Trends and production dynamics in university rankings research: A bibliometric analysis for higher education policy

The globalisation of higher education has amplified demand for institutional rankings, influencing student decisions and shaping institutional strategies. Although substantial attention has been devoted to the methodology and validity of the indicators and metrics used in rankings, there is less understanding of how these rankings intersect with national and institutional policy objectives. The predominance of publication-based metrics has incentivised behaviours focused on maximising visibility and citation counts, raising concerns regarding the authenticity of scholarly impact. This paper explores current trends, influences, and debates surrounding university rankings, highlighting the pressures they exert on researchers, institutions, and policymakers. Employing a bibliometric approach, the authors analysed and mapped the evolution of the ranking discourse, identifying consistent themes and shifts in focus over time. A bibliometric analysis of 419 journal articles traced and analysed four decades of research on university rankings, spanning from the late 1980s to 2025. The study found that research on university rankings has expanded significantly in scale and complexity, increasingly addressing global trends and policy shifts. In the discussion, these findings are interpreted in light of ongoing debates regarding the balance between global benchmarking pressures and local transformation and equity priorities. The paper recommends policy reforms that strike a balance between worldwide visibility and local relevance, thereby contributing to discussions on equitable academic development in diverse higher education contexts

Exploring student teachers’ professional development during teaching practice in an ODeL college in South Africa

This study explores student teachers\u27 profes­sional development during teaching practice supervision at schools. Their professional development is important for en­hancing student outcomes, and they need to continuously update their knowledge and skills throughout their careers. The participants consisted of ten B.Ed. 4th-year and PGCE students from an ODeL College of Education in South Af­rica. In this single case study, the researchers chose a quali­tative exploratory approach, underpinned by Hudson\u27s Five-Factor Mentor Model as the theoretical framework. Mi­crosoft Teams was used for the semi-structured interviews, which were recorded and transcribed using thematic analy­sis. The findings revealed that student teachers were ex­posed to real-life working conditions. Mentors were instru­mental in improving their professional capabilities through exposure to professional development practices. Further­more, the student teachers gained practical strategies to manage classrooms effectively. This study supports the con­tinuous professional development of student teachers through mentoring programmes and a collaborative-ori­ented approach with all stakeholders in the work-integrated learning environment. Future research may explore ways to address the challenges of supervising large student cohorts

Practitioner perspectives on artificial intelligence-assisted translation of study material in a comprehensive, open, distance and e-Learning institution

The integration of artificial intelligence (AI) has the potential to significantly enhance teaching and learning experiences, as well as to improve the quality of the editing and translation of study material within the context of comprehensive open, distance, and e-learning (CODeL). However, research concerning language practitioners\u27 experiences with AI translation in multilingual CODeL settings in the Global South remains limited. This study addresses this gap by investigating the utilisation of AI tools for the translation of learning materials in a CODeL context. Guided by sociolinguistic theory, the study employed a literature review and qualitative methods to achieve its objectives. The study was conducted at an urban-based CODeL institution, involving 12 purposively selected language practitioners. An interpretivist paradigm was adopted, with sociolinguistic theory and thematic analysis employed to analyse primary data obtained from language practitioners through individual interviews conducted via Microsoft Teams. The findings revealed that language practitioners use AI tools cautiously for translation tasks, primarily for memory-building and initial drafts, due to concerns regarding contextual accuracy, cultural relevance, and limited support for indigenous languages. This study contributes empirical insight into the tensions between the potential of AI and sociolinguistic integrity in an under-researched multilingual CODeL setting. In conclusion, language practitioners have yet to optimally utilise AI tools for the translation of study materials in a CODeL context. The study recommends strategic investment in AI tools, alongside professional development and localisation efforts, to strengthen the translation of learning materials while safeguarding linguistic diversity and ensuring inclusive educational acces

Ethical manufacturing: What value can a public health ethics framework add?

