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Values education has become a necessary tool in response to the rise in moral deterioration in an average South African society today. The school is viewed as one of the key players in nurturing children into adulthood. The teaching of values that can give the growing generation, necessary moral development is one of the responsibilities of the schools. Hence, this study aims at exploring teachers' experiences on how they integrate values education into South African learners in various high schools. This qualitative study engaged five schools in its case study, where five teachers from each of the schools were purposively selected for semi-structured focus group interviews, to share their experiences on the integration of moral values in schools. Moral development theory was used to underpin the study. Findings from the inductive thematic analysis from the participants from both rural and urban schools indicated a misunderstanding of the concept of values education by some teachers, which affects its effective integration. The study established that role modelling of learners by teachers and parents are inevitable to save the society from moral decadence, while some participants indicted overpopulation, single parenthood, social media as some of the challenges to the integration of value education in schools. The study, therefore, recommends capacitation of teachers through various professional development programmes, to integrate values education and adequate parental support as some of the strategies to promote effective integration of values education in schools.

The aim of this paper was to explore teachers' perspectives on the importance of the computer as a tool for enhancement of effective teaching and learning. Current research indicates that the developed world is at vanguard in revealing most of this information much more than developing nations like South Africa. Taking cognizance of teachers' perspectives in South Africa helps in improving the educational dispensation systems because future economic realities of any country depend on the quality of its education. Using an interpretivist paradigm, semi-structured interviews were triangulated with participant observations to elicit detailed data from a case study involving three secondary schools that were purposively sampled by virtue of having and using computers. A sample of six participant teachers was interviewed, and one lesson of each was observed using computer tools. Findings reveal that computer usage was irregular, rather superficial and insignificant. This small scale investigation recommends that Technological Pedagogical Educational Psychology and Content Domain (TPEPCD) model should be adopted in all teacher training institutions; so as to enhance the professional development of teachers who can teach diligently in accordance with the Fourth Industrial Revolution (4IR) requirements.

The aim of this study was to examine if any pedagogical paradigm shift has taken place in enhancing authentic teaching and learning in secondary schools. It explored the pedagogical practices currently employed in secondary schools. The theory underpinning the study was the 21st century pedagogy for teaching and learning. A qualitative research design was adopted and data was generated from three secondary schools, consisting of 30 learners through focus group discussion and six teachers using semi-structured interviews. This sample was purposively selected by virtue of having and using digital computer technologies. An observation of 6 lessons was conducted and data was analyzed using an inductive thematic framework. By adopting an interpretivist paradigm, this data was collected using participant observation, as the main data-collection instrument for this study, triangulated with semi-structured teacher-and learner-focus group and interviews. The findings revealed that 'old' teacher-centered pedagogies continued unabated as the common instructional style and promoted learner-passiveness. It compromised on active learner-academic performance and making a meaningful significant intellectual achievement. This resulted in production of 'mediocre' human capital ill-prepared to face the fourth industrial revolution (4IR) challenges. This article recommends further research in areas pertaining to pedagogical shifts in line with digitalization of the world economy and education.

Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught. Objectives: The purpose of this study was to investigate writing approaches and teaching strategies used by teachers in teaching writing in selected EFAL FET classrooms in the Pinetown district. Method: A qualitative approach was adopted to observe five writing lessons across five schools using a video camera. Discourse analysis was used to analyse data. Results: The findings indicate that teachers mostly used a process approach to writing, which is in line with their curriculum. The study also found that teachers generally used a question and answer method to teach writing, which entails teachers controlling the interactions in the classrooms through a nomination-response cycle. Analyses of lessons also suggest that teachers creatively employed code-switching to explain writing concepts better. Conclusion: The study concludes that the effectiveness of any pedagogy depends on the teachers' knowledge and understanding of writing and approaches to writing. For effective development of learners' writing, the study recommends instruction methods that embrace collaborative writing activities in the learners' Zone of Proximal Development (ZPD) and the recognition of learners' home languages.

South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers' perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and professional development programmes they received from the Department of Basic Education to facilitate the changes. This article focuses on their experiences of the government-based Foundations for Learning Campaign in schools in the uThungulu district, KwaZuluNatal, South Africa. Teachers from grades One to Six teaching languages and Mathematics were targeted, and a sample of 20 was purposefully selected. Using an interpretive qualitative research approach, data was collected by means of in-depth interviews, with open-ended questions, and classified by themes. The findings revealed that teachers felt inadequately provided with sustainable professional development programmes, and had minimal meaningful opportunities for classroom support, guidance and monitoring to assist in implementing the changes required. This small-scale investigation offers a stepping-stone for further analysis of assistance being offered to teachers across the country in times of curriculum reform, and thereby contributes towards preparing the ground for a new and integrated framework offering much-needed effective, systematic, ongoing professional development programmes that translate into improved teaching practice and learning success.

