Exploring Female Psychology Students’ Volunteering Experiences at the Inside-Out Outside-In South African Corrections Interest Group

In the context of higher education, as propounded by the Community Engagement and Outreach Policy (Unisa, 2013), the University of South Africa (Unisa) academics are encouraged to involve students in In-Service Learning programmes, including those who may wish to volunteer their time to gain soft skills, experiential learning, and work-related skills. This study explored the volunteerism experiences of female Psychology students as part of Unisa’s “Inside-Out Outside-In” Corrections Interest Group. An exploratory, qualitative approach grounded in a phenomenological research design was incorporated into the study, and the standard ingroup identity model was used as the study’s theoretical framework. Ten study participants were recruited purposefully, and the data were collected using semi-structured interviews and analysed thematically. The results revealed that the terrain of volunteering is abundant with learning opportunities and that the volunteering experiences are unique, vary widely across individuals, and hold different meanings to different people. The results showed that volunteering among students requires resilience as its challenges can easily lead to burnout and despondency, owing to the fluctuating emotional situations they confront in carceral communities. It was also found that upon joining the Inside-out Outside-in South African Corrections Interest Group, the students did not come ‘empty-handed’ but brought misguided perceptions about the Criminal Justice System (CJS). However, through their participation over time, they gradually developed a rational understanding of the CJS. Conclusively, this study demonstrated that volunteering manifests many benefits, including debunking personal myths about carceral communities, deriving satisfaction and a sense of purpose, and building the capacity for active citizenship

Virtual Class Truancy in a South African Higher Education Institution: Voices from the Students

Academics in higher education institutions provide virtual classes as part of student support initiatives. The problem, however, is that there are persistent complaints from lecturers that students do not attend virtual classes. Using Siemens’ Connectivism as a theoretical framework, this paper presents insights on the reasons behind students’ poor attendance of virtual classes. Data were collected through a survey questionnaire consisting of open-ended questions, which was disseminated to students registered in one of the largest departments (about 130 000 student registrations) at the University of South Africa (Unisa). Following the thematic analysis of the participants’ responses, the study found that the reasons for non-attendance of classes centred around time, finances, technology issues, as well as personal preferences for independent studies. The implications for practice is a call to ODL principles of accessibility, flexibility and student support, so that academics can strategise student support for effective provision of virtual classes for the benefit of students.&nbsp

Tackling Gendered Violence: Social Workers Intervention in Violence That is Meted Against Men? A Case Study of a Rural Town in a South Africa

The study discusses the issue of gendered violence against men and whether laws and legislation equally protect them. It focuses on the findings of research conducted in Bityi, outside Mthatha, which aimed to improve social work interventions in dealing with gender-based violence cases regardless of client gender. It summarises the literature on violence against men and how the concept of Gender-Based Violence (GBV) against men worked in practice. The study also offers a reflection on men's experiences with violence and the need for improved social work intervention. The research was conducted with 12 selected participants using snowball sampling and qualitative methods, and findings were gathered through semi-structured interviews and analysed using thematic content analysis. The study found that men are also victims of gendered violence and further recommended that social workers should be at the forefront of speaking against all forms of violence

Wartime and Online Education: A Bibliometric Analysis

This study sheds light on the existing void regarding wartime and online education in Africa. Over three-quarters of African nations have experienced various forms of conflict over the past three decades, resulting in a significant loss of life and immense suffering for African citizens striving for education. The African continent has witnessed nearly 88% of conflict-related fatalities worldwide. The widespread destruction of schools and universities, from primary to higher education, has worsened the problem of limited technology resources. This lack of technology makes it even harder for educational institutions to function effectively. Recent insecurity poses a formidable challenge to many African higher education institutions, impeding efficient administration and management, disrupting academic calendars, claiming student lives, and damaging the critical infrastructure for teaching and learning. In addition, African higher education institutions still lag behind their counterparts on other continents in embracing digital transformation. Using the Scopus database, this study conducted a bibliometric analysis of publications from 2000 to 2024, focusing on wartime and online education. The gathered documents were meticulously analysed using visualisation tools like VOS Viewer. The findings highlight a significant research gap regarding the intersection of wartime conditions and online education in African institutions, as there are no publications on wartime and online learning from the African continent. The findings highlight that the publications are mainly from a Western perspective, which has marginalised African higher education institutions in the global knowledge production and dissemination landscape. The paper identifies promising areas for further research on improving education during African conflicts to guide future efforts

