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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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- 2023| Caddo Gap PressRecent studies have brought to the limelight some concerns regarding the quality of education and academic achievements of learners in numerous rural schools throughout South Africa. Business Studies is considered to be a crucial elective subject during the Further Education and Training phase of Basic Education in South Africa. This course equips learners with the requisite knowledge and competencies about business-oriented professions in the realm of higher education. This study employs a discursive approach to investigate the difficulties encountered in instructing business studies as a Grade 12 subject in diverse rural secondary schools across South Africa. The research delved into various approaches that can be utilised to augment the pedagogy and acquisition of Business Studies among twelfth-grade learners. The subject of Business Studies is included in the curriculum of secondary schools throughout South Africa. The inclusion of the subject is imperative for individuals pursuing careers in business-related programmes or qualifications at institutions of higher education. The authors examined the notion of business studies as a scholastic discipline, the difficulties associated with instructing and comprehending business studies within educational institutions, and methods to augment the pedagogy and comprehension of the subject. This field of study offers a solid base for individuals who aspire to pursue professions in the domains of business or commerce. Therefore, the aforementioned subject holds significant importance for learners seeking admission into tertiary institutions, particularly for those pursuing qualifications in business and commerce-related fields. Several challenges exist in the educational system, including a shortage of qualified teachers, insufficient professional development opportunities, inadequate learning and teaching support materials, overcrowded classrooms, and learner disinterest. The research suggests that rural schools should be provided with sufficient resource materials and that business studies teachers should be capacitated, among other recommendations.
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- Digital transformation in higher education has positioned Learning Management Systems (LMS) as vital platforms for student learning and academic engagement. However, in rural university contexts, LMS adoption by students is shaped not only by access to technology, but also by deeper cultural and ethical dynamics. This study explores how cultural factors and ethical concerns, particularly data privacy and algorithmic biasaffect students’ adoption and utilization of LMS in rural South African universities. Guided by the Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) frameworks, the research draws on mixed-methods data to investigate how students interact with LMS under conditions of infrastructural limitation, sociocultural complexity, and digital vulnerability. The findings reveal that students’ acceptance and sustained use of LMS platforms are closely tied to performance expectancy, facilitating conditions, and perceived ease of use, in line with UTAUT. However, cultural relevance, language barriers, and distrust in how personal data are used significantly moderate these perceptions. From a TPACK perspective, students are more engaged when content is designed in a way that aligns with their lived experiences and is delivered through culturally responsive digital pedagogy. Ethical concerns, particularly regarding algorithmic profiling and lack of transparency in LMS analytics, further influence students’ sense of safety and inclusion. The study argues that effective LMS integration for rural students requires more than just functional accessit demands ethical sensitivity, cultural alignment, and pedagogical intentionality. By situating student experiences within TPACK and UTAUT frameworks, the research offers a holistic understanding of LMS adoption, calling for institutional strategies that honour student agency, protect digital rights, and support equitable participation in the digital learning ecosystem.
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- The purpose of this study is to explore the perception of subject advisers on curriculum change and delivery in secondary schools. The survey design which adopts quantitative research approach was used. Random sampling procedure is used to select b samples of 300 respondents in the study who are subject advisers. Questionnaires were administered to all selected 300 subject advisers, however, only 217 were duly completed and analysed for the study. The findings indicate among others that curriculum delivery is dependent on teachers’ familiarization with the curriculum, planning of lessons and teaching through the use of the curriculum. The study recommends that teachers should be motivated to familiarize themselves with the curriculum, trained periodically on how to use the curriculum when planning their lessons and teaching. Also, continuous curriculum change should be checkmated.
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- 2023| Editura SitechThis study examined the impact of Information and Communication Technology (ICT), in teaching accounting subjects in secondary schools, using iLembe District in South Africa as a study area. The study highlighted that the application of ICT in accounting teaching and practices in schools and organisations all over the world has received wide acceptance, not only from business entities but also from accounting educators. Literature shows that accounting subject remains one of the critical subjects in business education, which is designed to equip learners with certain skills, knowledge, aptitude and values towards solving financial problems and towards satisfaction of real-life needs. The study interrogated the central question of what teachers’ factors influence the adoption and integration of ICT, in teaching accounting in secondary schools in the iLembe District. Findings from the literature display that Information and Communication Technology have long been heralded as a crucial element of both professional accountancy and accounting education. The study is qualitative in nature and data were collected through a semi-structured interview. Data were collected from ten accounting teachers through semi-structured telephonic interviews due to COVID-19 safety precautions. Responses to the interview guide were recorded and analysed through thematic analysis to determine the similarities and differences in terms of their responses. Conclusively, the study summarized and offer appropriate recommendations for the adoption and integration of ICT into the teaching of accounting in South Africa.
