Research in Social Sciences and Technology

Power, Knowledge, and Marginalization: A Foucauldian Analysis of Children from Low-Income Immigrant Households in Norway

Patrick Agyare — 2025-01-01

This study critically analyzes the discursive constructions of immigrant children from low-income households in Norwegian official publications between 2014 and 2024. The study uses Foucauldian discourse analysis to explore the representation of these children, the power dynamics and knowledge claims present in these discourses, and the implications for policy interventions and resource allocation. The analysis focuses on publications from key institutions, including the Directorate of Integration and Diversity, the Ministry of Children and Families, the Ministry of Labor and Social Inclusion, the Norwegian Labor and Welfare Administration, and Statistics Norway. The findings reveal that the portrayal of these children as vulnerable and socio-economically disadvantaged frequently exacerbates their challenges due to their immigrant background and poverty status. While such narratives drive targeted interventions aimed at alleviating poverty, they risk reinforcing hierarchical power dynamics and perpetuating the marginalization of immigrant families by focusing on remedial measures rather than addressing systemic inequalities. The study identifies a deficit-based framing that emphasizes dependency and vulnerability, which overlooks the potential, resilience, and agency of immigrant children. Instead, it advocates for a shift towards policies that address structural inequalities, promote social inclusion, and emphasize empowerment. A more comprehensive, intersectional approach to policy is recommended—one that not only provides economic support but also ensures equitable access to education, housing, and employment opportunities while dismantling systemic barriers. The findings underscore the necessity for transformative policies that challenge existing power structures and prioritize social justice, equity, and inclusive communities that better align with the host society’s values and social structure.

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

Vusumzi Duma — 2025-01-01

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.

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

Vimbi Petrus Mahlangu — 2025-01-01

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.

Application of Physical Sciences Scientific Language Register in Tshivenḓa to Shape Meaningful Learning

Mpho Kenneth Madavha — 2025-01-01

This study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenḓa scientific language register shape meaningful learning? The findings reveal that the application of the Tshivenḓa scientific language register in classrooms fosters interactive and meaningful learning experiences compared to when English is used. Therefore, this study recommends conducting further research and collaboration to develop a comprehensive Tshivenḓa scientific language register with standardized terminology. This would require input from linguists, educators, and other relevant stakeholders to ensure accuracy and consistency.

The Impact of Autonomy and Decision Making on the Morale and Motivation of Technical Vocational Education and Training (TVET) Lecturers in the Eastern Cape, South Africa

Ernest Nikisi — 2025-01-01

The study focused on the impact of autonomy and decision making on the morale and motivation of TVET college lecturers in the Eastern Cape Province of South Africa. The study also exposed the autonomy and decision-making factors affecting the lecturers and it gave possible ways to minimise the negative impact on the teaching and learning programmes of the colleges. The research sample comprised of 40 female and male participants whose ages ranged from 25 to 60 years and were drawn from two randomly selected colleges. The study followed a mixed methods approach where both questionnaire and interview instruments were used to collect data giving rise to both qualitative and quantitative data respectively. The findings uncovered that autonomy and decision making among lecturers is negatively affecting lecturers’ morale and motivation. Factors that are making autonomy and decision-making problematic include participation prohibition, leadership restrictions and reduced self-reliance at work.

Podcasts or Vodcasts? Exploring First-Year Students’ Preferences for Enhancing Academic Writing Skills

Ntshimane Elphas Mohale — 2025-01-01

First-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding.

Wartime and Online Education: A Bibliometric Analysis

Sunday Samson Babalola — 2025-01-01

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.

Prospects of Implementing the Flipped Classroom Blended Learning Model among Lecturers in African Universities

Patricia Muhuro — 2025-01-11

The flipped classroom is an emergent digital pedagogy credited with virtuous and student-centric characteristics of increased learning. The purpose of this study was to discuss the implementation of the Flipped Classroom Blended Learning Model among lecturers in African Universities. The study employed a qualitative literature review, after reviewing 15 articles drawn from EBSCO host, Web of Science, Scopus, and Google Scholar. Findings reflected that: The flipped classroom model is virtuously unique, student-centric, facilitative, and interactive, employs active learning, and faces daunting implementation challenges in Afrocentric settings. The paper calls for more training among lecturers in Afrocentric settings to raise lecturers' state of professional development.

A Pedagogical Approach Towards Ameliorating the Global Effects of Covid-19 Pandemic Through Forest Restoration and Environmental Sustainability

Tolulope Ayodeji Olatoye — 2025-01-12

This study investigated a pedagogical approach towards ameliorating the global effects of the COVID-19 pandemic through forest restoration and environmental sustainability. This research is considered apt and timely as it underscores the urgent need for forest restoration and environmental sustainability solutions in our fragile ecosystems amidst the ongoing COVID-19 pandemic and its associated challenges, such as forest degradation and the complexities of forest conservation. The study was conducted using a systematic review of the COVID-19 pandemic and its imminent challenges towards achieving forest restoration and environmental sustainability, drawing insights from renowned international academic journals, electronic publications, Google Scholar, and other academic websites. Pedagogically, integrating these findings into rural education curricula can significantly enhance students' understanding of environmental issues and the importance of sustainability. By incorporating concepts of forest conservation and environmental sustainability into classroom teachings, educators can foster a sense of environmental stewardship among students. Specifically, in rural education, equipping students with knowledge about sustainable practices and the challenges posed by the COVID-19 pandemic empowers them to engage in local conservation efforts and advocate for sustainable development within their communities. This approach not only prepares students to address environmental challenges but also promotes holistic development and improved quality of life in rural areas. Suggested strategies for curbing the adverse effects of COVID-19 include reforestation, preservation of wildlife habitats, and controlling human population growth and urbanization. This study provides recommendations on forest conservation and environmental sustainability to mitigate the impacts of the COVID-19 pandemic.

