Research Articles (Science, Mathematics and Technology Education)

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South African Grade R teachers’ perspectives on integrating coding and robotics in early education
Willemse, Kayla; Callaghan, Ronel (Education Association of South Africa, 2026-02)
The integration of coding and robotics has emerged as a groundbreaking trend in early education. With this study we examined the perspectives of 10 South African Grade R teachers over 4 months using a participatory action research design. Through semi-structured interviews, guided classroom observations and collaborative discussion groups, we explored how teachers conceptualised and implemented coding and robotics (C&R) in their classrooms. Thematic analysis, informed by the technological pedagogical content knowledge framework, revealed a range of perspectives, both affirming and critical, with positive views being more prevalent. Teachers highlighted the benefits of C&R for fostering collaboration, creativity, critical thinking, innovation and learner enjoyment, particularly when integrated with pedagogical intent. However, concerns were raised about the possible displacement of foundational developmental practices, the risk of learner dependency on technology, and the constrained functionality of tools like the Bee-Bot. The findings underscore the importance of balanced, contextually responsive implementation. By incorporating teacher insight into practice, policy and professional development, early education practitioners may harness the transformative potential of C&R while safeguarding foundational developmental needs.
A reflective dialogue between the lesson study experts on their journey towards becoming koshi : learnings, experiences and the perceived roles
Sekao, David (Emerald, 2026)
PURPOSE : Lesson study (LS) is a collaborative teacher development practice, and one of the key attributes thereof is the involvement of the external knowledgeable other (koshi). Despite well-documented evidence that LS improves the craft of teaching, the entrenched concept of koshi and the role thereof is not well explored and documented. The purpose of this paper, therefore, is to reflect on and share my learnings and experiences of becoming a koshi, subsequently, what I perceive to be the role of a koshi. DESIGN/METHODOLOGY/APPROACH : My colleague and I engaged in a reflective dialogue about our experiences in our journey towards becoming the koshis. The current study is framed by Kolb’s reflective practice as a theoretical lens. Guided by Kolb’s reflective cycle, we engaged in dialogical reflection on our experiences of becoming a koshi, subsequently forming conceptual abstractions regarding the perceived roles of koshi. FINDINGS : Learning to become a koshi through on-the-job learning without the presence of an experienced koshi to learn from is a difficult undertaking. Two koshis are essential in the LS process internal koshi for planning and external koshi for reflection. Two broad characterisations of koshi’s roles are distinguished knowledge/skills sharing and koshi’s attributes. ORIGINALITY/VALUE : Drawing from the findings in this paper, my learnings and experiences coalesced into re-thinking the formulation of the role of koshi within the LS context. This is against the backdrop that, although the concept of koshi features quite prominently in the implementation of LS, the actual roles of koshi are not sufficiently documented.
Investigating learners' misconceptions on division of whole numbers to identify a goal of research lesson-a case of lesson study
Sugawara, Mami; Sekao, David; Sibiya, Mandlenkosi Richard (Modestum, 2026-02)
Identifying and addressing learners’ misconceptions is critical for effective mathematical instruction, as unresolved conceptual gaps hinder long-term mathematical development. Diagnostic assessment provides a valuable means of uncovering these misconceptions and informing targeted teaching strategies. Despite this, classroom practices often prioritise procedural fluency over deep conceptual understanding, allowing learners to progress without fully addressing underlying difficulties. This study investigated Grade 6 learners’ misconceptions about the division of whole numbers using a two-tier multiple-choice diagnositc test and unstructured interviews. Guided by Revised Bloom’s Taxonomy and Newman’s Error Analysis Theory within an interpretivist qualitative case study design, the study employed thematic analysis to categorise learners’ errors. The findings revealed three dominant types of errors: transformation errors, comprehension errors, and processing skill errors. These results underscore the importance of strengthening learners’ grasp of foundational concepts such as place value and mathematical language. The study recommends that teachers explicitly integrate diagnostic assessments into classroom practice and design instructional interventions that directly target specific error types, thereby supporting both conceptual understanding and procedural fluency in division.
