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Technology-facilitated gender-based violence has emerged as a significant challenge within South African basic education institutions, posing risks to learner welfare, professional conduct of educators, and the integrity of a secure digital learning environment. Increased access to mobile devices and social media platforms has amplified incidents of cyberbullying, online harassment, and gendered digital abuse among both educators and students. This paper examines how the organisational culture, policies, and leadership within schools influence institutional responses to technology-facilitated gender-based violence in South Africa. Through a bibliometric analysis of scholarly literature sourced from Scopus, Web of Science, and Google Scholar, this paper identified citation trends, thematic developments, and existing research gaps. The findings indicate that the dimensions of organisational culture and leadership remain insufficiently explored, particularly in rural African contexts, while studies conducted in South Africa tend to be predominantly descriptive. This paper recommends enhancing digital safety policies, leadership development programs, accountability mechanisms, and organisational cultures that foster reporting, protection, gender equality, and individuals' psychosocial well-being in educational settings.

Social entrepreneurship has arisen as a pivotal mechanism for tackling intricate societal issues while fostering sustainable growth. This study examines the crucial function of social entrepreneurs in promoting inclusive growth, environmental sustainability, and community empowerment. Social businesses merge creative business models with social objectives, effectively reconciling profit and purpose while providing scalable solutions to challenges like poverty, inequality, and climate change. The research investigates the processes by which social entrepreneurship advances social development in South Africa, emphasising case studies from various industries and locations. It also examines the facilitating environments—policy frameworks, financial tools, and educational initiatives—that promote the development of social companies. The findings highlight the capacity of social entrepreneurship to initiate systemic change, underscoring its importance in fostering resilient and equitable communities. This research enhances the dialogue on sustainable development by framing social entrepreneurship as not only a corporate strategy but also a crucial catalyst for enduring social impact.    

This study investigates the role of policy support in addressing barriers to effective small-scale cooperative farming in South African municipality, with a focus on identifying potential solutions to improve the success rate of agricultural co-operatives in the uMhlathuze local municipality. Despite their potential, agricultural co-operatives face significant challenges, with studies indicating an alarming failure of 88% in the country. This high failure rate underscores the need to understand how policy support can address the shortcomings hindering the success of agricultural co-operatives. The high failure rate of agricultural co-operatives in South Africa highlights a critical gap in policy support, necessitating an exploration of how policy interventions can mitigate challenges and enhance the viability of co-operative small-scale farming. The research adopts a secondary data collection method and thematic data analysis. Findings indicate that a combination of lack of member commitment, insufficient training and capacity building and financial constraints are a result of inadequate policy support; policies are not effectively addressing co-ops needs. The study recommends that policymakers should revise and tailor existing policies to better address the unique needs and challenges of small-scale farming co-operatives, enhancing their viability and sustainability.

Artificial Intelligence (AI) is increasingly transforming teaching and learning in accounting education. While AI technologies offer opportunities to enhance learning outcomes, academic performance is also influenced by broader educational factors such as teacher competence, institutional support, curriculum design, and student engagement. This study investigates the role of AI and educational factors in shaping academic performance in accounting education through a systematic literature review of studies published between 2020 and 2025. Following the PRISMA 2020 guidelines, a structured search of major academic databases yielded 168 initial records. After screening and eligibility assessment, 28 studies were retained for final analysis. The review synthesizes empirical evidence on AI applications in accounting education and identifies key factors influencing student performance. The study is grounded in Human Capital Theory and Social Cognitive Theory, which provide insights into how technological and educational investments influence learning outcomes. The findings reveal that AI technologies such as intelligent tutoring systems, generative AI tools, predictive analytics, and automated assessment platforms enhance academic performance through personalized learning and data-driven feedback. However, the effectiveness of these technologies depends on teacher digital competence, student motivation, curriculum alignment, and institutional support. The study proposes an integrated conceptual framework linking AI adoption and educational factors to academic performance in accounting education. The findings provide implications for educators, policymakers, and curriculum developers seeking to improve accounting education in the digital era.

