Work-Integrated Learning in a Changing Educational Context

Teaching, while acknowledged to be a noble career, can be a very difficult path. Preservice teacher educators are tasked with the immense duty of transforming preservice teachers into pedagogues that could and should make a difference to the lives of those they interact with. As teacher educators, we must strive to create continuing support and shared accountability, so that preservice teachers will be empowered as effective educators to extend themselves to ensure that the learners at schools attain their highest goals. This research looked at the way Work Integrated Learning (WIL) aides in this process. After the necessary ethical issues were addressed and permission obtained to conduct the study, final-year undergrad students, inservice teachers, and staff were encouraged to participate in this interpretative study. They were required to respond to an online questionnaire and a sample of participants was interviewed. The results are not unexpected and reinforce the idea that WIL learning has to adapt to the evolving technological culture that pervades all of society

Enhancing Pedagogical Development of Natural Science Teachers Through a Key Concepts in Science Project: A Social Constructivist Perspective

This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education.&nbsp

Charting the Skies and Seas: A Comparative Study of Career Awareness in Aviation and Maritime Professions Among Primary School Learners

The aviation and maritime sectors are vital for global transport and economic growth, yet attracting youth to these fields is challenging. This comparative analysis investigates primary learners' views on aviation and maritime careers, emphasising motivations, barriers and educational needs. Utilising Social Cognitive Career Theory (SCCT) and Social Learning Theory of Career Decision-Making (SLTCDM), the research assesses how early exposure, outcome expectations and self-efficacy influence learners' interest in these industries. By focusing on primary school learners, a largely overlooked group in career development research, this study contributes novel insights into early-stage career perceptions. A qualitative thematic analysis was conducted using feedback from learners attending a career exhibition targeting aviation and maritime professions. Results indicate that both fields are viewed as exciting and lucrative; however, aviation careers are linked to academic challenges and high training costs, while maritime roles are perceived as physically demanding and associated with prolonged family absences. Key motivators identified include financial security, opportunities for global travel and diverse career options, whereas significant barriers entail issues related to work-life balance, limited career awareness and industry-specific challenges. The findings underscore the need for structured career exposure, experiential learning, and mentorship programmes to connect learners with non-traditional careers. Practical implications include integrating career education into curricula, fostering industry-school partnerships, promoting gender diversity, and leveraging technology for career guidance. Addressing these challenges through targeted interventions can effectively attract a diverse, skilled workforce to the aviation and maritime sectors.&nbsp

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

Episodes of Student Vandalism in Higher Education Institutions in South Africa

The South African higher education sector is annually buffeted with student unrest, ensuing costly vandalism of institutional property and jeopardy of academic progress. This paper explores episodes of vandalism in higher education institutions in South Africa. The literature review is utilised as a qualitative sub-methodology. 47 journal articles and one book chapter were accessed using data engines such as EBSCOhost, the Web of Science, Scopus, ProQuest and Google Scholar to analyse and synthesise thematic findings. The study established the following findings: Student indiscipline emanating from their social backgrounds, destruction of property, reputational deficits, and litigation consequences to students. The paper recommends that the next academic studies focus on determining the global, regional and South African statistical prevalence of student vandalism in higher education institutions

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

Assessing Learners' Understanding of Microbiology Applications in Multidisciplinary Biological Science Degree Madira Coutlyne Manganyia

This study investigates the comprehension of microbiological concepts among students and identifies areas for improvement in microbiology education. The participants comprised 56 second-year learners (17 males, 39 females) studying microbiology as part of their BSc Biology program at a university in South Africa’s Eastern Cape.  A survey was conducted to assess respondents' accuracy in answering ten questions covering various aspects of microbiology, including definitions, classifications, historical figures, and applications in different disciplines. The results of the survey on microbiology knowledge revealed that respondents performed best in identifying Antonie van Leeuwenhoek, with an accuracy rate of 85.7%. Conversely, they performed worst in accurately identifying the reasons to study microbiology, with only 10.7% of responses being accurate. The results reveal varying levels of accuracy, with notable strengths in historical knowledge and identification of infectious diseases. However, deficiencies are observed in taxonomical classifications and understanding of interdisciplinary applications. Strategies for addressing these gaps through targeted educational interventions, curriculum development, and innovative pedagogical approaches are discussed. Overall, this study underlines the importance of ongoing efforts to enhance microbiology education and prepare students for the complexities of the field

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

Extending the Task-Technology Fit Theory with a Skill Fit Construct: A Case Study of a Transaction Control Log and Accounting System

Numerous studies have employed the Task-technology fit (TTF) theory to examine the impact of information systems used for training. While some of these studies reported positive outcomes, others presented mixed results on the impact of the systems improving users' performance in problem solving and learning. One possible explanation for these inconsistencies is likely caused by additional factors beyond the task and technology characteristics emphasized in TTF. This research is a preliminary study to enhance understanding of TTF and its impact on system usage and work performance. The study argues that task-technology alignment should also consider users' skills and the fit between the task and technology. Therefore, this research explores the effects of task characteristics, technology characteristics, and users' skills on system usage and work performance. Data from 210 participants of the Revenue Department of Thailand was analyzed using a two-way factorial multivariate analysis (Factorial MANOVA) to assess the impact of Task-technology-skill fit (TTSF) on system usage and work performance. Additionally, a simple regression analysis was conducted to examine the effect of system usage on work performance. The findings indicated that the fit among tasks, technology, and skills significantly impacts system usage and work performance. However, the system usage does not directly affect work performance. This study proposed a factorial design to depict the task-technology-skill fit, the first to introduce this integrated framework

Eclectic Contexts of Xenophobic Workplace Discrimination in Post-apartheid South Africa

Today, a fresher look at social structures shows that the possibility of living in a socially homogeneous society has lost its credibility. When any workplace is considered, migrant workers are exposed to both intended and unintended forms of xenophobic workplace discrimination daily in many migrant-receiving countries.  Xenophobic workplace discrimination has pernicious and ramifying consequences for migrant workers. This article uses a review of the literature methodology. Xenophobic-driven workplace discrimination towards migrant workers in the workplace may manifest itself through the following forms: institutional discrimination at work, wage discrimination, discriminatory assignment to hazardous jobs, and discriminatory assignment to precarious and ‘ghettoized’ jobs. Because in the post-apartheid South African context, it is black African migrants who bear the brunt of xenophobic-driven workplace discrimination, these researchers recommend that: firstly, workplace ethics regulating the employment of labour migrants in the post-apartheid context should be guided by Article 1 of the ILO‟s (International Labour Organisation) Convention Discrimination (Employment and Occupation) of 1958. Trade union federations should utilise their bargaining power to shield migrant workers from forms of workplace discrimination that are xenophobically driven. Finally, the contribution of migrant workers, who are often victims of xenophobic-driven workplace discrimination, constitutes a significant economic dividend that could benefit the country’s economic productivity and growth.  For this reason, it is of paramount importance for the government, business, and labour to collectively work together to eradicate the scourge of xenophobia as a form of discrimination in the workplace.  &nbsp