Explore publications.

Entrepreneurship is essential in tackling youth unemployment and poverty in South Africa. Yet, little empirical research explores how entrepreneurial skills, support systems, and societal values impact university students' entrepreneurial activities and success. This study examines the effects of these factors on students’ entrepreneurial outcomes and investigates how societal values may influence the relationship between activity and success. Conducted among students at the University of the Western Cape and the University of Mpumalanga, the research employed a quantitative, positivist approach. Data from 314 students were collected via a structured questionnaire, and validated constructs were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to test the proposed relationships. Results show that entrepreneurial skills and support systems significantly drive entrepreneurial activity, which in turn positively influences entrepreneurial success. Societal values also directly predict success, but they do not significantly moderate the link between activity and success. Overall, entrepreneurial competencies and support mechanisms are crucial for student outcomes, while societal values enhance success but have limited moderating effects. This research is among the first in South Africa to integrate empowerment theory and an expanded Theory of Planned Behaviour to explain student entrepreneurship. It offers valuable insights for higher education institutions, policymakers, and entrepreneurship programmes aiming to promote success in emerging economies.

The sustainability of nursing education hinges on the well-being of its faculty, underscoring the intricate relationships between Work-Life Balance, the nurse educator role, and the Nursing Education Institution. This concept analysis using the Walker and Avant Method explores the interdependent connections between these core concepts, positing that they form a triad where each element influences the others. Compromised Work-Life Balance leads to burnout, diminished job satisfaction, and decreased instructional quality, ultimately affecting student outcomes. The institution's culture, policies, and leadership play a pivotal role in either enabling or hindering educator Work-Life Balance. Through an examination of core attributes and model cases, a cyclical relationship emerges, supportive institutions foster educator Work-Life Balance, yielding a virtuous cycle of high performance, retention, and institutional success. Conversely, unsupportive institutions trigger a vicious cycle of burnout, turnover, and declining educational quality. This analysis highlights the need for a multi-level approach, advocating for integrated interventions that strengthen institutional structures, support the nurse educator role, and promote Work-Life Balance strategies.

South Africa's primary health care relies on nurses, the largest healthcare profession. Thus, their mental health must be maintained. Due to the rising number of infectious illnesses and workload, COVID-19 has overburdened the public health system. Due to these demands, nurses worked long hours and burnt out. Recognising nurses' role in providing excellent PHC services to communities and protecting their mental health is crucial. It examined the mental health effects of COVID-19 on nurses in Ekurhuleni South sub-district primary healthcare institutions and identified mental health issues following exposure. A self-administered questionnaire was used to perform a quantitative, cross-sectional descriptive survey of 280 primary healthcare nurses in the South sub-district of Ekurhuleni. Every eligible nurse who was available for data collection was picked using sequential sampling. The data collection tool included socio-demographic data, health and COVID-19 profiles of nurses and their families, mental health profiles and the impact of COVID-19 on participants, and conventional depressive, anxiety, and insomnia screening measures. Analysing data with descriptive statistics and testing for associations with the Chi-squared test. Most of the 280 nurse participants—87.5%—were female. From 28 to 63, participants participated. 40.4 percent of participants were 38–47 years old, while 13.9% were 58 and older. They had 54.6% diplomas, 23.2% degrees, 18.2% certificates, and 3.9% postgraduate degrees. Eighty-five percent of nurses were professional, with a median of 16 years. Nursing staff were 77.1% COVID-19-positive and 79.29% quarantined. 67% of nurses' family members had COVID-19, and 53.9% had lost someone close to them. Pre-pandemic, 87.1% of nurses had no psychiatric history. A high prevalence of clinical depression, anxiety, and sleeplessness was found in nurses, especially professional nurses and those aged 38–47. Study found 72.86% of nurses had serious depression and 17.5% mild depression. Nurses had 63.2% severe anxiety, 28.6% moderate anxiety, and 8.2% mild anxiety. This distribution demonstrates that 91.8% of nurses had moderate to severe anxiety, and 71.4% had clinical sleeplessness, where 36.8% were severe, 34.6% moderate, and 27.1% subthreshold. Most nurses had clinical depression, anxiety, and sleeplessness risk. Nurses reported depression, anxiety, and insomnia after COVID-19 exposure. Knowing these patterns of mental health issues among nurses is essential for designing comprehensive mental health support measures to address the immediate and long-term consequences of COVID-19 on their mental health.