The study evaluating social entrepreneurial activity as a strategy to enhance sustainable rural Economies in South Africa, using the uMhlathuze community. Sustainable local economic development is a paramount concern in South Africa, as ongoing inequality, unemployment, and spatial underdevelopment persistently hinder inclusive progress. This research assesses social entrepreneurial activity as a strategic approach to improving sustainable local economies, especially in marginalised and resource-limited areas. The research used a qualitative approach with original interview from selected participant to examine the ability of social businesses to foster grassroots creativity, create job opportunities, and enhance community resilience. Research demonstrates that social entrepreneurship plays a crucial role in local economic diversification, promotes social cohesiveness, and improves access to important services. Nonetheless, its influence is frequently restricted by insufficient legislative backing, inadequate financial frameworks, and institutional obstacles that impede scalability. The study presents a framework for incorporating social entrepreneurship into local development plans, highlighting collaborative governance, capacity building, and conducive regulatory frameworks. The research positions social entrepreneurship as a catalyst for sustainable development, highlighting its capacity to foster transformational and inclusive economic results in South Africa.

Community engagement has evolved as a key pillar in the transformation agenda of South African Universities, particularly with regards to social justice, decolonisation, and inclusive knowledge development. This paper employed a bibliometric analysis to analyse the evolving literature on community engagement within South African higher education. The analysis analysed publication trends, keyword co-occurrences, authorship networks and institutional contributions, by providing a systematic overview of how community engagement is conceptualised, practised and theorised in relation to social justice and inclusion. The findings show consistent growth in academic interest over the past decade, corresponding with national calls for decolonial, socially responsive, and participatory academic practices. Key topic clusters show connections between community engagement, change, participatory research approaches and epistemic justice. Emerging patterns indicate that researchers are increasingly conceptualising community engagement as a catalyst for undoing structural inequities, developing reciprocal connections and amplifying historically marginalised perspectives within and outside university settings. The bibliometric mapping reveals additional differences among institutions, highlighting distinct capacities and commitments to engaged scholarship. This paper adds to the discourse by providing a comprehensive evidence-based synthesis that clarifies the conceptual structure of the discipline. It contends that community engagement, when conducted ethically and constructively, can develop inclusive pedagogies, co-create socially grounded knowledge, and increase universities' democratic role in society. The paper recommends increased multidisciplinary collaboration, methodological innovation, and institutional support to improve the transformative impact of community engagement in South African higher education.

This paper explores the effects of Matriarchal leadership styles on the performance and success of female-led businesses in South Africa, intending to generate insights that support women entrepreneurs in achieving their objectives within a competitive market.  Using a Systematic Literature Review, this paper analysed current scholarly articles, reports and studies that examine the relationship between matriarchal leadership and entrepreneurial success. The review process involved source identification, data extraction, critical analysis, and synthesis to develop a comprehensive understanding of the topic. The findings revealed that matriarchal leadership styles significantly enhance business performance by fostering empathy, collaboration and inclusivity, which contribute to supportive work environments, increased productivity and innovation. This paper highlights important managerial and policy implications, recommending that inclusive leadership strengthens team cohesion and organisational effectiveness. The paper is original in addressing the limited adoption of matriarchal leadership due to patriarchal norms, misconceptions, limited research, and organisational resistance to change. 

This paper examines the need to decolonise entrepreneurship education in South Africa by addressing epistemic inequalities and aligning curricula with local socio-economic realities. Grounded in decolonial and human capital theories, the study critiques existing programmes that are dominated by Western pedagogies privileging individualism and profit maximization. A literature review shows that current curricula inadequately reflect indigenous knowledge, community-oriented practices, and the informal economy, which remains a crucial site for livelihoods and economic participation. Three key gaps are identified: an overreliance on Eurocentric content, weak contextual relevance to South Africa’s socio-economic challenges, and the exclusion of indigenous and community-driven approaches. These shortcomings limit the curriculum’s capacity to prepare students to address pressing issues such as unemployment, inequality, and informality. The study argues for a decolonised curriculum that integrates African epistemologies, emphasizes social and community entrepreneurship, and produces graduates capable of contributing to inclusive and sustainable development. This study adopts a conceptual and integrative literature-based approach to examine the decolonisation of entrepreneurship education in South Africa. Drawing on peer-reviewed journal articles, policy documents, doctoral studies, and prior empirical research conducted within South African higher education contexts, the paper synthesises existing scholarship to identify structural gaps, epistemic exclusions, and contextual misalignments within entrepreneurship curricula. Rather than presenting new primary empirical data, the study draws on illustrative insights from established South African studies to support conceptual arguments. This approach is appropriate given the paper’s aim to advance theoretical clarity, curricular reflection, and contextually grounded recommendations for entrepreneurship education reform.