Self-reported vocal demands, perceptions, and knowledge of occupational voice users in South Africa
Vermeulen, Rouxjeanne; Du Toit, Maria; Van Lierde, K.M. (Kristiane); Graham, Marien Alet; Van der Linde, Jeannie (Elsevier, 2025-07)
OBJECTIVES : The study aimed to describe daily vocal demands, perceptions and knowledge as reported by occupational voice users. STUDY DESIGN : A descriptive, cross-sectional research design was employed. METHODS : A survey on vocal demands, perceptions and knowledge was distributed to 102 occupational voice users via a snowball sampling technique. RESULTS : Slightly more than half of the participants (55%) reported using their voice for work 36.5 hours a week on average (SD = 15.5, range: 33–40). Participants reported that, on average, their daily voice use is 6.3 hours (SD = 2.7) for work and the majority (81%) reported a decrease in voice quality after work; Three-quarters (75%) also reported vocal fatigue at the end of day. Approximately one-third (33%) reported being exposed to environments where they are expected to shout, scream or cheer loudly. More than half of the participants (61%) reported that they have previously received vocal health education but 40% reported that they felt this training was insufficient. High vocal demands are significantly correlated to an increase in perceived vocal handicap rs = 0.242; (P = 0.018), tiredness of voice rs = 0.270; (P = 0.008), physical discomfort rs = 0.217; (P = 0.038) as well as how occupational voice users experience improvement of symptoms with rest rs = −0.356 (P < 0.001). Other risk factors highlighted by occupational voice users are the ingestion of liquid caffeine, alcohol, and carbonated drinks, smoking or the presence of chronic cough, chronic laryngitis, and gastroesophageal reflux disease. CONCLUSIONS : Occupational voice users are subjected to high daily vocal demands that can be seen to be linked to vocal fatigue, changes in voice quality and vocal symptoms experienced. It is essential that occupational voice users as well as treating clinicians are aware of certain significant predictors of both vocal handicap and vocal fatigue. These findings provide insights for developing strategies for training and cultivating vocal health consciousness and preventive voice care initiatives that focus on occupational voice users in South Africa.
Investigating gender differences in English comprehension skills among South African Sesotho learners
Thibedi, Tshepiso Promise; Roux, Karen; Graham, Marien Alet (Adonis and Abbey Publishers, 2025-12)
This study explores the relationship between reading comprehension (RC) and listening comprehension (LC) among Grade 4 Sesotho home language (HL) learners in South African primary schools, with a specific focus on gender differences across these two skills. As English serves as the Language of Learning and Teaching (LoLT) from Grade 4 in many South African schools, learners face the challenge of acquiring academic content in a second language. Using the Simple View of Reading model as the theoretical framework, the study employed a cross-sectional, quantitative comparative correlational design, analysing data from 84 learners (38 boys and 46 girls) in Gauteng Province. Data were collected using the Annual National Assessments and analysed using Spearman correlations and Mann-Whitney tests. Results revealed a significant positive correlation between RC and LC, but gender differences in these skills were statistically insignificant. These findings fill a gap in the existing literature by examining the comprehension skills of South African Sesotho learners and suggest that while gender does not play a significant role in RC and LC, further research should explore the developmental trajectory of these skills over time. The study recommends longitudinal research to better understand the causal factors influencing comprehension skills in multilingual learning environments.
DigitalWIV-S : enhancing students’ inquiry skills and digital literacy in PCR and electrophoresis for sustainable education
Zulfiani, Z.; Suwarna, I.P.; Fadlilah, D.R.; Sari, I.J.; El Islami, R.A.Z.; Mnguni, Lindelani (Universitas Negeri Semarang, 2025-09)
Digital-based learning can mediate technical barriers and create a support system that enhances the effectiveness of education. This study aims to develop biology learning media, DigitalWIV-S, to enhance the inquiry skills and digital literacy of prospective science teachers. The development method follows Hannafin & Peck’s model, which includes the phases of Needs Assessment, Design, Development, Implementation, and Evaluation. The research findings indicate that DigitalWIV-S, as a biology learning media, is deemed appropriate and received positive feedback from students. The evaluation of digital literacy is excellent across cognitive, affective, and conative aspects. Students’ inquiry skills are very good in problem orientation and data collection; however, abilities in problem formulation, hypothesis structuring, data analysis, and summarizing are categorized as moderate among the students. The developed media for the PCR and Electrophoresis concepts help students understand these topics better, thereby enhancing their inquiry skills and digital literacy. Additionally, the media addresses the limitations of equipment and materials in modern biotechnology practicums.