An Analysis of Staff Perceptions on Translanguaging in Teaching and Learning at One South African University

Translanguaging is increasingly recognized as an essential strategy to improve epistemic access in multilingual societies, including many developing societies. This view is especially spurred by scholarly results that have confirmed that all languages are essential resources for learning beyond the language of teaching and learning. Therefore, this study focused on the perceptions of academics at a South African University on translanguaging, as they are crucial in successfully implementing these strategies to improve learning. The study employed a mixed-methods approach, using semi-structured questionnaires to gather academic data. Descriptive statistics were used to analyse the quantitative data, while the qualitative data was analysed thematically. The results show that most staff had positive perceptions of translanguaging and conceded that it positively affected student learning. However, a few noted that using other languages was an impediment since students do not understand all languages. The study recommends that universities provide academics with language learning opportunities, ensure that academics understand the official university language policies, and provide training on translanguaging to ensure that academics know translanguaging strategies that can be adopted in university learning spaces.   &nbsp

The Impact of the Pandemic on Digital Literacy Skills for Online Teaching in Zimbabwean Schools: A Mixed-Methods Research Approach

The COVID-19 pandemic has forced a rapid shift to online teaching and learning, presenting challenges for teachers in developing countries such as Zimbabwe. This study employed a sequential mixed-methods research approach to explore how rural Zimbabwean teachers relate to digital technologies and how their digital literacy skills impacted their online teaching during the pandemic. An online questionnaire was administered to a purposeful sample of 100 teachers, followed by telephone interviews with ten key informants selected through cluster sampling. The findings revealed that limited digital literacy skills and socioeconomic factors were major barriers for rural secondary school teachers in accessing, creating, evaluating, and sharing teaching information with their learners. This study highlights the need for increased support to enhance teachers' technological knowledge in the face of complex demands for digital literacy, exacerbated by unprecedented challenges such as worldwide pandemics. The mixed-methods research approach allowed for a comprehensive investigation of this complex educational problem, drawing on qualitative and quantitative perspectives to capture the historical context and multifaceted nature of teachers' challenges in integrating digital technologies into their teaching practices

The Risk Auditing for Accounting Standard Reform Through a Corporate Governance Perspective: A Case Study in Luckin Coffee

This study investigates how risk auditing, accounting standards, and corporate governance influence accounting reforms in China's Luckin Coffee. Data were collected through in-depth, semi-structured interviews with 30 audit professionals from nine accounting networks. The gray correlation coefficient technique was used to assess the risks associated with Luckin Coffee, focusing on material misstatements at the financial reporting level. The analysis involved risk evaluation, judgment matrix consistency checks, and gray relational, descriptive, correlation, and content analyses. The findings reveal that: 1) The risk of material misstatement at the financial statement level was R1=0.473, and the risk at the hierarchical level was R2=0.527. 2) The highest audit risk factors, ranked by gray correlation degree, include: 1) Information system risk (0.754), 2) Management fraud risk (0.744), 3) Industry risk (0.733), 4) Revenue recognition (0.729), 5) Sales expenses (0.719), 6) Policy risks (0.719), 7) Supply chain management (0.585), 8) Business model risk (0.581), 9) Regulatory risk (0.546), and 10) Consumer acceptance (0.494). Corporate governance issues identified include: 1) Audit Committee neglect, and 2) Failure of the Nominating and Governance Committee. The study highlights key challenges in accounting standards reform: 1) Lack of effective monitoring, 2) Insufficient external oversight, and 3) Inadequate regulation of innovative retail models. The audit process for new retail business models poses unique regulatory challenges due to differences in distribution channels and customer service. This research contributes to achieving long-term goals of justice, peace, and economic progress

Social Media and Student Protest Mobilisation in South African Universities: A Review of Literature on Motivations and Limitations

