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South Africa is dedicated to attaining Universal Health Coverage via the National Health Insurance program, with the NHI Bill set to be enacted into law in 2024. The primary healthcare system, essential for Universal Health Coverage delivery, encounters ongoing challenges such as a shortage of healthcare professionals, insufficient infrastructure and medication shortages, financial limitations, and inadequate governance frameworks. The Johannesburg health district has experienced high turnover among trained primary healthcare nurses over the past two financial years, leading to staff shortages and decreased morale. This situation threatens the achievement of Universal Health Coverage. Additionally, patients were often turned away from primary health facilities due to early closures and staff shortages, limiting access to healthcare and hindering UHC goals. To achieve UHC, healthcare services must be available, accessible, affordable, and of high quality.To explore the experiences of professional nurses with regards to the implementation of Universal Health Coverage at Primary Health Care facilities in the Johannesburg health district, Gauteng. A qualitative, exploratory, descriptive methodology was employed. Eleven participants, comprising operational managers, professional nurses, and an area manager, were purposefully selected from eight primary healthcare facilities in Regions C and G of Johannesburg. Semi-structured interviews were performed, audio-recorded, and thematically evaluated using Braun & Clarke’s framework. Three themes emerged: (1) Hhuman resource limitations and professional erosion including staff shortages and high turnover, (2) healthcare system inadequacies  and patient accessibility such as poor infrastructure and medication stockouts; and (3) financial and policy constraints that impede effective UHC implementation. Nurses' experiences indicate structural obstacles hindering the implementation of UHC. It is essential to address personnel shortages, infrastructure deficiencies, and policy inefficiencies. Enhancing governance and prioritising nurse involvement in policymaking are crucial for attaining equitable, high-quality healthcare in South Africa.

This study examines the integration of digitalization, mobile applications, and vernacular languages in Small, Medium and Micro Enterprise (SMME) management within KwaZulu-Natal Province, South Africa. A quantitative descriptive analysis was conducted using systematic probability sampling of 147 SMMEs across five sectors (agriculture, hospitality, construction, healthcare, and transportation) in the KwaZulu-Natal Midlands region. Findings reveal significant gaps between policy support and the actual implementation of digital-vernacular language integration, with 45% of respondents indicating inadequate policy support and 58.9% expressing dissatisfaction with the current progress of digitalization.  Results suggest the need for targeted policy interventions to support the digital transformation of SMMEs that incorporate indigenous language capabilities. The study contributes to understanding the intersection of digital transformation and linguistic diversity in emerging economy entrepreneurship management, and the dynamic capabilities theory was undertaken as the benchmark to support the literature. The findings revealed a disconnect between the provision of support from policymakers and authorities regarding the program of action and deliverables that could help SMMEs integrate their entrepreneurial management with the demands of digitalisation, including resources and capabilities. The findings further exposed the gap between the expectations of SMMEs and the current level of digital and vernacular language integration in terms of systematic support and deliverables. Additionally, the findings characterized the slow pace of transformation supported by policymakers in digitalization, mobile applications, and the adoption of vernacular languages, which is already at an advanced stage in similar emerging economies in the global South.

This research investigates the influence of project management practices (PMP) on sustainable development among oil-producing villages in the Ilaje Local Government Area of Ondo State, Nigeria. This study examines the impact of Project Management Practices (PMPs)—including planning, implementation, monitoring, and evaluation—on the sustainable development (SD) dimensions of the environmental, economic, and social aspects of inhabitants in oil-producing areas within Ilaje LGA, Ondo State. Data were gathered from 154 household heads through structured questionnaires using a survey methodology and analysed with descriptive and inferential statistics, including multiple linear regression. The findings indicated a modest level of PMP, with Mean Index Scores between 2.14 and 2.44, signifying restricted community engagement. The results of the multiple linear regression indicate that the construct and implementation significantly impacted all three dimensions of sustainability: environmental, economic, and social. This indicates that financial benefits are received by the residents of the host community, notwithstanding their limited participation as casual workers during project execution. Nevertheless, oil companies exhibit minimal care for the aspirations of the populace concerning the impact of their projects on the local environment.  The study's geographic limitations restrict generalisability, indicating the necessity for further extensive comparative research. It advises oil companies to use inclusive project management frameworks that improve stakeholder engagement, therefore promoting sustainable socio-economic development and environmental stewardship in host communities

