Deciphering microaggressions: Advancing a theoretical framework for scholarly inquiry

Microaggressions (MA) are said to be a subtle everyday form of discrimination where, in some cases, the perpetrators are not even aware that they are acting in a discriminatory manner. There seems to be interest from scholars regarding MA, with several authors attempting to understand the underlying theory that explains MA behaviour. The main objective of this study was to critically review and systematically organise the literature that sought to explain the theoretical underpinning of MA. This was necessary for structuring future studies so that they would contribute to the existing body of knowledge. A comprehensive systematic literature review was utilised to screen, select, and organise the literature written on the theories behind MA from 2014 to 2024. The aim was to identify and rank the theories regarding MA. The findings indicated that most articles referred to critical race theory, followed by social identity theory and social domain theory when explaining the existence of MAs. Most theories focused on explaining racial MAs. Based on the findings of this research, the most valuable contribution to the body of knowledge could be made by adding to critical race theory. However, as explaining MA was not solely race-related, a collective view that includes social identity theory and social domain theory could provide a theoretical framework for future empirical research

Key determinants of instructional leadership in advancing entrepreneurship education implementation in senior phase schools, North West Province, South Africa

In South Africa, the ongoing challenges of youth unemployment and poverty necessitate creative solutions, such as entrepreneurship education (EE), to bolster economic resilience. Although EE’s potential is acknowledged, its successful implementation in senior phase schools (Grades 7–9) encounters obstacles due to insufficient exploration of the factors influencing instructional leadership, especially in resource-constrained areas like the North West Province, South Africa. This research sought to pinpoint the critical elements of instructional leadership for enhancing EE implementation in these schools. A quantitative method with a cross-sectional design was used. Data were gathered through questionnaires from 51 public secondary schools, chosen via convenience sampling, within the Ngaka Modiri Molema District (N = 437 schools). Descriptive statistical analysis indicated that in-service training, parental involvement, distributed leadership, funding and partnerships with community entrepreneurs significantly impacted the advancement of EE. These results underscore the necessity of internal institutional support, such as professional development and collaborative leadership frameworks, and external stakeholder engagement to overcome implementation challenges. The study concludes that instructional leaders, including principals, department heads and teachers, need systemic capacity-building and resource allocation to promote EE effectively. The recommendations stress the importance of school governing bodies and management teams institutionalising stakeholder collaboration while policymakers should prioritise funding and training initiatives. By addressing these factors, schools can better prepare students with entrepreneurial skills, aligning educational outcomes with national economic development objectives

Psycho-social effects of cyberbullying in selected secondary schools, KwaZulu-Natal, South Africa

The psychological and social effects of cyberbullying on secondary school students are deep and far-reaching. Effectively addressing this issue requires a holistic approach involving the active participation of researchers alongside educators. Therefore, this study aimed to explore the psychological and social influence of cyberbullying on secondary school learners in selected KwaZulu-Natal secondary schools, South Africa. The Coping with Cyber Bullying Questionnaire (CWCBQ) was adopted from Sticca\u27s works. While the p-value was used to establish the psychological and social influence of cyberbullying among secondary school learners, the independent t-test (?=?0.05) was used to compare differences in opinions among learners regarding the psychosocial effects of cyberbullying on victims in secondary schools. The study revealed that there were no statistical differences in cyberbullying behaviour and psychosocial effects on victims in secondary schools. Very few learners affirmed that cyberbullying could cause social and psychological harm to the lives of those who are bullied online. The study recommended the collaboration of various stakeholders, including learners, parents, teachers, school administrators, psychologists, social workers, and law enforcement agencies, to participate in the reduction, prevention, and management of cyberbullying in schools

Effective Teaching Strategies in the Context of Social Distancing During the COVID-19 Pandemic in Primary Schools: Lessons from Masvingo District, Zimbabwe

The advent of COVID-19 was disruptive to human life particularly affecting education. Solutions were proposed to keep learners though they were met with reservations given the varying levels of education, —primary, secondary, and tertiary. The measures implemented to contain the virus had a negative impact on primary school learners, as their learn relies heavily on interaction and play, which were completely restricted during this time. This article evaluates the effectiveness of teaching strategies that encouraged social distancing during the COVID-19 pandemic in primary schools in the Masvingo district of Zimbabwe. Guided by a constructivist theoretical framework, the study employed qualitative research approach situated within the interpretivism paradigm, using an instrumental case study design. Data were collected through individual interviews, focus-group discussions, and observations. The sample included 12 teachers, two school heads, 12 learners, and a schools inspector drawn, all selected from the target population through purposive sampling. The data were analysed using a qualitative thematic approach. The findings revealed that the lecture method, individualised instructions, whole-class discussions, and the use of Information Communication Technology were the preferred teaching and learning strategies for facilitating social distancing during the COVID-19 pandemic. Moreover, these strategies complemented each other, enhancing learning beyond merely maintaining social distancing. The study recommends that teacher-training curricula in colleges and universities should incorporate initiatives aimed at improving commonly used teaching and learning strategies in the context of social distancing