This systematic literature review investigates the integration of inclusive education within pre-service teacher training programmes at rural universities in South Africa, focusing on the nexus between theoretical underpinnings and practical applications. The study aims to synthesise existing research to understand how inclusive education principles are adapted and applied in the preparation of teachers in rural settings, where educational resources and support mechanisms may differ significantly from urban centres. The review used the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) guidelines to ensure a rigorous and systematic approach, with the selection criteria confined to peer-reviewed articles published from 2000 to 2024 that discuss both the theory and practice of inclusive education specifically in the context of South African rural higher education. The research objectives include identifying core theoretical frameworks employed in the literature, evaluating the effectiveness of these pedagogical approaches, and proposing actionable strategies for enhancing teacher readiness for inclusive education in rural environments. This study contributes to the development of a more coherent strategy for implementing inclusive education that is sensitive to the socio-economic and cultural contexts of rural South Africa. [ABSTRACT FROM AUTHOR]

The form of assessment which grade four teachers use to determine the learning outcomes of the learners who are studying English First Additional Language (EFAL) in South African schools demands urgent attention. This urgency stems from the necessity to critically examine the post-apartheid educational system's assessment practices and how effectively they align with the evolving needs of society. To maintain a more discreet approach, this investigation specifically centered on teachers of EFAL and utilized a qualitative case study methodology. A purposive sampling technique led to the inclusion of 10 grade four EFAL teachers from schools in the King Cetshwayo District for data collection. The primary tool employed for this purpose was a semi-structured interview, skillfully developed to explore the perspectives of teachers and beliefs on assessment techniques. The researchers opted for a thematic analysis approach, allowing for a thorough examination of the data while respecting the privacy and confidentiality of the participants. The findings of classwork and teachers predominantly leaned towards traditional approaches such as engaging students through question-and-answer interactions, conducting tests, evaluating classwork, and assessing comprehension abilities. These methods were the primary means through which teachers assessed their students' understanding and performance within the learning environment. The study recommended that diversifying assessment techniques could provide a more comprehensive understanding of learners' development, catering to varying abilities and better addressing individual learning needs. [ABSTRACT FROM AUTHOR]

This paper investigates the impact of multiple representations-based instruction on the teaching and learning processes of linear equations among students in Standard VIII. It focuses on how different representations, such as graphs, tables, and equations, affect comprehension, retention, and overall mastery of linear equations in this educational context. An experimental design was employed, involving 159 students selected from Techiman Municipality in the Brong Ahafo Region of Ghana using a simple random sampling technique. Also, 86 mathematics teachers were randomly chosen to gather diverse viewpoints and valuable insights aimed at improving the teaching methods for this concept. Data collection instruments included a linear equations achievement test (pre-test & post-test) and a questionnaire. The collected data were analysed by using descriptive and inferential statistics. The study revealed that most teachers primarily relied on algebraic representation but only a few incorporated multiple representations due to various challenges such as time constraints, difficulty for students, lack of materials, and absence from the syllabus. It was further found that the implementation of multiple representations-based instructions resulted in a significant improvement in learners' scores in the linear equations achievement test, highlighting the effectiveness of this instructional approach. It was recommended that teachers teach linear equations in one variable using other representations such as manipulatives and graphics to enhance understanding. Also, students are encouraged to cultivate proficiency in integrating multiple representations when tackling problems related to linear equations. Further research should be conducted on equipping teachers with ample resources and designing robust training programs to enable them to adeptly incorporate multiple representations-based instruction for teaching linear equations. [ABSTRACT FROM AUTHOR]