This multidisciplinary study analyses the social dynamics of missionary Christianity's influence on Vhavenda traditional belief systems and healing practices, emphasising institutional development, cross-cultural patterns, and contemporary policy implications. This study employs sociological frameworks of institutional analysis, cultural capital theory, and organisational change to examine how colonial-era religious institutions systematically eroded indigenous knowledge systems while establishing new social hierarchies and power structures. The analysis reveals that Vhavenda traditional belief systems, characterised by a complex monotheistic theology centred on Nwali (the Supreme Being), environmental spirituality, and comprehensive healing practices, encountered systematic institutional suppression beginning in the 1860s through the deliberate use of educational and healthcare systems as instruments of social control and cultural transformation. Cross-cultural comparisons among Maori, Australian Aboriginal, and North American indigenous experiences illustrate universal patterns of institutional colonisation, including the weaponization of educational systems, the medicalisation of indigenous healing practices, and the systematic devaluation of ancestral knowledge systems. Despite ongoing institutional persecution, traditional customs persisted through adaptive strategies such as syncretism, covert preservation networks, and community resistance mechanisms, demonstrating the resilience of indigenous social institutions. Current research reveals that 80% of African communities still depend on traditional medicine for primary healthcare, underscoring the ongoing significance and shortcomings of exclusively Western healthcare programmes.This study employs a historical-institutional analysis and cross-cultural synthesis of secondary sources, drawing on archival records, historical accounts, ethnographic literature, and sociological scholarship to examine patterns of religious colonisation and indigenous response across multiple contexts.This study enhances interdisciplinary scholarship by (1) employing sociological institutional theory to elucidate patterns of religious colonisation; (2) creating comparative frameworks for examining the suppression of indigenous knowledge in diverse global contexts; (3) recognising contemporary policy ramifications for healthcare systems, educational curricula, cultural preservation initiatives, and decolonisation efforts; and (4) offering actionable policy recommendations for the incorporation of traditional knowledge systems into contemporary institutional frameworks while respecting indigenous sovereignty and cultural integrity.

The effective use of proper language is the heartbeat of successful English pedagogy. Language is not merely a vehicle for instruction but a transformative instrument that shapes thought, engagement, and understanding. This article examines how the deliberate and consistent use of proper English by teachers enhances learner participation, comprehension, and cognitive growth during English lessons. Grounded in an interpretivist qualitative framework, the study synthesises recent empirical research conducted between 2022 and 2025 within multilingual South African classrooms. It reveals that linguistic precision and clarity in teacher discourse foster academic confidence, creativity, and equitable access to knowledge. The findings demonstrate that when teachers model grammatically accurate, contextually appropriate English, learners internalise both linguistic competence and critical thinking skills. Furthermore, the study highlights the pedagogical and ethical responsibility of educators to use language intentionally, as it has a direct impact on classroom culture and learner motivation. Proper language use, therefore, transcends correctness, it becomes a catalyst for intellectual empowerment and cultural inclusivity. The article concludes that teacher training programmes should integrate advanced linguistic proficiency to strengthen teaching quality and learner achievement. The argument resonates globally, positioning language mastery as a cornerstone for sustainable education systems striving toward excellence, diversity, and innovation in language teaching and learning.  

The rapid growth of e-commerce has significantly increased product returns, making reverse logistics a critical component of sustainable supply chain management. The purpose of this study is to examine consumer perspectives on reverse logistics in Gauteng, South Africa, where infrastructural constraints and diverse consumer expectations pose unique challenges. A quantitative research method was employed, with data collected from 250 online shoppers through a self-administered questionnaire. Exploratory factor analysis confirmed five underlying constructs, which are Return policy transparency, Efficiency of return process, Customer support, Customer satisfaction and Trust. Multiple regression analysis tested the construct's predictive power. The findings reveal that Return policy transparency was the strongest predictor of consumer satisfaction, while efficiency and customer support were less influential in this context. The findings highlight that clear, accessible return policies improve consumer trust and satisfaction, even in the presence of operational inefficiencies. This study highlights that the strategic role of transparent communication instils positive return experiences in emerging markets. The study contributes to reverse logistics literature by integrating behavioral dimensions into operational frameworks and offers practical implications for retailers aiming to build consumer trust without heavily investing in infrastructural investments.

