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

Closing the Digital Divide: Strategies for Addressing Inequalities in Technology Access in Higher Education Institutions

Institutions of higher learning in the Eastern Cape face significant challenges in ensuring equitable access to technology among their student population. The digital divide, exacerbated by socioeconomic disparities, poses a barrier to academic success and hinders the realization of educational goals. This paper explores strategies for addressing inequalities in technology access within higher education institutions, drawing insights from empirical research conducted in an institution of higher learning within the Eastern Cape. Semi-structured interviews were employed as the data collection instrument, involving six participants comprising both lecturers and students. The collected data were analysed utilising the thematic approach. The findings revealed that to close the digital divide, the university should invest in infrastructure development, benchmark with other universities, and provide training programs to both lecturers and students. Hence, the study recommended that the university collaborate with government agencies, non-profit organisations, and industry partners, to leverage resources and expertise to address socioeconomic barriers to technology access. The university should also ensure that all initiatives and interventions are designed with a focus on equity and inclusion, considering students’ diverse needs and backgrounds.  &nbsp

Exploring Lecturers’ Responsiveness to Teaching and Learning Using Moodle at a Namibian University

The responsiveness of lecturers at Namibian universities to Moodle as a teaching and learning platform is addressed in this paper. It observes, among other things, the increasing adoption of Moodle as an LMS in Namibian and higher education settings globally and notes that special challenges may be barring Namibian universities from harnessing Moodle to full potential; chief among these are issues concerning poor internet connectivity and limited technical support. Guided by the interpretative paradigm and anchored in the Community of Inquiry (CoI) framework, a robust and widely respected research methodology, the study explored lecturers' responsiveness to teaching and learning using Moodle at a Namibian university. The research employs a descriptive case study design and involves a purposive sample of seven faculty members from diverse disciplines. In-depth virtual interviews were used for data collection, with thematic analysis revealing key findings. Findings revealed various factors influencing lecturer responsiveness, including factors promoting blended learning and challenges hindering responsiveness. Further challenges encompass workload, course design, technical support availability, and access to learning resources. Based on the results, implications advocated for comprehensive Moodle orientation and training programmes, improved technical support, reliable internet access, and staff well-being. This research provides valuable insights for enhancing e-learning practises at a Namibian higher education institution. Future research may investigate the pedagogical aspects of Moodle usage in other contexts and extend these insights to diverse educational settings

Enhancing Student Skills through the Integration of Online Learning in Kenya's Competency-Based Curriculum (CBC)

This study investigates the integration of online learning into Kenya's Competency-Based Curriculum (CBC), with the aim of improving educational access and equity. Although several educational reforms have been introduced in Kenya, challenges persist in fully implementing the CBC, including limited resources, technological gaps, and insufficient teacher training. The COVID-19 pandemic expedited the adoption of online learning, highlighting significant disparities in digital resource access between urban and rural areas. To evaluate the impact of online learning on student competencies, this research adopts a comparative approach, contrasting groups utilizing online tools with those relying on traditional teaching methods. The study employs cognitive diagnostic assessments to pinpoint specific areas of strength and weakness in students' knowledge and skills. In addition, concept mapping is utilized to visually organize and structure information, enhancing student understanding and retention. Findings from the study suggest that online learning can effectively increase student engagement, improve competency development, and provide more personalized learning experiences. To optimize the integration of online learning into the CBC framework, the study recommends key actions, including the enhancement of ICT infrastructure in rural schools to bridge the digital divide, the overhaul of teacher training programs to equip educators with digital pedagogical skills, and the implementation of inclusive policies ensuring equitable access to online resources for all students. Furthermore, the study encourages public-private partnerships to create tailored digital solutions addressing specific challenges in Kenya’s education system. These efforts could significantly enhance the CBC’s effectiveness, fostering more competent and skilled learners across the country

The Opportunities for Professional Growth When Using Knowledge of Students’ Prior Science Ideas in the Teaching of Evolution and Genetics: A Self-Study

This inquiry sought to investigate the opportunities and potential challenges of engaging in a self-study approach as a strategy for enhancing professional growth during my teaching of the topic of evolutionary genetics to 24 twelfth-grade students. I had, for many years, experienced pedagogical deficits and shortcomings when teaching evolutionary genetics despite my professional knowledge from my teacher training. I always struggled to a) represent this content in ways that make it comprehensible to my students, b) motivate my students to accept this topic, and c) address students’ misconceptions. Vygotsky’s social constructivism of knowledge and the idea of pedagogical reasoning and action as propounded by Shulman were the key theoretical lenses that guided this inquiry. Collected data included pre- and post-intervention data, students’ conceptions of evolutionary genetics ideas, lesson transcripts, my reflections, pedagogical actions and reasoning during my teaching, and notes on collaborative activities with critical friends. The collected data was analysed from a quantitative and qualitative approach. Thematic analysis for emerging themes was done from a deductive to inductive data analysis approach. This study established that through the idea of opening up for professional feedback from critical friends, one ought to make one’s pedagogical reasoning and actions public. This opening up makes one ‘vulnerable’ to severe criticism or ‘attack' by critical friends. However, despite this setback, it offers unlimited professional growth opportunities beyond one’s personal biases, interpretations, and teacher training expertise on key issues of practice. The ‘negative’ and positive critiques from others are powerful critical reflection points for enhancing professional development. However, through engaging in open feedback collaborative sessions, a practitioner experiences internal tensions between the 'inner egoistic voice' and the probing 'outer voice'. Thus, the ability to objectively reconcile one’s inner voices in the wake of the usually unfriendly outer voices is a crucial starting point for one to realise professional growth as a practitioner

