illustration of the world's constant evolution. Equipping students with business model innovation (BMI) skills across disciplines is crucial as it fosters their ability to innovate not just products and processes, but entire businesses, which is essential in an everchanging environment. Furthermore, integrating remote participative modelling (PM) into the curriculum is essential as it enhances students’ online collaboration skills, vital in today's modern team dynamics. A previous study at a research-intensive university explored the usability of online platforms during BMI within a Business Engineering module focused on entrepreneurship and innovation. MURAL, a virtual whiteboard software application, was used in this study to facilitate remote PM sessions utilising the Business Model Canvas (BMC). While this study found that MURAL is easy-to-use within this specific context, a key limitation emerged. The built-in BMC template within MURAL was found to be insufficient for guiding students through a systematic transformation of a traditional business model into a new iteration. To address this limitation, this current study focuses on enhancing a well-established Business Model Development Tool (BMDT), the BMC, within the context of undergraduate engineering education. We propose a method, called EDU-BMI, specifically designed to support students during PM sessions focused on BMI activities within the MURAL platform. Drawing inspiration from PICO, an educational personal ideation companion, EDU-BMI incorporates features that address educational, social, and motivational aspects. The method is embedded within MURAL and validated through a two-group participant study. Observations of the modelling sessions were used to gather valuable insights into the method's effectiveness and will inform future teaching practices. Integrating EDU-BMI into MURAL has the potential to improve the effectiveness of remote PM sessions for students engaged in BMI activities. Accessibility for modellers will also be ensured by leveraging a free, online tool like MURAL. Future research will focus on evaluating the method in an undergraduate engineering education context, refining EDU-BMI based on the feedback received from participants.