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- This case study explored the challenges associated with the use of Learning Management Systems (LMS) to enhance teaching and learning within a rural university setting, with a focus on the University of Zululand in South Africa. Based on Technological Pedagogical Content Knowledge (TPACK) and Unified Theory of Acceptance and Use of Technology (UTAUT) research frameworks, the research sought to analyse how undergraduate students perceive LMS integration throughout their academic experience across all levels and faculties. A qualitative research design utilizing focus group interviews with 50 students from four faculties: Education, Humanities and Social Sciences, Commerce and Law, and Science, Agriculture and Engineering was chosen. The results indicated a number of ongoing barriers to effective use of LMS: the patchy nature of internet connectivity at the university, the absence of training in digital skills, limited interaction with lecturers on the platform, and over-reliance on the conventional modes of teaching. Besides, students expressed that the LMS was being passive and was merely used for keeping materials rather than promoting collegial engagement and collaborative learning. Recommendations include up-skilling staff in digital pedagogy, student support initiatives in digital literacy, and investment in digital infrastructure by the university. This research adds to existing efforts toward educational technology in under-resourced spaces by placing rural student voices at the forefront of discussions in the field. It indicates that the conditions required for the adoption of LMS at the higher education level should be informed by theory while ensuring that they are grounded in the context.
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- The purpose of this study is to identify the effects of household poverty trap on the academic performances of learners in rural based secondary schools. The descriptive survey design combines qualitative and quantitative research approaches. Random and convenient sampling procedures are respectively adopted to select a sample of 105 participants in the study who comprised 100 learners, and 5 teachers from 5 purposively selected secondary schools. Questionnaires and Focus Group Discussion (FGD) are used for data collection. The findings of the study indicate that household poverty trap causes absenteeism for learners, affect their health, hamper their learning abilities cum academic performances, and eventually cause some learners to drop-out. Amongst others, the study recommends collaborative efforts amongst stakeholders to combat socioeconomic instability, political unrest, unequal income and unequal distribution of resources in the region. Also, creation of more employment opportunities by the government should be promoted.
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- This study explores classroom management challenges experienced by female educators in rural secondary schools. Quantitative and qualitative research approaches were used for data collection. The sample consisted of 280 female educators from 20 selected rural secondary schools in South Africa. The findings of the study among others show that classroom management is not solely dependent on gender; female educators respond well to the needs of individuals and groups, and female educators are overburdened with overload and limited resources. The study recommends among others that regular workshops should be organised to address and empower female educators in rural secondary schools on the appropriate teaching techniques to empower them cope with contemporary classroom management challenges during teaching and learning exercises.
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- Using South Africa as a case study, this study looked at the impact of entrepreneurship on the country's economic development. Data was gathered using a qualitative method. As a result, semi-structured interviews were performed with eight people in four rural South African districts. The study's findings suggest that elements such as job creation, community development, raising the standard of living, and encouraging research and development for entrepreneurship, among others, are all aspects that contribute to the country's economic growth and development. As a result, it is suggested that everyone should learn how to be an entrepreneur, that educational institutions and government organizations should work together to promote work-integrated learning, and that government policies should tell the country how important entrepreneurship is to the growth of the economy.
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- The 21st-century has ushered in a complex entrepreneurial ecosystem which is characterized by digital transformation, rapid technological advancement and evolving societal challenges. To meet up with the demands of our rapidly changing world, there is a need to shift from the traditional entrepreneurship education to equipping innovators with diverse skill sets required by today’s entrepreneurs. Hence, the aim of this study is to explore the essential skills that entrepreneurship education should accentuate in the 21st-century. This study is qualitative in nature and employed the use of semi-structured interviews to gather information from six entrepreneurship educators from diverse academic backgrounds. Thematic analysis was conducted and core competencies such as critical thinking, creativity and design thinking, digital literacy, resilience and adaptability, collaboration and communication, as well as ethical and social responsibility were identified as fundamental skills required to prepare future innovators. The findings of the study reveal that educators perceive traditional entrepreneurship curricula as overly focused on business plans and theoretical knowledge, it always neglects practical skill development crucial for navigating contemporary challenges. The study advocates for a paradigm shift towards experiential learning, interdisciplinary collaboration, and comprehensive curriculum reform that entrenches these competencies in teaching and assessment frameworks, to foster effective entrepreneurial mindsets, skills and capabilities.
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