Creativity levels of engineering graphics and design students in conventional and digital modelling
Ndlela, Lucky; Rauscher, Willem Johannes; Candiotes, Vernon John (Springer, 2026-01)
Creativity is an important skill for the 21st century, prompting schools to emphasise it as an essential educational goal. The literature suggests that a problem-based learning environment supported by digital technology has the potential to foster students’ creativity. However, little is known about the influence of digital technology on students’ creativity in the context of engineering design within the field of Technology Education. Therefore, this study aimed to investigate the creativity levels of Engineering Graphics and Design (EGD) students in both conventional and digital modelling during problem solving. Using the postpositivist paradigm and a one-group pre-test post-test design, this study reports the creativity levels of 32 s-year Bachelor of Education degree students majoring in EGD. The students were tasked with designing a house individually, first using conventional modelling tools, and then using a digital modelling tool. The creativity in producing their products was measured using the Creative Product Semantic Scale (CPSS). The findings indicated that the students achieved a higher mean creativity score in the post-test than in the pre-test. A paired-sample t-test revealed a statistically significant difference between the mean creativity scores of conventional modelling and digital modelling. This finding indicates a robust association between digital modelling and enhanced student creativity, accompanied by a large effect size. This study has the potential to provide insights into classroom pedagogy for fostering students’ creativity. Future research should explore how different digital modelling tools and design problems influence students’ creativity. Additionally, research should focus on how students collaboratively solve design problems using digital tools.
Reasoning and proof in mathematics education : a systematic literature review
Lessing, Mary-Jane; Ogbonnaya, Ugorji Iheanachor (Springer, 2026)
This study presents a systematic literature review of 80 publications on reasoning and proof in mathematics education from 2019 to 2024. This review examined the distribution of the studies across mathematics content areas, educational levels, year of publication, and countries. In addition, it examined the instructional strategies and interventions that promote students’ reasoning and proof, the common challenges students encounter in understanding and engaging with reasoning and proof in mathematics, and teachers’ knowledge, beliefs, and attitudes towards reasoning and proof. The results show that most studies focused on geometry, with an apparent increase in research activity between 2019 and 2023. There were studies from 29 nations, thus signifying that reasoning and proof in mathematics education are internationally important. Türkiye, the United States, and Indonesia were the top three countries where the studies were carried out. Most of the studies were at the pre-service teacher education level, followed by the secondary school education level. The Guide-redirecting Warrant Construction instructional approach was found to be effective in improving students’ reasoning and proof. Furthermore, students have difficulty with reasoning and proof, which is aggravated by teachers’ low proficiency in these areas. The study identified important gaps in the literature and offered recommendations to address them.
Teaching programming in township schools : a mental model approach to developing computational thinking
Tshidi, Mashite (Taylor and Francis, 2025-10-23)
Computational thinking is essential for problem-solving in the digital age, yet disparities in resources, infrastructure and teacher training create unequal learning experiences in programming education. These challenges are especially evident in township schools, where teachers must foster computational thinking with limited access to digital tools and resources. Addressing misconceptions and cognitive overload is central to this process, as flawed mental models hinder learners’ ability to grasp programming concepts. Given the high failure and dropout rates in introductory programming, there is a pressing need to understand how teachers adapt their instructional practices in these contexts. Grounded in mental model theory, this study investigates how teachers impact learners’ conceptual understanding of programming, despite pedagogical and infrastructural constraints. Using a qualitative case study design, semi-structured interviews were conducted with township school teachers, and thematic analysis identified four key instructional strategies. Teachers employ stepwise algorithmic thinking to support problem decomposition, use real-world examples to bridge abstract concepts, incorporate peer-assisted learning to accommodate varied learning paces and engage in practical activities to address prior knowledge gaps. These findings underscore the role of teachers in overcoming learning barriers and promoting computational thinking in township contexts.
Examining the trends and patterns of student retention in a fully online Postgraduate Diploma programme
Tive, Donald; Moodley, Kimera; Van Ryneveld, Linda (Adonis and Abbey Publishers, 2025-09)
This paper explores student retention in a fully online postgraduate public health programme, analysing retention trends, patterns, and contextual factors affecting adult students enrolled in online education at a South African public university. Advancements in information technology have expanded higher education opportunities through online education offerings. However, high dropout rates are an ongoing concern in online education. Employing a mixed-methods approach, this research collected quantitative data from 811 students across six cohorts and qualitative data from 126 students through purposive and convenience sampling. Findings show that online retention is comparable to face-to-face programmes, with high early attrition that stabilises over time. Key factors affecting retention include financial constraints, time management challenges, and social support levels. These results suggest that while online programmes can achieve retention rates similar to traditional settings, targeted strategies are essential to support non-traditional adult learners online.