Vervaardiging beïnvloed die publiek se gesondheid en die omgewing en het verreikende gevolge. Hierdie gevolge is onder meer eties van aard. Vrae oor die impak van vervaardiging op mense se gesondheid, hulle woonplek, veiligheid en sekuriteit kan gevra word. Dit het ook ’n impak op die omgewing, water, energie, volhoubare leefruimtes en meer. In aansluiting hierby, gaan dit ook oor werkers se regte, volhoubare hulpbronne, die vermindering van vermorsing en ander vrae relevant tot etiese vervaardiging. Etiese vervaardiging gaan oor meer as net ISO standaarde. Etiek is die keuse tussen wat moreel reg of verkeerd is, terwyl standaarde verwys na nakoming en kwaliteitskriteria. Norm- en beginsel-gebaseerde riglyne is nodig om brose gemeenskappe te beskerm, ‘n volhoubare omgewing, bekostigbare en toeganklike produkte, en sosiale samehorigheid te verseker. ’n Christelike etiek perspektief is gebruik om riglyne  te formuleer vir die samehang tussen vervaardiging en publieke gesondheid. Hierdie artikel ondersoek die betekenis van ’n Christelike etiek vir vervaardiging in samehang met publieke gesondheid. Dit bestudeer hoe die voorgestelde riglyne die waardigheid van werkers (as produseerders) en die publiek (as verbruikers) kan bevorder. ’n 3D gevallestudie word gebruik ter illustrasie van ’n publieke gesondheidsraamwerk wat etiese vervaardiging kan bevorder

Reformatoriese federalisme en Althusius se standpunt oor selfstandige gesagsfere: Aanknopingspunte vir eiestandige vryheidsfere van sosiale entiteite

Reformational federalism and Althusius’s views on sovereign spheres of liberty: Connecting points for sovereign spheres of liberty of social entities Johannes Althusius (1557-1638), the German-born jurist, was one of the earliest and most original of the Dutch scholars contributing towards the integration of Dutch legal, political, and social teachings of his day. His work also served to elaborate an emerging Calvinist theory of natural law, popular sovereignty, and the rights and liberties of individuals and associations. Althusius’s deep and penetrating writings had a monumental and enduring influence on Dutch and Calvinist thought

Restoring the view of God as Heavenly Father amongst second/multi-generation ex-members of Divergent Christian Communities

This study departs from the premise that the twisted foundational teaching of who God the Father is, as well as His association with humans as portrayed by Divergent Christian Communities, will impair members’ understanding of God the Father. Members believe that the leader, as the spiritual father of the group, is an embodiment of God the Father and the only conveyor of God’s truth to them. Leaders portray a skewed picture of this role of “father” through their lifestyle and teaching about God. This skewed picture of God has an impact on those who were born in the group referred to as second/multi-generation members, which hampers their reintegration into society, and especially their relationship with God after leaving the Divergent Christian Community. Research already indicated that the functioning of families and the role of parents in such communities is adapted to serve and promote the goals of the community. This study investigated whether the Divergent Christian Communities\u27 teaching of God as Heavenly Father, as well as the expression of the role of Father in the community, aligns with the biblical account. Through a survey conducted with ex-members of the Gloriavale Christian Community, it was not only confirmed that their view of the biological family in the community, as well as the concept of “father”, was adapted, but more importantly, also their view of the Heavenly Father. The results of the survey confirm that the skewed picture of God the Father as portrayed by the leader and his teachings harmed their relationship with God.  It caused them to struggle to shake this internalized view of the meaning of “father” because of how it differs from the description of God in the Bible. The spiritual father (leader) was indicated as the one who had the most influence in establishing this skewed view of God. The survey further emphasized the complexity of this issue and that the road to recovery entails a process where a new thinking system must be established to shake the old internalized thinking system of the Divergent Christian Community. Starting with understanding how and why this skewed picture of God is established. Followed by a clear understanding of God the Father from a biblical point of view, and no longer through the lens of the community or how He is presented by the leader. Thereafter, the ex-members will be in a better position to also understand their position in the body of Christ, the true role of family, and their contribution to the world

Passion to practice: Early career teachers’ motivation, content confidence, and coping strategies in teaching