The The Influence of Social Media on Shona Language and Academic Writing in Zimbabwe

This qualitative study examines the influence of social media on the Shona language and academic writing in Zimbabwe. It specifically identifies the effects of social media on changes in the Shona language and examines the negative impact of social media language on academic writing. The study utilises Digital Ethnography (DE) and observations as its methods of data collection. The Diffusion of Innovations Theory was employed as the theoretical framework for the study. Findings reveal that social media has facilitated syntactic, phonological, orthographic, lexical, and semantic changes in the Shona language. The results also indicate that these changes affect students’ academic writing skills, thereby posing new challenges and concerns that teachers and students must navigate. It was observed that the informal nature of social media language leads to a loss of formal tone, poor grammar and spelling, and reduced clarity in students’ academic work, weakening the overall quality of their submissions and resulting in lower grades. The study concludes that social media has revolutionised the way people communicate, and languages are no exception. It is also concluded that the changes in the Shona language reflect the casual and spontaneous nature of social media communication, where users emphasise brevity and informality over grammatical writing. We recommend that educators be aware of these effects and provide guidance to students on the importance of maintaining formal language in academic writing, as well as how to differentiate between social media language and academic language, using each in its proper context

Instructional leadership experiences of departmental heads in five public primary schools in Gauteng province, South Africa

Departmental heads are increasingly recognised as pivotal instructional leaders within schools, serving as a bridge between senior management and classroom practice. Despite this recognition, the existing literature predominantly focuses on principals, often neglecting the leadership roles of departmental heads, particularly in South African public primary schools. This under-representation creates a gap in understanding how these middle leaders interpret and enact instructional leadership within complex and under-resourced educational environments. This study aimed to explore the instructional leadership experiences of departmental heads in five public primary schools in Gauteng Province, South Africa. A qualitative research approach, underpinned by the interpretive paradigm, was adopted, employing a generic qualitative design. Ten departmental heads were purposively selected, and data were collected through semi-structured interviews, observations, and document analysis. Thematic analysis was employed to interpret the findings. Results revealed varied understandings of instructional leadership, shaped by personal orientations, school culture, and leadership structures. Departmental heads actively engaged in curriculum planning, classroom monitoring, and mentoring but faced challenges due to curriculum changes, limited autonomy, administrative overload, and a lack of formal leadership training. These challenges created a disparity between policy expectations and practical realities. Participants highlighted the necessity for structured leadership capacity development, peer support, and access to digital tools. The study concludes that departmental heads are crucial to instructional improvement, yet they remain under-supported and overburdened

Exploring neuromarketing strategies towards boosting consumer engagement with rural agricultural products: A systematic review

  Rural agricultural products play a crucial role in local economies and cultural heritage; however, they encoun­ter significant market challenges, such as limited consumer trust, weak branding, and inadequate marketing resources. Neuromarketing, which involves the application of neurosci­ence tools such as eye-tracking, electroencephalogram (EEG), functional magnetic resonance imaging (fMRI), and func­tional near-infrared spectroscopy (fNIRS), provides a novel approach to understanding consumers\u27 unconscious re­sponses to marketing stimuli. This systematic review synthe­sises the literature on neuromarketing strategies designed to enhance consumer engagement with rural agricultural prod­ucts. Multiple searches were conducted across various aca­demic databases (e.g., Google Scholar, ScienceDirect, Pub­Med, PsycINFO, JSTOR, AGRIS) using targeted keywords (e.g., "consumer neuroscience," "rural agricultural products," "sensory marketing"), focusing on peer-reviewed English studies published from 2018 onwards. From an initial pool of 236 articles, screening and eligibility checks yielded 14 highly relevant studies. Key themes that emerged include the influ­ence of emotional and cognitive stimuli, packaging design, narrative storytelling, labelling, pricing, and ethical cues on consumer behaviour. For instance, appealing emotional narratives and authentic cultural storytelling consistently enhance recall and brand loyalty. Clear, trust-building labels (e.g., "organic," "antibiotic-free") engage decision-making regions of the brain, serving as cognitive shortcuts that strengthen per­ceived value. Additionally, visual design elements such as prominent eco-labels and origin indicators capture attention and convey quality. Despite their value, existing studies face key limitations such as small, non-representative samples and artificial settings. However, applying neuroscience insights can help rural producers enhance packaging, branding, and storytelling to build consumer trust and pro­mote sustainable economic growth