The Department of Basic Education in South Africa is worried about massive learners' poor academic performance in public secondary schools. In various secondary schools in Vhembe District, the quality of learners' academic performance has retrogressed and deteriorated, despite several intervention strategies to improve the performance. The study aims to determine how teachers' approaches can influence intervention strategies to enhance learners' performance in Grade 12 by providing support, care, guidance and professional development programmes within the schools and through the government initiative programmes. This study focused on the teachers' approaches to improving intervention strategies to enhance the academic performance of Grade 12 learners in Vhembe District, Limpopo, South Africa. A sample of 16 teachers and 15 heads of the department was purposively selected in this interpretive qualitative study. The participants were engaged in two semistructured focus group interviews. Thematic analysis was employed to analyse the interview data. Findings revealed that extra lessons, peer teaching, collaborative teaching and learning, outsourcing of expert subject teachers, quality quarterly assessment and monitoring of informal and formal tasks were implemented as teachers' approaches to enhance quality of learners' performance. While the participants decried that several schools in the Vhembe District are dysfunctional and need interventions to improve output. The study recommends further support for teacher professional development to enhance teaching and learning for better quality results. [ABSTRACT FROM AUTHOR]

Communicable diseases such as Acquired Immunodeficiency Syndrome (AIDS) resulting from the Human Immunodeficiency Virus (HIV) infection are life threatening and debilitating if not diagnosed and treated timeously. However, preventing or reducing the spread of the virus requires an obvious strategic approach. The aim of this survey study was to identify antecedents that could impact on the spread of HIV. The antecedents were identified through analysis of the understanding of HIV and AIDS and an exploration of cultural and attitudinal aspects, among university students at a rural university in South Africa. One hundred and forty-seven (147) students from 3rd and 4th year levels participated in the study. Data was collected using a structured questionnaire with both open and closed questions. Qualitative analysis of the open questions and quantitative data analysis through descriptive statistics of the coded categories identified the following antecedents: positive - a clear differentiation between HIV and AIDS; the diverse views on reducing the spread of the diseases as indicated in an opinion poll and negative - disparity in understanding the symptoms of HIV infection or AIDS and the culturally implausible scientific reasoning in the way HIV is spread or can be treated, The study reveals that there are more negative antecedents than positive ones. This is of critical note to all providers who are involved in HIV/AIDS education, response and treatment programs. Misconceptions (both biomedical and cultural) are likely to impact on the spread or management of the disease. [ABSTRACT FROM AUTHOR]

The aim of this paper was to explore learners' perspectives on how their schools are preparing them to prosper in the Fourth Industrial Revolution (4IR) era which is powered by Artificial Intelligence (AI). Taking cognisance of the learners' perspectives on how South African schools are preparing them is essential for enabling the education fraternity to ascertain its level of effectiveness and efficiency hence improving its state of readiness to face the challenges of the 4IR. Therefore, the exploration of the level of preparedness, in line with 4IR challenges, can assist educational policy makers and planners to be more proactive and craft mechanisms to ameliorate the obstacles and discrepancies inhibiting the acquisition of the 21st century educational competences and skills. Employing a qualitative paradigm, semi-structured focus group interviews were used to solicit data from a sample of 30 grade 10 and 11 learners. Findings reveal that computer technology was irregularly and insignificantly used indicating that South African schools are highly ineffective in dispensing gradeappropriate skills thus producing ill-prepared learners to prosper in the 4IRworld of work. [ABSTRACT FROM AUTHOR]

Value education is seen as one of the necessary tools for addressing moral deterioration in the South African society of today. The school is viewed as one of the key change agents in nurturing children into adulthood, where teaching of values can give the growing generation the needed moral development. The aim of this study is to explore teachers' experiences on the integration of values education into learners in South African high schools. Kohlberg's Theory of Moral Development was used as a lens to understand the integration of values education in a semi-structured focus group interview with five purposively selected teachers from each school. A total of 25 teachers from five public schools in King Cethswayo district in KwaZulu-Natal province participated. The collected data was thematically analysed and themes were interpretively discussed. The findings revealed that teachers' perception of values education affect its integration in schools. The role modelling of the learners by both teachers and parents is central to saving the society from moral decadence. However, limitations such as over crowded classes, single parenthood, and social media affect the effective integration of values education in schools. The study therefore, recommends mutual cooperation between the school and parents, the Department of Basic Education should provide adequate professional development training for teachers on the integration of values education, and schools should be provided with counselling psychologists to correct learners' misbehaviours and promote effective integration of values education in schools. [ABSTRACT FROM AUTHOR]

