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- This study explores the access and adoption of emerging technologies for curriculum delivery in a rural South African university through the diffusion of innovation lens. It explores how first-year undergraduate students at the selected rural university experience the integration of digital tools into their learning experiences. Located in the rural higher education context, the research focuses on the interplay between the access of emerging technologies and the persisting digital divide. Qualitative design data collection was done using semi-structured interview questions with 20 students from four faculties, namely Education; Humanities and Social Sciences; Science and Agriculture; and Commerce and Law. The study adopts Diffusion of Innovation Theory as the theoretical framework that underpins how learners encounter, adopt and interpret technological innovations for curriculum delivery. Results reveal patterns of adoption based on the constraints of limited digital infrastructure, old devices, and a non-existent support structure. Part of the students’ comments included dependency on informal peer learning, with frustration dealing with inconsistent connectivity and training access. This interaction is also urgent for context-specific technology orientation programs and needs for strategic infrastructure development and pedagogical models which are inclusive and sensitive to rural realities in the fight to narrow the digital divide.
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- This scoping review explores how multimodal approaches enhance critical analysis and argumentation skills in university students. It maps existing literature to identify the multimodal strategies used, their contexts, and their impact on students’ skills. After accessing 234 publications from Google Scholar and Scopus, 56 peer-reviewed English-language articles published between 2010 and 2023 were analyzed. Empirical studies and theoretical papers were included, while non-peer-reviewed publications, dissertations, conference abstracts, and unrelated articles were excluded. Through a rigorous screening process, the review assessed the quality and credibility of studies, offering valuable insights for educators and policymakers on effective multimodal techniques in higher education.
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- Purpose: The purpose of this study is to examine the post-COVID-19 experiences of teachers regarding technology-driven professional development activities. It aims to explore the challenges, opportunities, and best practices for equipping teachers with the digital competencies necessary to navigate online and blended learning environments effectively. The study seeks to provide actionable insights for enhancing teacher professional development in the evolving digital education landscape. Study Design/Methodology/Approach: This study employs a systematic literature review (SLR) to synthesise existing research on technology-focused professional development activities for teachers after the COVID-19 pandemic. It critically analyses literature on teachers' challenges, the strategies employed to address them, and the outcomes of professional development initiatives to enhance their digital skills. Findings: The study highlights the heightened demand for technology-driven professional development, driven by the increased reliance on digital teaching tools. Key challenges identified include limited access to technological resources, time constraints, and resistance to change. However, the study also identifies effective strategies for overcoming these barriers, such as personalised learning pathways, peer collaboration, and ongoing support systems. These approaches empower teachers to integrate technology into their pedagogy, improving learner engagement and learning outcomes. Originality/Value: This research provides valuable insights into the critical role of technology-driven professional development in the post-COVID-19 educational landscape. It emphasises the necessity of cultivating a technologically proficient teacher workforce and offers practical recommendations for policymakers, educational institutions, and educators. By addressing the intersection of teacher professional development and technology integration, this study contributes to the ongoing discourse on preparing educators for the digital age and enhancing the effectiveness of teaching practices in a technology-driven educational ecosystem.
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- This study investigated Open Distance Learning (ODL) students’ technology self-efficacy and digital literacy levels and how the relationship between their technology self-efficacy and digital literacy is moderated by gender. The study adopted a quantitative survey research approach and data was collected from 522 students from a selected ODL institution in Nigeria using an online survey. A structured questionnaire consisting of 3 domains namely, demographic, technology self-efficacy and digital literacy were used as a data collection instrument for the study. Data generated from the study were analysed using descriptive statistics of percentages, frequency count, mean and standard deviation while correlation and factor analyses were performed to estimate the model’s consistency and construct validity. The moderating role of gender was done using the process macro (Model 1) developed by Hayes, (2018). Results revealed amongst others that ODL students’ technology self-efficacy is very high and their digital literacy rate is high. Also, technology self-efficacy was shown to exhibit a substantial positive influence on digital literacy among the students. However, the results indicated that gender played an insignificant moderating role in the relationship between technology self-efficacy and digital literacy. Based on the results, it was recommended that efforts at increasing digitization in ODL delivery in Nigeria should take into consideration these factors. Also, policy actions aimed at engaging ODL learners in more technologically sophisticated learning platforms must be anchored on students’ belief in their ability to use the learning platforms to achieve their desired learning outcomes irrespective of their gender
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- 2021| Horizon Research Pub...Teaching practice is critical to teacher education, as it provides the pre-service teachers with practical experience of professional responsibilities and classroom practices, which are basic foundations for their choice of teaching as a profession or career. It is mandatory for pre-service teachers to experience teaching practice as a requirement in teacher education to acquire practical teaching competence in schools. Students in teaching practice are required to be mentored by their subject teachers in the schools. Thus, this study investigates subject mentors’ perceptions of Post Graduate Certificate in Education (PGCE) students’ teaching practice lived experiences to determine their readiness for professional classroom practices. Competence and readiness to teach are inseparable because the latter demonstrates the skills that pre-service teachers display when delivering certain aspects of their teaching. Hence, teaching is incomplete without teaching practice. Five subject mentors who were mentoring PGCE student teachers were purposively selected and engaged in semi-structured interviews for the data collection for this study. Content analysis was used to identify themes and analyze the data. The findings revealed, among others, that PGCE student teachers do not have adequate pedagogical content knowledge. Based on the findings, the study, therefore, recommends that the training for PGCE students has to be increased from one year to two years to acquire the appropriate knowledge and skills.