Perception of Montessori preschool teachers regarding literacy development through technology-supported play-based activities
Omidire, Margaret Funke; Aung, Shine; Izevbigie, Etinosa; Shai, Seboke Prodence (AOSIS, 2025-07-23)
BACKGROUND : As technology continues to evolve, educators and researchers are exploring innovative ways to harness the potential of technology to enhance literacy development for young learners. The Montessori approach to teaching and learning is an interactive approach that caters to diverse learning needs, as well as the individual learner’s interests. OBJECTIVES : The purpose of this study was to investigate the perceptions of Montessori preschool teachers regarding literacy development through technology-supported play-based activities. METHOD: A case study of 10 teachers from four Montessori schools in Tshwane, South Africa, combined the Montessori theory, the Technological Pedagogical Content Knowledge (TPACK) framework and social constructivism to form the research lens, which guided the investigation. Data were collected using semi-structured interviews, a focus group discussion and non-participatory classroom observations. RESULTS : The findings showed that the participating teachers were not in favour of incorporating technology into the Montessori classroom. Those who incorporated technology did so with caution, keeping the original Montessori philosophy of hands-on learning. With technological advances increasing daily, some teachers in the study realised that technology is unavoidable. CONCLUSION : Most Montessori preschool teachers in the study perceived literacy development through technology-supported play-based activities as misaligned with the Montessori approach, while a few teachers believed that it could foster literacy development in resource-constrained schools. Contribution: The findings of this study contribute to the growing interest in integrating a technology-supported, play-based Montessori approach to foster literacy in the South African context, which has been relatively unexplored. The findings may provide a pathway in encouraging teachers to consider incorporating digital technologies that are consistent with the Montessori approach.
Student self‑reflection as a tool for managing GenAI use in large class assessment
Combrinck, Celeste; Loubser, Nelé (Springer, 2025-03-26)
Written assignments for large classes pose a far more significant challenge in the age of the GenAI revolution. Suggestions such as oral exams and formative assessments are not always feasible with many students in a class. Therefore, we conducted a study in South Africa and involved 280 Honors students to explore the usefulness of Turnitin's AI detector in conjunction with student self-reflection. Using a Mixed Methods Research (MMR) approach, we analysed data generated from the Turnitin AI reports, our grading rubrics, and qualitative student self-reflection. The findings show that incorporating self-reflection into assessments supports ethical GenAI use and improves the transparency lecturers need for decision-making. A declaration form allowed the students to be upfront about using Generative Artificial Intelligence tools. We found that students who can reflect on their learning relied less on generated content. However, students with high AI detected scores (> 20%) did not adequately reflect on how the tools supported their learning and could not give credible explanations of use. We contribute to the body of knowledge by providing students and academics with examples of responsibly handling AI-detected scores in large-class settings. We present a guided self-reflection and declaration with an AI detector to support students and help lecturers make decisions when grading. We also present a decision tree that lecturers and graders can use when evaluating AI use in assessments.
The behavioral intentions to integrate AI in teaching science among distance and contact education student teachers : a comparative study
Mnguni, Lindelani; Sibanda, Doras; Ramulumo, Moleboheng (Taylor and Francis, 2025-12)
Integrating Artificial Intelligence could reduce educational challenges and improve learning outcomes in teaching science. However, the intention of teachers to use these technologies is poorly understood. Informed by the Theory of Planned Behavior, this comparative survey study examined the behavioral intentions of science student teachers from two South African universities to integrate AI into teaching science. An online questionnaire was used to collect data from purposively sampled final-year students from Central University (n = 97) and East Coast University (n = 85). Data analysis involved Exploratory Factor Analysis to identify the structure of constructs, ordinal logistic regression to identify predictors of behavioral intention, and the Mann-Whitney U test to compare behavioral intentions between the two samples. The results suggested that the constructs conformed to the Theory of Planned Behavior with high reliability (Cronbach’s Alpha: .846–.935). Seven factors explained 72.67% of the variance, with strong loadings. Both samples demonstrated a positive intention to integrate AI, with the Central University reporting higher control beliefs (p = .005). However, Ordinal Logistic Regression indicated the constructs did not significantly predict behavioral intentions (p > .05). The findings highlight the importance of providing context-specific training programs to support the integration of AI in science education. IMPACT STATEMENT : This study examined South African science student teachers’ intentions to integrate Artificial Intelligence (AI) into teaching, comparing distance and contact education contexts. The findings show strong readiness to embrace AI, highlighting opportunities for innovation in science education. However, differences in control beliefs reveal structural inequities in training, access, and support that shape confidence in AI adoption. By exposing these disparities, the study demonstrates the need for responsive, hands-on professional development and equitable resource provision. It advances educational practice and policy by offering evidence to strengthen AI integration, bridge systemic gaps, and promote sustainable, equitable improvements in science education.