This PRISMA-guided review synthesises evidence from 32 studies on how multilingual training supports women’s entrepreneurship in South African townships and rural areas. We focus on post-2010 literature from South Africa and comparable African contexts to examine the intersection of language, culture and capability-building in entrepreneurship support. Findings show that integrating indigenous languages and bilingual facilitation into training improves comprehension, confidence and customer reach; strengthens access to markets, finance and networks; and contributes to higher start-up participation and business resilience. Multilingualism emerges not only as a communicative aid but as a strategic resource that enhances inclusion, opportunity recognition and market insight. Policy and ecosystem factors such as public SME support and mobile enabled learning moderate these effects. We argue for language-sensitive curricula, co-delivery with community partners and targeted localisation of digital content. The review highlights design elements for more inclusive entrepreneurship development and outlines implications for policy and training providers. Keywords: multilingual training; women’s entrepreneurship; South Africa; language barriers; rural development; PRISMA.

The National School Nutrition Programme (NSNP) is one of the food security programmes of the South African government that strives to provide proper nutrition meals to all public primary and secondary school learners nationwide. To implement the programme, NSNP hires food handlers to prepare and deliver meals to students on a daily basis. However, in terms of public sector human resource management, it is unclear how these food handlers are recruited and hired into the programme. This paper aimed at assessing the recruitment practices of food handlers into the NSNP. The paper employed qualitative research methodology using semi-structured interviews and documentary review as two data collection methods. Moreover, the Gauteng Department of Education (GDE) Johannesburg North District was chosen as a case study for the research strategy. The study reviewed pertinent literature, conducted semi-structured interviews to collect data. The data was analysed using thematic content analysis in order to qualitatively examine the data gathered. The paper's findings demonstrated that the GDE has a plan in place to oversee the NSNP's food handler recruitment practices, and that plan is spelt out in detail in their advising memorandum on the subject. Nevertheless, the study found that the approach does not align with the principles and practices of Public Human Resource Management (PHRM). According to the findings, the NSNP lacks a defined recruitment policy that would govern its hiring practices. It was found that there are challenges in the recruitment process. Finally, this paper offered recommendations for improved recruitment practices for food handlers.

Makhanda Municipality, in the Eastern Cape province of South Africa, faces difficulties such as service delivery failures, infrastructure deficiencies, and government inefficiencies. This paper aims to assess the applicability and efficacy of Lewin's model in promoting organisational change and improving performance in this particular Municipality. This paper used VOSviewer's bibliometric analysis to synthesise 36 current literature and pinpoint important trends, seminal research, and knowledge gaps about change management. The findings show that Lewin's model, which includes unfreezing, change, and refreezing phases, provides a systematic framework that, when applied in Makhanda, can greatly improve stakeholder engagement and organisational adaptability. The paper's novelty stems from its adaptation of a traditional change model to a modern municipal environment, which provides valuable insights into local governance. To improve the transformation process, recommendations include tailoring training programs for local officials and establishing a feedback mechanism. This paper concludes that effective change management is critical for enhancing public service outcomes, and Makhanda Municipality will greatly benefit from the application of the Model.

In the context of Industry 5.0, the convergence of Artificial Intelligence (AI), decoloniality, and epistemic justice presents both opportunities and challenges for Human Resource Management (HRM) in the South African public sector. This paper emanates because of the possibility that AI-driven HRM practices could reinforce colonial legacies, repeat systemic bias, and prolong epistemic exclusion if not led by justice-oriented perspectives. This paper aims to explore how concepts of ethical, decolonial, and epistemic justice might inform the use of AI in HRM to promote inclusivity and fairness. This paper employs bibliometric analysis to map and evaluate scholarly discourse on AI, decoloniality, and HRM, aiming to uncover research trends, gaps, and theoretical intersections. Findings indicate that although AI can be efficient and predictive, its application in HRM frequently ignores ethical requirements and local knowledge systems. To protect equity, the study recommends integrating decolonial ideas, participatory methods, and epistemic justice frameworks into HRM technology. This paper concludes that the South African public sector may reconcile technological innovation with transformation and social justice imperatives by ethically aligning AI in Industry 5.0.

This paper examines the socio-economic dimensions of population migration, emphasising its role as a vital social process within the broader societal framework. Employing a structural-functional approach, the study highlights how migration is shaped by and contributes to societal structures, norms, and cultural dynamics. Migration is influenced by socio-structural and cultural factors, reflecting the interconnectedness of institutions and societal conditions. For instance, urban industrial societies, characterised by institutional and structural compatibility, encourage rapid spatial mobility and long-distance migration. Conversely, traditional rural agrarian societies favour limited mobility and slower migration rates. Drawing on Durkheim’s theory of social evolution, the paper underscores migration’s transformative impact on society. It facilitates the transition from segmented, mechanically organised societies to complex, interdependent ones with advanced divisions of labour. This evolution signifies migration’s role as a driver of societal progress and adaptation. Secondary data analysis reveals that socio-cultural considerations, including family circumstances, are as influential as economic factors in migration decisions. The paper argues for government initiatives that promote social cohesion and regional integration to enable equitable migration opportunities. Such policies are essential for harnessing migration’s potential as a tool for societal advancement. By addressing the interplay of social, cultural, and economic factors, the study provides a nuanced understanding of migration as a dynamic and socially conditioned phenomenon. This research contributes to the discourse on population mobility by linking structural-functional theory with contemporary migration dynamics and policy implications.