The purpose of this paper is to examine how incorporating Sustainable Development Goal (SDG) 4 Quality Education into South African university curricula promotes global citizenship and aids in organisational reform. This paper aims to address the disparity between educational methods and the global citizenship skills that are essential for a globalised world. It further aims to evaluate how teaching frameworks that are in line with SDG 4 can improve educational quality and foster a global civic culture in higher education. A bibliometric analysis was carried out to examine the body of research on the connection between SDG 4, curriculum integration, global citizenship, and organisational development using major academic databases. The findings show that incorporating SDG 4 concepts enhances instructional content and gives students a sense of accountability for global issues. Integration of this kind also promotes flexible corporate cultures that place a high value on social responsibility, creativity, and diversity. This paper recommends that educators receive specialised training on integrating the SDGs, that students participate in co-curated learning activities, and that evaluation techniques be updated to include global citizenship outcomes. Finally, by bringing curricula in line with SDG 4, South African institutions can greatly improve their educational offerings, which will promote student development, social progress, and major organisational change.

This paper analyses the factors influencing South Africa's net trade in communications, computer, and technology-related commodities with a linear regression econometric methodology from 2015 to 2024. Utilising Structuralist Trade Theory, Endogenous Growth Theory, and Digital Trade Theory, the study assesses the impact of high-technology exports and ICT-related service trade on the nation's net trade in goods within the Balance of Payments framework. The model utilises annual time-series data, integrating high-technology exports quantified as a proportion of manufactured exports and in absolute monetary terms, in conjunction with communications and computer service imports and exports. The empirical findings indicate that increases in the absolute value of high-technology exports and ICT service exports positively influence net trade performance, whereas ICT service imports have a detrimental effect. The decreasing proportion of high-technology exports in manufacturing indicates ongoing fundamental deficiencies in industrial advancement. The findings suggest that South Africa's trade sustainability relies on enhancing innovation-driven exports and diminishing dependence on imported digital services. The research offers pertinent insights for export diversification, digital industrial advancement, and sustained trade competitiveness in emerging economies.

As globalization advances and cross-border trade expands, small and medium-sized enterprises (SMEs) in emerging markets are increasingly engaged in foreign currency transactions. This development requires adherence to International Accounting Standard 21 (IAS 21), which addresses the effects of changes in foreign exchange rates. While compliance with IAS 21 is vital for ensuring accurate and comparable financial reporting, SMEs often face significant challenges in meeting these requirements due to limited financial resources, technical expertise, and access to appropriate accounting infrastructure. This integrative review consolidates existing academic and industry literature to identify key obstacles encountered by SMEs in implementing IAS 21. These challenges include difficulties in selecting appropriate exchange rates, translating foreign operations, and maintaining up-to-date accounting systems. Guided by institutional theory, contingency theory, and the resource-based view, the study examines how external institutional pressures and internal resource constraints impact compliance levels among SMEs. The review also discusses the implications for financial reporting quality, investor confidence, and policy development within emerging economies. The findings underscore the importance of simplified regulatory guidance, capacity-building efforts, and customized support frameworks to close the compliance gap and strengthen the financial transparency of SMEs operating in international markets

This study examines the correlation between unemployment and economic growth in South Africa through a disaggregated analysis focused on educational attainment. Grounded in the Solow growth model and human capital theory, the research utilises annual time-series data from 1994 to 2022, obtained from the World Bank Indicators. Economic growth is represented by GDP growth, labour is indicated by unemployment rates categorised by advanced, intermediate, and basic education levels, and capital is measured by gross fixed capital creation. The Autoregressive Distributed Lag (ARDL) framework is utilised after conducting unit root and bounds tests, which validate the existence of long-run cointegration. The findings reveal a negative and statistically significant long-term association between economic growth and unemployment for those with basic and intermediate education, but unemployment among those with advanced education shows a negative but minor influence. Investment consistently demonstrates a favourable and substantial effect on growth. The findings emphasise structural unemployment and skills mismatches, highlighting the necessity for enhanced alignment between educational systems and labour market requirements to foster inclusive and sustainable economic growth in South Africa.