This study examines how early career teachers (ECTs) in South African schools perceive their readiness to teach, focusing on intrinsic motivation, perceived gaps in content knowledge, coping strategies, and the development of emerging confidence. Employing a qualitative approach within an interpretivist paradigm and a multiple-case study design, semi-structured interviews were conducted with 15 purposively selected ECTs, and the transcripts were analysed using reflexive thematic analysis (RTA). Five themes emerged: (1) motivation and a service-oriented purpose sustain engagement; (2) feelings of inadequacy linked to content uncertainties undermine self-efficacy; (3) coping relies on preparation, collegial support, and digital resources; (4) variable quality in initial teacher education (ITE) shapes early confidence; and (5) growth occurs through repetition, feedback, and reflection. Findings indicate a need for induction that explicitly targets subject-specific fluency, predictable and content-focused mentoring, and timetabled collaborative planning. It is argued that, in addition to the passion that ECTs bring, they require systematic support to convert effort into confidence and content security

Interdisciplinary perspective on the role of active learning in enhancing memory

Active learning, as delineated through the ICAP framework, differentiates between active, constructive, and interactive modes of engagement, each linked to specific cognitive and behavioural processes that influence knowledge acquisition and retention. While cognitive psychology and neurobiology provide mechanistic explanations for the effectiveness of certain learning behaviours, these insights are seldom systematically integrated within educational frameworks. This theoretical review aims to address this gap by utilising the ICAP hierarchy as an organisational scaffold for synthesising findings from education, cognitive psychology, and neurobiology, and by proposing an integrated model that elucidates how distinct forms of active engagement enhance declarative memory through shared neurocognitive mechanisms. From an interdisciplinary perspective, active learning fosters long-term memory not merely through heightened behavioural engagement, but by aligning curiosity, effort-reward appraisal, and social interaction to activate dopaminergic plasticity pathways. Consequently, the modes of ICAP engagement can be conceptualised as graded modulations of a common neurocognitive cascade: Increasing learner choice and novelty enhances effort–reward appraisal, biases learning toward curiosity and motivation, and thereby facilitates dopaminergic activation, hippocampal and striatal plasticity, and durable memory formation. Within this framework, the active mode initiates engagement with the cascade, the constructive mode stabilises learning through metacognitive monitoring and attentional control, and the interactive mode further amplifies memory by integrating social reward with coordinated regulation of cognitive demands. Collectively, these distinctions elucidate how instructional design can support durable learning by maintaining a favourable effort–reward balance, fostering metacognitive regulation, and leveraging collaboration without exceeding cognitive limits

Roel Kuiper: The Antirevolutionary: Life and Works of Groen van Prinsterer

Groen van Prinsterer is not a name familiar to most, yet his legacy is profound. He was the spiritual godfather of the Dutch theologian and statesman Abraham Kuyper (1837-1920). Lloyd-Jones (1987) described him as “… a fascinating and most important man. … He was, on all accounts, a most remarkable man.” Groen was an aristocrat, journalist, historian, politician, and school reformer, but above all, a Christian. His Christian faith infused all that he did

Redefining Postgraduate Supervision in the Age of AI: Balancing Technology and Human Mentorship

The advent of technology, particularly the rapid advancement of Artificial Intelligence (AI), is posing significant challenges to traditional models of postgraduate student supervision, ranging from affective mentorship relationships to automated interactions. AI-powered tools such as ChatGPT, Grammarly, DeepSeek, and automated data analysis software provide unprecedented data support to students, thereby enhancing and automating routine tasks. Consequently, the role of supervisors in upholding the fundamental principles of mentoring—such as fostering critical thinking, creativity, and ethical inquiry—is being scrutinised in light of this technological shift. This chapter examines the challenges associated with the incorporation of AI into postgraduate supervision, investigating its impact on intellectual independence, academic integrity, and mentor-mentee dynamics. Through a comprehensive Systematic Literature Review, this conceptual paper identifies strategies for balancing AI-driven efficiencies with human-centred mentoring practices. Additionally, we address ethical considerations, power dynamics, and equity issues that arise within AI-mediated supervision. Our contributions suggest that while AI offers transformative potential, it is essential to preserve the human elements of supervision, empathy, intuition, and the capacity to inspire original thought. This chapter contributes to the ongoing conversation on redefining postgraduate supervision in the digital age, providing actionable insights for supervisors navigating the challenges and opportunities presented by AI