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.

Youth unemployment is an ongoing issue that affects individuals domestically and globally, and such a problem has been an issue for a number of years. As a survival approach for economic improvement in most countries, entrepreneurship has been the driving force. There is some evidence that entrepreneurship programs can increase employability. In addition, it can increase motivation for starting a business, particularly among youth who typically have lower levels of self-confidence. To identify how entrepreneurial training interventions can enhance entrepreneurship elf-efficacy among unemployed youth, as systematic review of past study was conducted. Human capital theory was used to explain how human development idea, which encourages economic production through the foundation for skill development and training programs. The theory assists in exploring the intervention programs that enhance self-efficacy in entrepreneurship. The review revealed that there is a direct relationship between training interventions and youth unemployment. It is concluded that training interventions assist the youth to be more informed and skilled, exposing them to venture creation. Therefore, training interventions are the soundest approach to addressing youth unemployment and other socioeconomic issues.

A well-crafted ecotourism strategy that encourages the participation of poor rural communities could create opportunities for local communities’ residents. This study investigated whether the local communities are participating in the implementation of ecotourism projects. A mixed-methods approach was adopted in the form of interviews and questionnaires. The Statistical Package for the Social Sciences (SPSS) and ATLAS TI applications were used for data analysis, respectively. The findings indicate that community members had not been properly informed about ecotourism services across the four local municipalities, thereby, community participation in ecotourism activities was somewhat sporadic, inconsistent, and informal. An improved communication network is recommended to encourage local participation in ecotourism businesses.

This systematic literature review investigates the role of entrepreneurship curriculum in empowering rural students for socio-economic development in South Africa. Entrepreneurship education has gained prominence as a means to address unemployment and poverty, particularly in rural areas. However, there is a gap in understanding how entrepreneurship curriculum can effectively empower rural students. Through a systematic review of literature published between 2010 and 2024, this study examines the existing research to elucidate the impact of entrepreneurship curriculum on rural student empowerment and socio-economic development in South Africa. The findings contribute to the body of knowledge by identifying key themes, challenges, and best practices in entrepreneurship education for rural students.

This qualitative research article examines the challenges faced by campus managers in managing educational resources within a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN), South Africa. The study aims to inform and enhance resource management practices in similar educational settings by exploring the real-life experiences of campus managers. Specifically, the research focuses on understanding the challenges encountered by campus managers in their role of managing educational resources at a TVET college. The study adopts an interpretive paradigm and utilises thematic data analysis to analyse the perspectives of three campus managers from distinct campuses within a single TVET college. Participants were purposively selected, and semi-structured interviews were conducted to collect data. In adherence to COVID-19 regulations, interviews were facilitated through the Zoom platform to ensure social distancing. Thematic data analysis was employed to identify recurring themes and patterns within the data generated from the participants' responses. The findings reveal several challenges campus managers face, including prolonged and stringent procurement processes, inadequate supply of educational resources, financial constraints, and suboptimal maintenance of educational facilities.

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.

Whenever the issue of poor employee performance arises, the question of the provision of staff training takes center stage. Staff training is seen as the principal driving force and central to effective and efficient job performance. The quest to achieve high performance at the workplace has always been derailed by an acute lack of skills. Despite the plethora of studies of staff training and employee performance in different sectors, the literature has not yet explored the relationship between the two variables in the transport sector, particularly in the South African context. However, the relationship between staff training and employee performance has been engulfed in and apprehended by complexities, mistrust, and misunderstandings. It is through this premise that this paper seeks to evaluate the influence of staff training on employee performance in the transport sector. The study adopted an exploratory research design and tapped into a qualitative research approach. Using the purposive sampling technique, a sample of 15 respondents, comprised of skill development representatives of organizations operating in the transport sector in Durban, were interviewed. Unstructured interviews were used to collect data from the respondents. The key findings revealed that staff training has a positive influence on employee performance in the transport sector. The study plays a pivotal role in extending knowledge in the fields of staff training and employee performance.