This study aimed to suggest strategies for running sustainable family-owned businesses in Thohoyandou, Limpopo Province, South Africa. While family-owned businesses contribute significantly to employment and local economic development, their survival is often threatened by challenges such as poor financial management, family disputes, inadequate planning, and lack of government support. Using a qualitative exploratory design, semi-structured interviews were conducted with ten family-owned businesses operating in diverse sectors. Thematic Content Analysis revealed that strategies for sustainability include strengthening financial management systems, investing in skills development, formalising succession planning, embracing innovation and technology, and building strong customer relationships. The study concludes that long-term sustainability can be achieved when family-owned businesses integrate modern business practices with their cultural strengths. It recommends structured training, adoption of governance mechanisms such as family councils, and targeted government support tailored to rural enterprises.

Entrepreneurship has become a vital force for economic development and innovation in the 21st century. Higher education institutions are pivotal in preparing students to succeed in this dynamic landscape by nurturing entrepreneurial skills and mindsets. This systematically reviewed the 23 empirical studies from databases between 2014 and 2024 to explore the imperative role of higher education in fostering entrepreneurship. It examines the evolving demands of the global economy, emphasising the need for individuals equipped with the creativity, resilience, and adaptability characteristic of successful entrepreneurs. The research findings highlight the pivotal role of higher education in fostering entrepreneurial skills and mindsets. Key findings include adopting interdisciplinary curriculum design and integrating business, technology, and creative fields to provide students with a comprehensive understanding of entrepreneurship. The findings reveal that Higher Education Institutions (HEIs) are critical in promoting entrepreneurial skills and mindsets. They can achieve this by driving entrepreneurial growth, providing practical learning opportunities, promoting cross-disciplinary and collaborative learning, and addressing challenges in entrepreneurship education. To fully realise this potential, a comprehensive approach is needed, including changes to the curriculum, development of academics, institutional support, and community involvement. This will enable HEIs to produce competent, knowledgeable graduates who drive innovation and economic development. Experiential learning opportunities such as internships and startup incubators significantly nurture entrepreneurial mindsets by offering real-world experiences and enhancing problem-solving skills. The study emphasises the importance of entrepreneurial ecosystems within higher education institutions, promoting collaboration and innovation through partnerships with various stakeholders.

The progression of English First Additional Language (EFL) learners from foundational and intermediate phases to higher education poses considerable obstacles for both primary educators and tertiary institutions. This study presents an innovative multi-stakeholder viewpoint by incorporating the insights of instructors, higher education experts, and students, thereby delivering a thorough grasp of the issues encountered throughout educational stages. Notwithstanding initial language teaching, numerous EFL learners encounter difficulties with the academic requirements of higher education, frequently attributable to insufficient reading, critical thinking, and academic discourse competencies. This disparity adversely affects their successful assimilation and academic achievement in higher education. This study seeks to identify the primary pedagogical and systemic problems faced by educators in educating EFL learners, as well as those encountered by higher education institutions in facilitating their uninterrupted academic advancement. A qualitative study methodology will be utilised to collect data via semi-structured interviews with foundation and intermediate phase educators, language support professionals in higher education, and EFL students. Thematic analysis will be employed to reveal persistent patterns and insights. Initial findings indicate substantial discrepancies in curricular alignment, inadequate teacher preparation emphasising the scaffolding of advanced academic language abilities, and restricted comprehensive language support services in higher education. Students encounter challenges with academic reading, writing, and comprehending discipline-specific vocabulary. Addressing the EFL progression gap necessitates a collaborative and comprehensive strategy, incorporating explicit academic language training throughout all educational stages and creating strong support structures in higher education. This study employs a multi-stakeholder perspective to elucidate systemic obstacles to EFL academic achievement and offers pragmatic solutions for curriculum enhancement, teacher professionalisation, and improved tertiary language support.