Modern society struggles with unemployment and inequality. These religious issues affect human dignity, self-worth, justice, and community. Biblical and theological perspectives on unemployment and inequality argue that work is essential to God's design for human satisfaction and goes beyond revenue. According to the report, the Church must face these issues prophetically by opposing injustice and pastorally by supporting and empowering the unemployed. This study combines theology and accounting, two infrequently studied topics in social and economic justice. This study combines Christian morality and accounting practices to solve unemployment and economic injustice. The article synthesises religious and accounting themes through literature review. This multidisciplinary approach highlights communities, churches, and organisations' ethical commitments and provides practical ways for ethical resource management, equitable distribution, and sustainable living. The findings may inform policy, faith-based community, and business social responsibility activities, promoting an ethical and pragmatic economically interventionist worldview.

The relationship between election results and economic development remains a contentious debate in various contexts, including academia. The article assesses the effects of national election results on economic development in South Africa. Election results can affect economic development and good governance through good policies implementation after elections. This article employs the qualitative method to review scholarly journals, books, government programmes, reports and policies for its data collection and analysis. The findings reveal that elections can improve economic policy by increasing government accountability. Hence, it is recommended that, the government implement inclusive economic policies focusing on job creation, skills development, and empowerment of marginalised groups to ensure broad-based economic growth and social stability. Overall, election results can yield positive effects on economic development depending on policy development and implementation, the firmness and strength of the political environment, and the responsiveness of markets and institutions. Understanding these dynamics is crucial for anticipating economic trends and making informed decisions on economic growth

African cultural values and the indigenous knowledge system profoundly shape the gender roles and recreational participation of African people. These values are complex and represent the core beliefs and ideals that influence a community's perception of what constitutes appropriate and desirable behaviour for members of African social institutions. The aim of this literature review is to explore and establish how gender roles shape the recreational participation of Africans, drawing on an Afrocentric perspective to critique and contextualise existing literature. African indigenous knowledge systems reveal that gender roles influence the recreational participation of Africans. The literature further indicated that Afrocentric recreation is not viewed merely as a leisure-time activity but as an integral part of community lifestyle, identity formation, healing, and an intergenerational knowledge-transmission system for Africans. The literature concludes that the Afrocentric perspective reinterpreted gender roles that significantly influence the recreational participation of Africans. informed by African indigenous knowledge systems. It is very logical to conclude that Africans perceive recreation as a holistic, communal, and spiritually grounded activity, in stark contrast to the individualistic, binary-oriented models that characterise dominant Western paradigms.

Youth leaving the foster care system frequently encounter several obstacles on their path to independence, such as restricted access to housing, work, education, and emotional support. Once they leave foster care, these obstacles may make it more difficult for them to become self-sufficient. The purpose of this study is to investigate how young people leaving foster care deal with these obstacles and demonstrate resiliency in their quest for autonomy. In this study, a qualitative research approach was used. Data saturation was reached with a total of 18 foster care leavers using a purposive sample technique. The information was gathered using a semi-structured interview schedule. The findings highlight that youths in Tshwane who leave foster care demonstrate resilience, place a high value on education and employment, rely on their faith and social network, and gain independence via practical help and collaboration between social workers and caregivers. The study suggests that foster care leavers should be granted access to education, vocational training, and life skills programmes. Social workers and caregivers should work closely together to provide regular direction and useful help, as well as provide access to counselling, mentorship, and emotional support. Comprehensive transitional strategies must be created as well to assist foster care leavers in becoming independent.

This study examines how small agribusinesses in Mangaung Metropolitan Municipality, South Africa, respond to digital disruption within a changing rural economy. Using a hybrid methodology combining bibliometric analysis and thematic synthesis, it draws on 2015–2024 data from Scopus and Web of Science. Bibliometric mapping reveals global research trends, while thematic analysis identifies local coping strategies. Findings show that despite financial and infrastructural constraints, small agribusinesses employ informal digital practices to improve efficiency and navigate market challenges. The study highlights grassroots innovation and resilience in a resource-constrained context, offering a context-sensitive view of digital adoption. It contributes to theory by extending the Diffusion of Innovation framework to rural entrepreneurship and emphasises the role of digital inequality in shaping innovation. The research provides valuable insights for policy, support mechanisms, and future studies aimed at fostering inclusive digital transformation in marginalised agribusiness settings.