Enhancing conceptual teaching in organic chemistry through lesson study : a TSPCK-Based approach
Ndlovu, Bongani Prince; Nsele, Sphesihle Winile; Khoza, Hlologelo Climant (De Gruyter, 2025-04)
Conceptual teaching in science education and its implications for pedagogical research have been extensively studied. Likewise, lesson study (LS) has been recognized as a powerful tool for continuous professional development and effective teaching practices. Despite the recognized importance of LS and the affordances of topic-specific PCK (TSPCK) in developing conceptual teaching, the connection between these two approaches in fostering conceptual teaching, remains under-explored within science education. This study aims to explore the development of a conceptual teaching from the dynamic interplay of TSPCK components for teaching a section of organic reactions through a TSPCK-based LS. A qualitative research approach was followed with four teachers from Umkhanyakude district in KwaZulu-Natal. These teachers participated in a TSPCK-based LS to develop a conceptual teaching strategy using Content Representation (CoRe). The findings revealed that teachers progressed from a basic to a developing level of conceptual teaching expertise through LS, as measured by TSPCK component interaction. While the findings are not generalizable, they offer valuable insights into teacher development, highlighting LS as an effective approach for enhancing conceptual teaching in science. This study concludes by recommending large-scale research exploring the role of reflection and feedback during LS in developing conceptual teaching within TSPCK interventions.
Fostering programming skill and critical thinking through AI-assisted PBL integration
Omeh, Christian Basil; Ayanwale, Musa Adekunle; Mnguni, Lindelani; Olelewe, Chijioke Jonathan (Springer, 2025-09)
Despite the increasing emphasis on computational literacy in higher education, we observed that many undergraduate students particularly in developing contexts struggle to master fundamental programming skills and develop critical thinking. Conventional instructional approaches often lack interactivity and personalized scaffolding, which are essential for teaching abstract programming concepts. In response to this challenge, we examined the effect of artificial intelligence (AI)-assisted problem-based learning (PBL) on students’ programming skills, critical thinking, and problem-solving abilities in Java programming. Grounded in a quasi-experimental pre-test post-test control group design, we involved 62 s-year computer science education students from two public universities in Nigeria. Participants were assigned to either an experimental group that used Google Gemini (AI) within a PBL framework or a control group exposed to PBL adopting instructional videos. We employed four validated instruments to measure computer programming skills (CPSAR), critical thinking (CTS), problem-solving (PSS), and academic ability. Using multivariate analysis of covariance (MANCOVA), we analyzed group differences while controlling for pre-test scores and tested moderation effects of academic ability and age group. Our results revealed a statistically significant improvement in programming skills among students in the AI-assisted group, with a large effect size. Critical thinking and problem-solving skill outcomes did not differ significantly between the groups. We also found a significant interaction between the teaching strategy and academic ability, indicating that high-ability students benefited more from AI integration into computer programming instruction. This study provides original insights into AI-enhanced pedagogy and has practical implications for improving programming instruction, particularly in resource-limited educational environments.
Navigating the complexities : South Africa’s journey in collecting data for international reading literacy assessments
Roux, Karen (Frontiers Media, 2025-07-25)
Data collection for international large-scale assessments, such as the Progress in International Reading Literacy Study (PIRLS), is a multifaceted process that demands meticulous planning, coordination, and execution to ensure accuracy and comparability across participating countries. This paper explores South Africa’s endeavours in collecting PIRLS data over the last two cycles (2016 and 2021). South Africa has faced unique challenges and opportunities in its quest to provide reliable data on reading literacy among primary school students. The data collection involves a collaborative effort between national education departments, schools, and international coordinating bodies. Key steps include sampling, instrument translation and adaptation, field staff training, data collection, and quality assurance measures. Investigating South Africa’s PIRLS data collection efforts highlights significant advancements in administrative capacity, stakeholder engagement, and methodological rigour. However, it also reveals persistent issues such as resource constraints, infrastructural disparities, and the need for continuous professional development. This paper underscores the importance of sustained investment in educational research infrastructure and international collaboration to enhance the quality of data collection processes. Ultimately, South Africa’s experiences offer valuable insights for other nations striving to improve their participation in international assessments, contributing to a more comprehensive understanding of global educational outcomes and driving evidence-based policy decisions.