Food Insecurity Versus Learners’ Performance in the Classroom: A Case of South African Rural School

Food insecurity is one of the less researched problems that poses a challenge to schools in South Africa. This qualitative study seeks to holistically explore this problem as it adopts Maslow’s hierarchy of needs and Vygotsky’s sociocultural theory as the lenses of exploration. In addition to socio-cultural beliefs on food and academic achievement, Maslow and Vygotsky offer a framework for physiological and cultural theories of how food impacts human brain function and capability. Therefore, this study's primary goal is to investigate the connection between food insecurity and academic achievement in rural South African schools, such as Tshehlo Secondary School in the Capricorn region of the province of Limpopo. Methodologically, this study purposively sampled grade 10,11, and 12 learners from Tshehlo secondary school for focus group discussions, observations, semi-structured interviews, and surveys from top to low achievers. The data collected were thematically analysed as they show that there is a link between food insecurity and learners’ performance in classrooms. Data was analysed to compare the experiences of top and low-performing learners with food insecurity and how it affects their performance in the classroom. Objectives of this study are; (a) to explore the effects of food insecurity on learners’ concentration and attention in the classroom, (b) to explore the impact of food insecurity on learners’ academic achievements, (c) to explore the relationship between food insecurity and learners’ performance in the classroom, (d) to explore any comparative difference between learners from food secure background and those who come from food insecure homes in terms of academic success. Recommendations thereof significantly include (a) devising ways to ensure food security programs in schools, (b) counselling and motivation in schools, and (c) DBE policy development and enforcement which involves even NGO’s with regards to learners’ nutrition. Conclusion entails that food security is more important for high quality achievements in schools as it directly impacts learners’ attitudes towards learning. Furthermore, it is challenging to evaluate the long-term educational effects of food poverty because a large number of the research are cross-sectional rather than longitudinal in character.&nbsp

Examining the Assistance Needed by Prison Students to Succeed in their Distance Education Studies

This study investigates the educational experiences of twelve jailed students in prison in Namibia, with a specific emphasis on identifying the factors necessary for their academic achievement. The study aimed to gain a deeper understanding of the jailed students' perspectives on the impact of education, utilizing audio-recorded interviews. The interviews were meticulously transcribed verbatim by an English-speaking transcriber to ensure the utmost accuracy and thoroughness in documenting the participants' narratives. The author employed an interpretive paradigm to analyze and delve into the subjective meanings and experiences of the pupils. This methodology enabled a comprehensive understanding of the influence of educational programs on the lives of jailed inmates, potentially aiding in their rehabilitation and successful reintegration into society. The findings offer unique insights into the significant influence that education may have in correctional settings, revealing the challenges and accomplishments encountered by incarcerated students. This study contributes to the broader discourse on education in prisons by focusing on the real-life experiences of prisoners. It highlights the need to provide jailed individuals educational opportunities to facilitate their personal and professional development. This study emphasizes the significance of tailored educational interventions in prisons to foster advantageous outcomes for incarcerated persons and society. &nbsp

Advancing Social Science Teaching Through GIS-Based Mapping and Forecasting of LULC Changes of Recreational Parks in Durban Metropolis

This study examines the spatio-temporal and projected dynamics of land use and land cover (LULC) changes in Durban Metropolis, South Africa. The research problem focuses on the growing tension between urban sprawl and the ecological sustainability of recreational parks in Durban Metropolis. As rapid urban expansion continues to encroach upon the recreational green spaces, it exacerbates degradation, threatening biodiversity and undermining ecosystem resilience. This study's significance extends to Higher Educational Institutions (HEIs) by demonstrating how GIS technology can be integrated into research, teaching, and learning to enhance environmental literacy and promote sustainable development principles. This research also contributes to bridging the gap between environmental research and pedagogy, empowering educators and students to engage actively in ecosystem conservation. The study adopts the Place-Based Education (PBE) Frameworks, providing a foundation for understanding the interconnectedness between societies and ecosystems, thereby aligning well with the study’s emphasis on advancing environmental education. A quantitative research approach was employed, combining GIS-based spatial analysis of satellite imagery with quantitative data. Base maps from 2004, 2014, 2024 and projections for 2034 for 9 major parks were analyzed to project trends in vegetation loss and urban LULC for the study area in 2034, highlighting areas of significant ecological concern. Findings emphasize continued pressure on green spaces, underscoring the urgent need for conservation strategies. The study recommends integrating GIS-based tools in teaching sustainable urban development, fostering critical thinking, and promoting place-based learning to equip students with skills for analyzing and addressing real-world environmental challenges.&nbsp

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

Student Teachers experiences of an Online Team-Based Learning Strategy Applied in an ODeL Course

The purpose of the online course, Teaching Methodology Economics in the Further Education and Training Phase, is to expose student teachers to the online team-based learning (TBL) strategy as a collaborative teaching and learning approach that allows them to follow an organised procedure. To increase student engagement, accountability and collaboration in the course, an open distance e-learning (ODeL) environment can benefit from the active, structured small group learning that team-based learning offers. An ODeL course at a College of Education employed TBL as an example of a flipped instructional design. The experiences of the Teaching Methodology Economics student teachers participating in an online TBL strategy served as the basis for the single case study reported, which employed a exploratory qualitative approach. The study purposively selected only five participants (n = 5) for the interviews. Transcripts were produced by the computerised NVivo 14 software and thematic analysis was generated themes reflecting the participating student teachers’ experiences of the TBL strategy. The findings revealed that participants developed professional attributes, were motivated to reflect on their strengths and weaknesses as members of teams, and experienced the value of working and collaborating in groups. Further research on the use of evidence-based practice will ensure better outcomes for TBL in flipped learning contexts