The importance of feedback in enhancing teaching and learning in higher education institutions is widely acknowledged but there is still a persistent need for improvement. This study explored students' reflections on the feedback they received within their modules from multiple assessment practices. It aimed to examine the nature of the feedback they received as well as the challenges they experienced during the process, and to identify innovative ways to enhance future practice. An interpretative qualitative and quantitative research approach was employed. Data were collected by means of a questionnaire, containing closed and open-ended questions, from 120 randomly selected third-year students from the Faculty of Education at a South African university. The findings revealed that students felt they did not receive sufficient, detailed, relevant and timely feedback after assessment; they valued feedback mainly in terms of quantity, quality and promptness, but there was little concern from students about the extent to which their learning could be facilitated through the feedback received. Recommendations are provided for effective and efficient ways in which feedback can be improved to facilitate student learning, specifically in the context of large student numbers and high lecturer workload. [ABSTRACT FROM AUTHOR]

Early intervention through hearing screening can reduce the negative impact of hearing loss for children. Optimal outcomes are achieved when an appropriate screening protocol is selected, a pathway for follow up care is established, and when a hearing conservation component is included. This study aimed to describe the outcomes of a hearing screening service provided to grade one learners in urban areas at Durban. A cross-sectional design was employed. Learners (n=241) were conveniently sampled from six randomly selected schools. They were screened using otoscopy, tympanometry and pure tone audiometry. Fifty eight participants (24%) obtained a refer result, with 33% referred for diagnostic assessments, 29% for middle ear pathology and 38% for cerumen management. Findings further revealed that only 33% of referrals were followed up indicating poor compliance. Association between test results and income levels (P=0.38) as well as distance to the nearest health care facility (P=0.22) did not influence test outcomes. School aged children do present with common ear problems. Appropriate protocol selection, ensuring compliance to recommendations and education on hearing conservation are essential components of any health initiative. [ABSTRACT FROM AUTHOR]

While a neglected area of research, the environmental impacts of hosting mega events have increasingly been highlighted with a focus on the carbon footprint of mega events and the notion of the greening of events. This article examines visitor perceptions of environmental impacts of the 2010 FIFA World Cup in Durban and Cape Town, two major host cities. The visitors comprised both domestic and foreign tourists. Interviews were conducted with 794 visitors in Cape Town and 981 in Durban using a structured survey. The data was inputted into SPSS and analysed thematically. The findings reveal that a positive relationship exists between the 2010 FIFA World Cup and perceived environmental impacts. Visitor perceptions of impacts were similar in both host cities with a majority of respondents recognising that the 2010 FIFA World Cup causes significant environmental harm. Many of the negative adverse impacts associated with the events included high levels of energy consumption, increases in air pollution, increases in solid waste, increase in litter, overconsumption of water, noise pollution increases, destruction of the natural habitat and loss of biodiversity; in varying degrees. However, a significant proportion of the respondents indicated that people became more aware of environmental impacts as a result of the FIFA World Cup with a smaller proportion suggesting the need for a more extensive awareness and environmental education campaign. The importance of examining the environmental impacts of hosting mega events is critical in relation to the planning of tourism events generally and mega events more specifically. This will contribute to the sustainability and positive environmental legacy impacts of hosting future mega events. [ABSTRACT FROM AUTHOR]

Background:  Hyperbilirubinaemia is a contributing condition to the prevalence of neonatal hearing loss. Because of its pathophysiology, the use of Otoacoustic Emissions (OAE) and Automated Auditory Brainstem Response (AABR) testing is essential in diagnosing hearing loss. Two-tier screening models are typically used in developing world contexts; however, a combined approach to testing (using both tests) should be used for early detection. Blood serum levels should also be monitored to determine how they impact audiological test results., Objectives:  To determine the outcomes of using a combined testing approach of both OAE and Auditory Brainstem Response (ABR) for both screening and diagnostic testing of neonates with hyperbilirubinaemia and studying the relationship between the test results and the serum bilirubin levels., Method:  A cross-sectional, comparative design was utilised. Forty neonates were tested (80 ears). Neonates underwent hearing screening and diagnostic testing (ABR and/or AABR and DPOAE tests). The study was conducted at a hospital in South Africa., Results:  One-third (32.5%) of the neonates had comorbidities. Screening results indicated that the AABR test could identify more cases of abnormalities than DPOAEs (p = 0.001). Participants with a serum level greater than 10 mg/dL presented with abnormal diagnostic ABR test results while passing the DPOAE test (p  0.001)., Conclusion:  Combined use of ABR and DPOAE testing yielded a greater identification of auditory pathology than using either test alone. Serum bilirubin levels can be used as an indicator for combination testing.Contribution: Combined use of ABR and DPOAE testing leads to greater identification of auditory pathology.