Fostering sustainable community growth through education and skills development : an evaluation of the SIOC-CDT initiatives in South Africa
Muhammed, Shuaib Abolakale; Omidire, Margaret Funke; Mutsago, Taonezvi; Tshele, Mishack; Malahlela, Moloko; Aung, Shine; Mokoena, Gabriel (Adonis and Abbey Publishers, 2025-09)
The SIOC Community Development Trust (SIOC-CDT) launched the Education, Training, and Skills Development (ETS) programme in South Africa to address educational disparities and empower disadvantaged communities, in alignment with Sustainable Development Goal (SDG) 4 (ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all). This study evaluates the impact of the ETS initiatives, including the Bridging, Bursary, and Advanced Diploma in Education programme, on educational outcomes and community development. Using a mixed-methods approach, data were collected through surveys and interviews across the Trust’s five beneficiary communities. Findings indicate that the initiatives improved access to education, enhanced academic performance, and provided vital psychosocial support. However, challenges such as inconsistent implementation and limited community reinvestment hindered long-term sustainability. Recommendations include enhancing programmes integration, strengthening psychosocial support, fostering partnerships, leveraging technology, and improving monitoring and evaluation of the ETS programme to better align with the 2030 Impact Agenda, foster sustainable employment and empower the communities through education.
Inducting 'self' into the scholarship of teaching pre-service teachers : a self-study of a doctoral student in education
Khoza, Hlologelo Climant; Nyamupangedengu, Eunice (Work-Integrated Learning New Zealand, 2025)
Education doctoral programs in South Africa focus on inducting students into the scholarship of research. Opportunities for engaging doctoral students in work-integrated learning (WIL) to develop their scholarship of teaching are scarce for aspiring teacher educators. In response to the absence of induction programs for doctoral candidates how one can induct ‘self’ into the scholarship of teaching pre-service teachers using a self-study methodology and the community of practice (CoP) framework was investigated. Drawing from multiple data sources, findings suggest that self-study and engaging in specific practices in the CoP with the help of a mentor teacher educator, promotes self-directed induction on how to teach pre-service teachers. Therefore, a model that can be used to induct education doctoral students into the scholarship of teaching pre-service teachers is proposed. Recommendations for future research that can test the applicability of this model in varied disciplines and contexts are offered and discussed.
Learning about sustainability in a global context of digital transformation in teacher education : exemplary vignettes of experience in webinars
Dittrich, Ann-Kathrin; Mathabathe, Kgadi Clarrie; Eloff, Irma; Agostini, Evi (University of Ljubljana, 2025-03)
Webinars are a powerful digital tool for learning about sustainability in a global context. The implementation of different technologies in teacher education, such as webinars, is becoming indispensable due to digital transformation and internationalisation processes. In this context, digital competences are described as key to quality education and a sustainable future. In teacher education, there is little evidence on how digital tools can be used for learning about sustainability. Based on the Teach4Reach project, a two-year international study on the Sustainable Development Goals in teacher education describes learning experiences in webinars by presenting selected vignettes. The question is how digitisation can support learning on sustainability in a global context of quality education. We conclude that webinars are a digital tool that supports knowledge building and collaborative learning in an international context but that their specific properties need to be recognised. The vignettes exemplify various challenges and opportunities presented by webinars, such as the fundamental role of facilitators, ease of access to the online environment, different behaviours of participants and unknowns about the learning outcomes.
Inclusive education practices in TVET institutions in Botswana, South Africa and Thailand : a systematic review
Chinengundu, Tawanda; Hondonga, Jerald (Routledge, 2024-08-22)
This study collects data on inclusive education practices within Technical Vocational Education and Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic review methodology, the research examines international policies, government reports, and peer-reviewed journal articles relevant to inclusive education in the TVET sector. The objective is to present an overview of current practices, policies, and guidelines, assess the provision of inclusive facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive education policies in the three countries, the TVET sector continues to inadequately address the diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain systemically segregated, thereby excluding individuals with special needs. The literature indicates that effective inclusive practices depend more on the institutional implementation of inclusive processes than students’ abilities. The findings reveal gaps in both policy and practice, highlighting that many TVET teachers lack training in inclusive education pedagogies. Furthermore, there are inadequate funding mechanisms to modernise existing infrastructure, acquire specialised equipment for laboratory work, and support inclusive pedagogies and assessments. Leaders within TVET institutions must recognise the exclusionary barriers faced by individuals and develop solutions to overcome these obstacles.

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