A responsible parent-child relationship and parental support for learning early in life are crucial to promoting ECD. Many families live in neglected childcare areas, and even when programmes are available, quality is not regulated or supported, which is beyond the reach of most families. There is substantial evidence linking ECD staff training and qualifications with programme quality and children’s cognitive results. Research activities included a case study of three selected rural ECD centres based in the Eastern Cape. Direct observations and additional data were used in individual interviews to obtain data from practitioners. Content analysis was used to analyze the data. The following themes emanated from the results; namely, lack of communication; lack of government involvement; lack of parental involvement; lack of resources; lack of relevant practitioner qualifications; and the absence of an adequate curriculum were conceded. All of these have had their fair share of influence on the negative implementation of quality ECD education and the cognitive development of children. In conclusion, the study established that the ECD sector needs to become urgently professionalized if children's right to a good foundational education is to be preserved and supported. The findings of the study highlighted the importance of broadening perspectives on transitions that children will experience to develop integrated and contextualized classrooms that are child focused.

Teaching and learning Geography in many countries require qualified teachers who are prepared to teach any Geography curriculum prescribed for Secondary schools. However, most of the geography teachers who have undergone all the administrative, academic, and training to become experts in teaching Geography are still finding it difficult to comprehend language of teaching and learning when teaching Geomorphology and map work. The purpose of this study was to explore the implications of language towards teaching and learning Geomorphological maps. The study followed qualitative approach with a case study design. An interpretive paradigm was used to look at the knowledge and practice of teachers on language towards the teaching of Geomorphological maps. Purposive sampling was used to select 12 Geography teachers who under-performed on Geomorphology and map work during academic years 2022 and 2023. Focused group and document analysis were used to collect data. Social Constructivism theory was used to give theoretical grounding of this study. The results of this study revealed that most Geography teachers lack language foundational competencies of teaching and learning language to provide proper linkage of Geomorphology and maps. The study concluded that support of the language enrichment on teaching and learning Geography and local maps to schools as instructional digital materials is a need to promote quality teaching of Geography. The study further recommend that Geography need to be paired with English in the university as specialized subjects to enhance pre-service language proficiency and pedagogical skills.                                                                                                                                                                                 

Traditional Health Practitioners (THPs) have historically served as the primary mental healthcare providers in culturally rich communities, particularly in contexts where healing intersects with spirituality and collective experience. In regions like Bushbuckridge, many people suffering from mental illness relies on THPs due to their accessibility, affordability, and deep alignment with local belief systems. This widespread reliance, however, highlights a critical research and service delivery gap: while essential, traditional healing practices often operate without the benefit of biomedical validation and carry inherent potential risks associated with unregulated treatments. This study addresses this gap by exploring the specific ways THPs in South Africa manage mental illness. This paper is Grounded in Afrocentric theory, the research adopts a qualitative exploratory approach, utilizing desk-based analysis to synthesize and critique secondary sources. Findings confirm that the pervasive use of traditional medicine is driven by local socioeconomic factors and strong cultural beliefs. Crucially, traditional healing is viewed not as an inferior alternative, but as a culturally resonant and effective treatment method. The implications of this study are significant: to bridge the divide between perceived cultural effectiveness and biomedical necessity, it is strongly recommended that Traditional Health Practitioners and Western-trained doctors pursue collaborative integration to safely and comprehensively address the growing number of mental health challenges in these communities.