The International Court of Justice (ICJ) occupies a central position in the maintenance of international peace and the adjudication of disputes between states. Yet, its authority often collides with the enduring principle of state sovereignty, creating a persistent tension that shapes its effectiveness and legitimacy. This paper critically interrogates this delicate balance,examining how sovereignty constrains the ICJ’s jurisdiction, influences its decision-making, and undermines the enforcement of its judgments. Using an interpretive methodology grounded in Critical Legal Studies, International Relations Theory, and Postcolonial Theory, the study analyses treaties, case law, and scholarly commentary to explore the Court’s structural and political limitations, particularly in cases involving powerful states. The findings reveal systemic challenges (including the absence of compulsory jurisdiction, selective compliance, and political resistance) that weaken the ICJ’s authority. The paper concludes by proposing normative and institutional reforms aimed at enhancing state compliance and reinforcing the Court’s credibility and relevance within the international legal order. In doing so, it contributes to the broader discourse on global justice and the future of international adjudication amid enduring concerns over state sovereignty.

The apartheid regime in South Africa enforced policies of ethnic classification and segregation, most notably through the establishment of tribal designations that aimed to divide the Bantu-speaking populations into separate homelands. These policies fostered deep-rooted ethnic tensions, resource conflicts, and political fragmentation that continue to influence South African society today. While apartheid officially ended in 1994, its legacy persists, especially in the form of ongoing tribal disputes, political party alignments, and competition for scarce resources. This study investigates how the apartheid-era tribal classification system has contributed to contemporary ethnic division, focusing on its impact on national unity, political polarization, and economic inequality. It explores the way these historical divisions persist in political party identification such as the geopolitical origins of political parties often dictate their tribal affiliation and the resulting fragmentation of the national political landscape. Additionally, the study examines how tribalism continues to affect cultural industries, where artists and entertainers often find themselves confined by tribal boundaries rather than celebrating a unified South African identity. Drawing on theories of social identity and post-colonial nationalism, this paper aims to provide insights into the importance of addressing these historical divisions through dialogue, reconciliation, and inclusive nation-building. The goal is to highlight strategies for overcoming tribalism and fostering a cohesive national identity that transcends historical divisions and promotes peace and unity.

South Africa’s G20 Presidency in 2025 occurs at a time when global inequality, sovereign debt distress, and development financing gaps continue to restrict progress in the Global South, especially in Africa. This study examines how South Africa seeks to take advantage of its middle-power status and presidential agenda to advance African developmental priorities within the G20 framework. Using qualitative analysis of desk-based content and discourse of the G20 Leaders’ Declarations, Sherpa track documents, DIRCO policy statements, and related official communications, the document assesses both the formulation and acceptance of South Africa’s key policy positions. The findings indicate that South Africa has been effective in agenda-setting particularly in securing recognition of the need for fairer restructuring of sovereign debt, climate finance, and reforms of Multilateral Development Banks (MDBs). However, its efforts face structural resistance from advanced economies, limiting the extent to which these priorities translate into substantive changes in global financial governance or binding commitments on development financing. The study argues that to overcome these constraints, future Global South presidencies should adopt coordinated coalition-building strategies with the African Union (AU), BRICS+ and MDBs. Such alliances can strengthen negotiating power, ensure continuity across summits, and help move the G20 from rhetorical acknowledgement toward tangible systemic reforms that better serve vulnerable African economies.

This paper explores the effectiveness of strategic initiatives used by local government in Mozambique to eradicate poverty and inequality, using Salamanga community as a case study. Employing a qualitative approach with interviews and questionnaires, findings revealed limited effectiveness due to weak implementation, lack of community involvement, and inadequate resources. The study adopted a qualitative approach to collect and analyse data. The study’s findings led to the conclusion that strategic initiatives employed by the Mozambican government to reduce poverty and inequality are ineffective. While the goal was to fight poverty and inequality, Mozambique still struggles with these issues, marked by widespread poverty. people enduring poor living conditions, inadequate education, and a high rate of unemployment. Local authorities, however, noted positive impacts from these strategic initiatives, which differed from what was found in local communities.