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- This paper examines literary discourse patterns using the Appraisal Framework (Martin & White, 2005) and the Extended Pragma-dialectic Theory of Argumentation (van Eemeren & Grootendorst, 1984, 1992, 2004). It aims to demonstrate how these approaches offer systematic and logical methods for studying literature. By focusing on the linguistic tools through which authors and texts express, negotiate, and promote particular viewpoints, the study shows how these frameworks help reveal the ways writers convince readers of the acceptability of arguments. The Appraisal Framework provides insight into how texts reflect inter-subjective and ideological positions, while the Extended Pragma-dialectic Theory highlights how propositions justify or refute claims and counterclaims within a text. Furthermore, the paper explores the value of linguistics in literary analysis by integrating Bakhtin‟s concept of dialogism. This perspective supports the idea that texts are inherently dialogic, reflecting a constant interaction of voices and ideas. By combining linguistic and literary analysis, the study argues that the Appraisal Theory and Pragma-dialectic Theory provide useful tools for understanding how texts persuade and engage readers in complex argumentation. Ultimately, it validates the relevance of these linguistic theories within literary studies.
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- Professional development plays a pivotal role in ensuring high-quality education. Well-designed activities empower teachers and improve instructional delivery. Therefore, this study examines the alignment of teacher professional development with classroom practices to meet learner needs. The study conducted a systematic literature review using the PRISM approach, focusing on research from 2003 to 2023 in EBSCO, Google Scholar, and other repositories. Only open-sourced and peer-reviewed English literature was considered. The findings emphasize that teacher professional development aims to equip educators with contemporary knowledge, skills, values, and attitudes that enhance teaching and learning excellence. When structured effectively, these activities boost pedagogical prowess and improve academic outcomes. The study highlights the significance of tailored, learner-centered pedagogical approaches and ongoing professional development opportunities to enhance academic performance. To facilitate effective teacher professional development, the study introduces the Learner-Centered Teacher Professional Development Model (LCTPD). It recommends integrating quality-driven, suitable professional development activities to enhance teaching practices and advance learners' performance.
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- The emergence of the COVID-19 pandemic in the global world, which started in Wuhan, China in December 2019 grounded social activities globally. The school system was severely affected and shut down. Schools all over the world adopted various digital technologies to continue teaching and learning. This study explored changes in teaching and learning, with the influence of ICT in the education system as well as the impact of the COVID-19 pandemic on the education system. Thus, providing insight into the future of teachers’ usage of Information and Communication Technologies (ICT) successfully in South Africa’s public rural schools. The study employed an interpretive qualitative design to collect data from 10 purposively selected rural school principals from the Ilembe District of KwazuluNatal province. Audio-recorded semi-structured interviews were thematically analysed to present and discuss findings for the study. It was established that teachers are prepared to continue using digital learning strategy, artificial intelligence, information management, social interaction, mobile technology, and other measures, which were introduced during COVID-19 for teaching and learning in post-pandemic. The study, therefore, suggests adequate and regular training on online classroom instructional delivery should be designed by the Department of Basic Education, to support teachers, while teachers should also be provided laptops and data bundles.
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- This study investigates the current landscape of mathematics research in selected universities in Ogun State, Nigeria, through the lens of decolonisation. It emphasises cultural relevance, the integration of indigenous knowledge systems, and responsiveness to local socio-economic challenges. Anchored in Postcolonial Theory, the research critiques the prevailing dominance of Eurocentric paradigms in mathematics scholarship, which often marginalise local epistemologies and fail to address community-specific needs. Using an explanatory sequential mixed-methods design, the study analysed 45 research outputs from three institutions over the past decade. Quantitative findings revealed a strong emphasis on Pure and Applied Mathematics, with minimal attention to Mathematics Education, limited engagement with local problem-solving, and no explicit incorporation of decolonial principles. Thematic analysis of qualitative data exposed systemic gaps, including weak alignment between research agendas and community priorities, limited use of culturally responsive methodologies, and the absence of institutional policies promoting indigenous knowledge integration. The study proposes strategic interventions: targeted funding for locally relevant research, partnerships with industry and communities, curriculum reforms embedding indigenous perspectives, capacity building in decolonial research practices, and institutional frameworks for monitoring progress. These recommendations aim to reposition mathematics research towards greater societal relevance, epistemic inclusivity, and sustainable development. By foregrounding local contexts and knowledge systems, this research contributes to the global discourse on decolonising education. It offers a practical roadmap for transforming mathematics scholarship in Nigerian universities into a more equitable, contextually grounded, and development-oriented endeavour.
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- This study explores the experiences of novice teachers who are teaching in English across the curriculum in South African rural schools. Their entry period into the profession is vulnerable and makes them novice in practice, characterised by a high rate of attrition, especially during the first five years of their career. Moreover, it becomes worse with some of the novice teachers who are employed in rural areas and have to teach in English across the curriculum. While there is a broad consensus on the importance of using the medium of instruction when teaching, studies that have investigated the experiences of novice teachers in teaching in English across the curriculum are few. This study employed a qualitative research design. Fifteen FET novice teachers were purposively selected for observation and focus group discussion from five high schools located in King Cetshwayo District in KwaZulu-Natal province. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) underpinned this study. Findings revealed that novice teachers face several challenges in curriculum delivery in English. The participants indicated learners' backgrounds as a limitation to the effective use of English as the medium of instructions. Lesson observations affirmed that teachers are comfortable using indigenous languages to teach across the curriculum. It is recommended that pre-service teachers should be prepared and exposed to both rural and urban areas during their teaching practice sessions. English language as a medium of instruction in schools, should be encouraged as a compulsory module for all pre-service students in teacher education.
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