Mathematics teaching for sustainable development: Challenges and successes

Mathematics teaching for sustainable development is fraught with challenges that hinder meaningful learning and the acquisition of problem-solving skills essential for environmental, economic, and societal responsibility. Therefore, mathematics teaching requires effective skills to apply heuristic strategies for sustainable human development, enabling a learning progression from the fourth to the fifth industrial revolution. Effective instructional practices must focus on including learners’ cultural and social realities through democratic dialogue. This research draws from algo-heuristics theory, which highlights a prescription-oriented approach as opposed to process-oriented teaching methods. This qualitative phenomenological study engaged six purposively sampled mathematics teachers, teaching grades 8 to 12, in a focus group interview and classroom observations. The engagement aimed to explore the successes and challenges faced in the mathematics classroom in relation to the attainment of the Mission 2030 sustainable education goals. Findings revealed that mathematics teachers lack sustainable teaching skills, and their practices lean towards prescription-oriented and algorithmic teaching methods, which contribute to impractical and dysfunctional learning environments. Consequently, mathematics teaching does not foster learning that equips students with the sustainable abilities needed to achieve the Mission 2030 sustainable education goals. To minimise these challenges and support teachers in applying process-oriented heuristic teaching methods, teacher empowerment is necessary. In essence, mathematics teachers should be guided in the application of process-oriented teaching strategies that enable them to implement meaningful learning for sustainable development

Tourism collaborative governance: The views of tourism small and medium-sized enterprises in rural areas

It is recognised that collaborative governance of­fers better solutions to problems than those fashioned exclu­sively by government agencies. Collaborative governance in­volves several relevant parties, particularly in the travel and tourism sector. The integrative processes of collaborative governance in the tourism industry provide a direct face-to-face alternative, leading to thorough and comprehensive stra­tegic planning. Recent tourism governance research has ex­plored the role of multiple actors in governing destinations but has not comprehensively investigated the role that tour­ism small and medium-sized enterprises play as important stakeholders at rural tourism destinations. Since tourism small and medium-sized enterprises are critical players in tourism collaborative governance, there is a need for an eval­uation of the role they play in this context. This study ex­plores the opinions of tourism small and medium-sized en­terprises regarding collaborative governance at rural tourism destinations. The study adopted a qualitative research ap­proach and employed a purposive sampling method, a non-probability sampling technique to select participants. Data were collected through semi-structured interviews. The results of the investigation indicate that tour­ism small and medium-sized enterprises recognise the need for their participation in tourism collabo­rative governance, the necessity of knowledgeable conveners, the importance of equal voices during stakeholder meetings, and mutual trust among stakeholders as essential components of effective col­laborative governance. The study recommends active and equitable community participation, build­ing mutual trust among stakeholders, and promoting effective collaboration between all parties in­volved in tourism collaborative governance

Student teachers’ perceptions of artificial intelligence chatbots for classroom practices: An interpretative phenomenological analysis

This paper examines student teachers’ understanding of Artificial Intelligence (AI) chatbots and their application in teaching and learning practices. A qualitative research methodology, specifically Interpretative Phenomenological Analysis (IPA), was employed to explore student teachers’ perceptions of AI chatbots. A purposive sampling strategy was used to select eleven (11) student teachers in their fourth year of study for a B.Ed. degree at the University of Technology in South Africa. To interpret and analyse student teachers’ perceptions of the use of AI chatbots in their teaching and learning practices, data analysis was conducted using Systematic Text Condensation (STC) in a five-step process. The study explored themes aligned with the knowledge dimensions of the Technological Pedagogical Content Knowledge (TPACK) framework. Findings revealed a generally limited understanding among student teachers regarding artificial intelligence, particularly chatbots. Although some learners in schools use chatbots, student teachers still lack the knowledge to utilise these technological systems for teaching practices. This includes, among other things, using AI chatbots to transform classrooms into personalised learning environments for classroom management and student analytics. In a nutshell, an AI chatbot for classroom purposes can serve as a diligent administrative assistant, an Indigenous planner, and enhance pedagogical practices. These findings underscore the need for further research and training to improve student teachers\u27 knowledge and utilisation of AI chatbots in the classroom