• Constructionist learning environments (CLE) in the 21st century 

  Akih, Chewachong Patience; Van Ryneveld, Linda (International Journal of Academic Research in Education, 2022-05)

  This paper defines a learning environment in a tertiary institution that enabled the development of 21st century skills, and tries to answer the question: “To what extent can 21st century competencies and character qualities ...
• Resilience to structural violence: an exploration of the multisystemic resources that enable youth hope 

  Ncube, Bongiwe; Theron, Linda C.; Haffejee, Sadiyya (Sage, 2024-09)

  Please read abstract in the article.
• A strategy development framework for educational technology an integrated design science research and modified Delphi approach 

  Hugo, Jorietha; Callaghan, Ronel; Cronje, Johannes Christoffel (Academic Publishing International Limited, 2024-04)

  Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag ...
• A review of virtual reality from primary school teachers ' perspectives 

  Walstra, Karen A.; Cronje, Johannes Christoffel; Vandeyar, Thirusellvan (Academic Publishing International Limited, 2024-04)

  Virtual reality (VR) is used across the educational spectrum (higher education, high school, primary school, and even pre-school); however, primary school teachers’ perceptions of using VR in their classrooms require ...
• Collaborative concept mapping : investigating the nature of discourse patterns and features of a concept map 

  Khoza, Hlologelo Climant; Maseko, Bob (University of Alberta Faculty of Education, 2024-07)

  Research in science education has established the significance of collaborative concept mapping as a powerful strategy in fostering conceptual learning. During such collaboration, students talk about concept map features ...
• Types of formative feedback provided by technology teachers during practical assessment tasks 

  Loubser, Nelé; Rauscher, Willem Johannes; Blom, Nicolaas (Modestum LTD, 2024)

  Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce ...
• Active versus passive learning : comparative case study of problem-solving competencies in stoichiometry 

  Mamombe, Charles; Mathabathe, Kgadi (Modestum LTD, 2024)

  Teaching methods can help learners to develop problem-solving skills and enhance their achievement in stoichiometry. Process oriented guided inquiry learning (POGIL) is one of the teaching methods that promote problem-solving ...
• Resilience to depression among emerging adults in South Africa : insights from digital diaries 

  Levine, Diane T.; Theron, Linda C.; Haffejee, Sadiyya; Ungar, Michael (Sage, 2024-10)

  Emerging adults facing chronic socioeconomic stress, especially depression, lack comprehensive research on resilience factors. This study analyzed digital diary entries (n = 338) from 57 individuals aged 18–24 in a South ...
• South African teachers' insights on improving the Sensory Classroom Teacher Questionnaire (SCTQ) for inclusive education and ADHD support 

  Du Preez, Hannelie (MDPI, 2024-09-09)

  The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity ...
• Developing a novel model for ICT integration in South African education : insights from TIMSS 

  Graham, Marien Alet; Kruger, Guillaume Matthys; Van Ryneveld, Linda (MDPI, 2024-08-09)

  ICT integration in the classroom is viewed as a panacea towards resolving education challenges. A quantitative approach using South African Trends in International Mathematics and Science Studies (TIMSS) 2019 Grades 5&9 ...
• Assessing the professionalism of teacher educators in relation to sustainability : developing the Teacher Education and Sustainability Scale (TESS) 

  Dittrich, Ann-Kathrin; Eloff, Irma; Boon, Wietske; Weinberg, Lucas; Rabani Nia, Maryam; Mathabathe, Kgadi Clarrie; Agostini, Evi (MDPI, 2024-09-11)

  This study focuses on the design and implementation of the Teacher Education and Sustainability Scale (TESS), an instrument to assess the professionalism of teacher educators in relation to sustainability in the context ...
• Navigating the troubled waters of higher education : a phenomenological study on the needs and challenges of first‑year clinical associate students in South Africa 

  Nel, Corne; Wolvaardt, Jacqueline Elizabeth (Liz); Du Toit, Pieter Hertzog (South African Medical Association, 2024-03)

  BACKGROUND: Clinical associates (ClinAs) are educated in decentralised learning platforms where they gain skills and a concrete understanding of the fundamental challenges of healthcare in remote and poverty-stricken ...
• Parental involvement predicts Grade 4 learners’ reading literacy : an analysis of PIRLS data for students in Mpumalanga, South Africa 

  Graham, Marien Alet; Mtsweni, Mareska Unit (Routledge, 2024)

  The purpose of the study was to examine how parents’ involvement is associated with Grade 4 learners’ reading literacy achievement in Mpumalanga. Selected variables from the PIRLS 2016 home and school questionnaires ...
• Editorial : Scrutinising educational responses to migration : critical perspectives on changes in educational practice, policy and research 

  Szelei, Nikolett; Wagner, Josefine; Eloff, Irma; Acquah, Emmanuel (Frontiers Media, 2024-03)

  No abstract available.
• The role of mentoring in developing leaders' emotional intelligence : exploring mentoring types, emotional intelligence, organizational factors, and gender 

  Prummer, Katharina; Human-Vogel, Salome; Graham, Marien Alet; Pittich, Daniel (Frontiers Media, 2024-06)

  Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of ...
• Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools 

  Wagner, Josefine; Szelei, Nikolett; Eloff, Irma; Acquah, Emmanuel (Frontiers Media, 2024-02)

  Even though receiving newcomer pupils in schools is not a new phenomenon, many education systems grapple with finding adequate schooling arrangements that foster belonging and inclusion. Over the years, policy-makers and ...
• Exploring third spaces during pre-service teacher online intercultural conversations 

  Mesker, Peter; De Jager, Sarina (Wiley, 2024)

  We examined intercultural conversations in English between South African and Dutch pre-service teachers during a Collaborative Online International Learning (COIL) project. Unlike traditional COIL research, which emphasizes ...
• Challenges of learning in second language among South African school learners with developmental language disorder 

  Ndou, Nettie Nobukosi; Adewoye, Segun Emmanuel (Wydawnictwo Uniwersytetu Slaskiego, 2024)

  Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental ...
• An exploration of the relational well-being of African international students at a South African university 

  Letsoalo, Tshireletso Shawnell; Chigeza, Shingairai; Fadiji, Angelina Wilson (Stellenbosch University, 2024-08)

  International students are susceptible to threats to their well-being, as their immigrant status in host societies exposes them to unique challenges such as language difficulties, cultural differences, social isolation, ...
• My first three days as a first-year – the autoethnography of an autistic student 

  Gouws, Emile; Wassermann, Johannes Michiel (Stellenbosch University, 2024-10)

  My enrolment at university was a significant milestone in my life. During my first three days as a student with autism spectrum disorder, I experienced both positive and negative situations at different campuses, including ...

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