In the quiet rural corners of South Africa, where digital signals fade and determination endures, women continue to chase the promise of education through screens they can barely access. This paper aims to evaluate the effects of digital exclusion on the educational participation and success of rural South African women in Open Distance and Electronic Learning (ODEL) institutions. It is also aimed at demonstrating how intersecting factors such as gender, geography, cultural expectations, and socioeconomic inequalities shape their engagement with online higher education. The study employed a qualitative analytical method, supported by thematic coding, to interpret in-depth interviews conducted with eighteen (18) female students enrolled in ODEL programmes across KwaZulu-Natal, Limpopo, and the Eastern Cape. This dataset offered nuanced insights into the lived realities of women navigating learning under resource-scarce, patriarchal, and digitally disconnected environments. Findings of the study demonstrate that (i) ODEL systems often assume digital fluency and urban connectivity, inadvertently excluding rural learners; (ii) the lack of culturally responsive and localised support structures intensifies academic isolation, emotional fatigue, and technological disadvantage; and finally, (iii) rural women exhibit extraordinary resilience and agency, yet remain structurally invisible in institutional policy frameworks. The study concludes that achieving true equity in South Africa’s ODEL landscape requires a shift towards hybrid, humanized learning models that integrate offline academic support, vernacular communication, and community-based mentorship. By centring the voices of rural women, this paper challenges prevailing assumptions about access, inclusion, and digital justice in higher education.

African institutions are under pressure to innovate, adapt, and maintain global competitiveness in rapidly changing circumstances. Innovation management, leadership changes, capacity building, and governance frameworks are increasingly seen as key to institutional performance and sustainability. These methods are becoming more important, but research on their nature, execution, and efficacy is scarce. In this scoping study, we map and synthesise the literature on management strategic initiatives to improve African institutional performance between 2015 and 2025. The six steps are establishing the research question, locating suitable studies, selecting a study, charting the data, gathering, summarising, and reporting the results, and consulting stakeholders. A comprehensive search technique will be used throughout Scopus, Web of Science, PubMed/MEDLINE, ProQuest, AJOL, and grey literature sites including Google Scholar, World Bank, and African Development Bank repositories. Peer-reviewed and grey material published in English between 2015 and 2025 on managerial approaches to improve African institutional performance is eligible. Two reviewers will independently screen titles, abstracts, and entire texts, with differences handled by discussion or a third reviewer. A standardised charting form will guide data extraction, and narrative synthesis with tables and figures will present findings. Since this study reviews current literature, ethical approval is not needed. Institutional leaders, policymakers, academics, and practitioners will benefit from findings. Publishing in a peer-reviewed journal, academic conferences, stakeholder workshops, and policy briefings will optimise impact.

In the competitive business environment, organisations are increasingly adopting Customer Relationship Management (CRM) strategies to strengthen customer retention and improve service delivery. This study explored CRM as a strategic tool for customer retention at a selected Information Communication Technology (ICT) company based in Johannesburg, South Africa. A quantitative research approach was employed, targeting 121 employees across sales, marketing, business development, logistics, and finance departments. These employees were selected due to their direct engagement with customers. Data were collected through structured online questionnaires and analysed using the Statistical Package for the Social Sciences (SPSS) version 26. Descriptive and inferential statistical techniques, including Pearson’s correlation and regression analysis, were applied to evaluate the relationship between CRM and customer retention. The findings revealed a moderate but significant positive correlation between CRM and customer retention, indicating that strategic CRM practices contribute to stronger customer loyalty. The research concludes that CRM is a critical organisational strategy that can enhance customer retention if properly integrated and supported across business functions. It recommends further investment in CRM systems, employee training, and customer engagement initiatives to sustain competitive advantage and long-term growth.

This paper examines the relevance of Frantz Fanon’s postcolonial theories of alienation, liberation, and the psychology of oppression for addressing sociopolitical challenges in the digital transformation of higher education. Using a PRISMA-based systematic review of 128 peer-reviewed articles (2012–2023) from Scopus and ERIC, the study applies a hybrid analytical method to explore how Fanon’s concepts can inform leadership strategies that foster equity, empowerment, and critical consciousness in technology integration. Findings suggest that digital transformation risks reinforcing technological determinism and power asymmetries if sociopolitical contexts are neglected, whereas leadership guided by Fanon promotes inclusive participation and positions technology as a tool for liberation. By integrating Fanon’s postcolonial framework with digital transformation leadership, the study offers a unique conceptual contribution that has not been systematically addressed in previous research. A limitation is the exclusive reliance on secondary literature, indicating the need for further empirical validation. The paper emphasises the importance of dismantling structural inequities and resisting neo-colonial paradigms to ensure digital innovation advances inclusivity and social justice.