South Africa is frequently referred to as the global protest capital because of recurring social uprisings, especially against poor service delivery. Student protests at South African universities have increasingly relied on social media for mobilisation, information dissemination and activism. This study employs a systematic literature review of 34 studies sourced from JSTOR, Google Scholar, Scopus, Web of Science, ERIC, and Taylor & Francis to examine the motivations, opportunities, and limitations of social media in student protest mobilisation. The findings indicate that students use social media for rapid information dissemination, broader reach, decentralisation, narrative control over mainstream media, and garnering global solidarity. However, key limitations include the risk of infiltration and misinformation, the persistence of the digital divide, unethical conduct, leadership and coordination deficits, and the short-lived nature of clicktivism. These findings contribute to the ongoing debates on the intersection of digital activism and student protests, raising critical considerations for policymakers and higher education stakeholders regarding the regulation of social media in the context of protest mobilisation

Investigating Teachers’ Integration of Technology in Automotive: A Case in Technical Schools

The study aimed to examine how teachers in technical schools in automotive classrooms integrate technology, employing a case study research approach. The Technological Pedagogical Content Knowledge (TPACK) model coined by Mishra & Koehler (2006) was used to underpin the study as a framework. It emerges as a useful construct for researchers working to understand technology integration in learning and teaching. We collected data by conducting face-to-face interviews with automotive teachers and making observations during the study period. Interviews were thematically analysed through verbatim quotes, and observations were analysed descriptively. Existing literature provides various factors that contribute to the difficulties of teaching and learning automotive. The aim and purpose of this study were to examine and explore automotive teachers’ knowledge in terms of how they integrate technology in automotive. The participants who were regarded as knowledgeable and experienced in automotive were selected using a convenient sampling method. The study made use of a case study approach. The data collected was thematically analysed and presented using categories such as teachers with experience showing enhanced technology integration, teachers engaging in active learning, teachers showing positive attitudes towards the integration of technology, and teachers believing in blending classroom and workshop teaching styles. The teachers emphasised access to the workshops, machinery, and knowing how to use them. The findings suggest that innovative strategies, including but not limited to being proactive, improvising, and seeking assistance, can be used to integrate technologies. The study reveals that the teachers attempted to use various innovative strategies for integrating educational technologies into their instructional methods. Teachers were in pursuit of integrating content, pedagogy, and technological knowledge for successful teaching. Automotive teachers need to be TPACK specialists to successfully integrate pedagogy, content, and technology into their teaching to maximise the process of knowledge construction. The study suggests that technical schools offering automotive courses, the Department of Education, and other key stakeholders should implement innovative strategies to facilitate the complete integration of technology. Furthermore, it recommends that teachers receive continuous training in using innovative technology. The study recommends that technical schools offering automotive, the Department of Education, and other key stakeholders implement innovative strategies to help in the complete integration of technology. Furthermore, it recommends that there should be continuous training in the use of innovative technology for teachers.&nbsp

Exploration of the Experiences of Lesotho Sleep in Domestic Workers in a Semi-Urban Settlement in Mthatha, Eastern Cape, South Africa

This study, conducted through a combination of interviews, surveys, and direct observations, examines the exploitation of sleep-in domestic workers from Lesotho who work in South African households. Based on data collected from 15 participants, the research brings to light the difficult living conditions these workers face, including a lack of privacy and inadequate working environments. The study identifies several key issues, such as the absence of written contracts, leaving workers susceptible to exploitation, unpaid overtime, and widespread non-compliance with minimum wage laws. The research shows that domestic workers encounter major obstacles in getting necessary healthcare and support services, which worsens their already unstable situation. The study also emphasizes the lack of chances for training and skills improvement, which hampers the workers' ability to enhance their lives and find better job opportunities. Many of these domestic workers are the main providers for their families and single parents, making the importance of fair pay and good working conditions even more crucial. The study highlights the significance of fair pay and good working conditions, stressing the urgent need for these rights and immediate policy interventions to be upheld. The research aims to bring attention to the systemic exploitation faced by this vulnerable group and advocate for essential reforms to protect their rights and improve their living and working conditions. Overall, the study emphasizes the pressing need for policy interventions and support mechanisms to empower domestic workers and enhance their quality of life in South Africa