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

Silindile Ngcobo — 2025-01-12

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.

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

Wiets Botes — 2025-01-12

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.

Pedagogical Approaches for Teaching Education for Sustainable Development in the Technology Education Curriculum

Princess Blose — 2025-01-12

This study investigates pedagogical strategies to teach sustainable development within the Technology curriculum in South African secondary schools, with an emphasis on the Senior Phase. Despite the global acknowledgment of sustainable development as a critical topic, its practical application in the South African Curriculum Assessment Policy Statement (CAPS) is limited. This study seeks to fill this gap by studying the pedagogical tactics used by Technology teachers to build sustainability skills. Eight technology teachers from the Ehlanzeni region in Mpumalanga Province were carefully chosen to participate. Data was collected through observations and interviews, and analysed using content analysis. The findings show that while teachers are aware of sustainable development concepts, converting this understanding into successful classroom implementation presents substantial hurdles. The study identifies teacher collaboration as the primary instrument for incorporating sustainable development principles into the technology curriculum; nevertheless, practical implementation was challenging. This study responds to the requirement of integrating sustainable development into all South African disciplines, notably the Technology curriculum It emphasises the importance of specific interventions to bridge the gap between policy intent and classroom practice. 

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

Jacqueline TC Bock — 2025-01-12

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.

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

Tholani Tshuma — 2025-01-12

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.

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

Luvo Kasa — 2025-01-15

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.

Episodes of Student Vandalism in Higher Education Institutions in South Africa

Athiphila Mzenzi — 2025-01-15

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.

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

Medicine Magocha — 2025-01-15

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.

Enhancing School Administration in Rural South African Schools: Challenges and Opportunities-Using the Scooping Review Method

Oluwatoyin A. Ajani — 2025-01-15

This scoping review investigates the deployment and operational challenges of the South African School Administration and Management System (SA-SAMS) within rural secondary schools in the iLembe District. Aiming to understand the integration of Information and Communication Technology (ICT) in educational administration, this review analyses existing literature from 2008 to 2024 to map the effectiveness and obstacles encountered by SA-SAMS. Rural schools often need help adopting technological innovations due to inadequate ICT infrastructure, limited access to technology, and a deficit in training and support for educators and administrators. The review highlights that while SA-SAMS is designed to enhance administrative efficiency and improve data management, its implementation needs to be improved by these systemic issues, complicating its potential benefits. Furthermore, using the Technology Acceptance Model (TAM), the review identifies a need for targeted interventions, including enhanced training programmes, better ICT resource allocation, and infrastructure development. Overcoming these challenges could improve educational outcomes by enabling more efficient school management practices. This review contributes to the broader discourse on educational technology integration in rural settings, providing a foundation for policy recommendations and future research to optimise the use of SA-SAMS in improving school administration.

Educators’ Role in Mitigating Suicidal Propensities among Zimbabwe Rural Secondary Male Learners: An Exploration of Challenges and Interventions Mechanisms

Munyaradzi Saruchera — 2025-01-15

This qualitative study explores the role of educators in addressing and mitigating suicidal propensities among male rural secondary school learners in Zimbabwe. Then, it focuses on educators’ challenges and intervention mechanisms to provide insights into practical strategies for supporting mental health in this vulnerable population. Grounded in a phenomenological approach, the study utilizes a case study design to explore the lived experiences of 14 participants, including educators, parents, and health professionals. Data collection through focus group discussions enables a nuanced understanding of the complexities surrounding suicide prevention in rural educational settings. Research findings indicate that educators frequently struggle to identify suicidal tendencies among male learners due to cultural stigma surrounding mental health and lack of training in psychological assessment. Communication gaps with parents and health professionals further complicate these challenges. Conversely, successful intervention mechanisms identified in the study include peer support programs and mental health awareness campaigns, which create supportive environments and empower learners to seek help and engage in open discussions about mental health. Based on these findings, the study recommends that educational authorities implement comprehensive training programs for educators to equip them with the necessary skills to identify and address suicidal propensities among learners. Such training should encompass mental health education, communication strategies, and cultural sensitivity. Furthermore, establishing partnerships between schools and local health services can enhance the support system for vulnerable learners. Collaborative initiatives should be developed to facilitate regular mental health screenings and provide accessible resources for learners and their families.

The Ambivalence of Accounting Education Among University Students: Towards a Collaborative Learning Environment

Nosihle Veronica Sithole — 2025-01-18

This empirical paper proposed collaborative learning as a strategy to enhance performance in Accounting among university students. There has been a notable continuous trend of poor performance in Accounting from the first-year level to the fourth year. Again, there is also a noticeable decline in the number of students majoring in Accounting despite alternatives to enhance Accounting among university students. This paper is underpinned by bricolage theory which advocates the reworking the existing ideas or items to produce something new to improve human conditions. We responded to two questions: what is the cause of poor performance in Accounting among university students and how collaborative learning can be utilised to mitigate poor performance in Accounting among university students? Data was collected through semi-structured interviews with three students and three lecturers who were purposively sampled. Thematic analysis was used to analyse the data collected. Findings revealed that lack of content conceptualisation, students’ negative attitudes towards Accounting, lack of academic commitment, and lack of Accounting pedagogical skills are the main reasons for poor performance among university students. Further, findings revealed that collaborative learning in Accounting among university students broadens students’ content knowledge and produces students with a variety of skills. In light of the above findings, we argued that collaborative learning should premise the teaching and learning of Accounting in higher education from a bricolage perspective.