Early childhood development is a crucial period for cognitive and socio-emotional growth, especially in disadvantaged communities where access to quality education and resources is often limited. This article aims to explore the effectiveness of community-based early childhood development (ECD) programs in enhancing the cognitive and socio-emotional development of young children in rural-based communities. The study used that qualitative research approach with the adoption of the comprehensive desktop approach, analyzing existing literature, reports, and data on community-based ECD initiatives. An exploratory research design was employed to influence the diverse methodologies, impacts, and outcomes of these programs across different settings. The findings of this provided evidence-based recommendations for improving early childhood interventions, particularly in impoverished regions, with the goal of fostering sustainable and inclusive development for children from marginalized backgrounds. This study added knowledge to contemporary literature through highlighting the importance of the culturally sensitive and contextually relevant ECD program design and emphasized the need for sustainable community engagement and local ownership.

This study sought to investigate how conversation in teaching and learning improves communication competence among Grade 9 learners, specifically in Technology sessions. A qualitative research design was utilised, informed by social constructivist theory. Six Technology educators were intentionally selected from three public secondary schools in the Tshwane South District. Data were gathered via semi-structured interviews and classroom observations, subsequently transcribed, categorised, and analysed thematically. The research indicated that students participated more vigorously in classroom discussions when their input was regarded as significant. Notwithstanding obstacles including overcrowded classrooms and elevated noise levels, educators' implementation of dialogue and questioning techniques fostered reflection, elucidated comprehension, and enhanced communicative proficiency. Students also encountered heightened satisfaction and engagement as their conceptual comprehension intensified. Educators must prioritise discussion in lesson preparation and provide activities that promote significant learner interactions. Moreover, fostering a supportive and secure classroom atmosphere is essential to promote students' confidence in engaging in conversations. This study enhances the comprehension of dialogue's practical application in Technology education, emphasising its significance in cultivating learners' communication skills and providing insights for educators aiming to improve interactive and reflective learning methodologies.

This article examines the role of trade unions in shaping social development policy in post-apartheid South Africa, using the Congress of South African Trade Unions (COSATU) and the National Health Insurance (NHI) policy formulation process as an illustrative case. Employing a qualitative single-case design, the study draws on semi-structured interviews with twelve (12) purposively selected key informants, complemented by documentary analysis of submissions and position papers, and thematic analysis informed by the Interest Group Theory (IGT). Findings show that COSATU continues to exercise meaningful influence through institutional access (notably NEDLAC), research partnerships, and grassroots mobilisation. However, influence is conditional: internal capacity constraints, organisational fragmentation, and external power asymmetries within the policymaking environment all limit the union’s impact. The study argues that trade unions remain necessary actors in the formulation of equitable social development policies, but to exert more substantive influence, they must invest in technical capacity, rebuild internal coherence, and strengthen strategic alliances across civil society. Lessons from the COSATU–NHI case contribute to broader debates on participatory governance, interest group politics, and the evolving nature of organised labour in developing democracies.

Alien invasive plant species that invade natural habitats end up altering the ecosystem services and the socio-economic conditions. The current study, conducted in Zimbabwe, focused on assessing the food values of herbaceous invasive alien plant species. An extensive literature review resulted in identification of 21 herbaceous invasive alien plant species that are used as food plants in Zimbabwe. This comparative analysis of historical accounts of use from 1955 and subsequent publications revealed subtle changes in food, culinary and medicinal uses, as well as other socio-ecological aspects associated with the species. The most popular use category of edible, herbaceous invasive alien plant species in Zimbabwe are the leaves, followed by the fruits and underground storage organs. Documented species belong to 13 genera and 7 families, with more than three quarters of the species (18 species = 85.7%) being members of the Amaranthaceae family with six species, followed Brassicaceae (five species), Solanaceae (four species) and Asteraceae (three species). About half of the species (13 species = 61.9%) are native to the Americas with the Asian region contributing seven species (33.3%), Europe (five species = 23.8%) and Africa (four = 19.0%). The region with the highest number of edible herbaceous invasive alien species in Zimbabwe is Eastern (18 species = 85.7%), followed by Central (16 species = 76.2%), Western (13 species = 61.9%), Northern and Southern with 11 species each (52.4%). Therefore, this data on edible, herbaceous invasive alien plant species in Zimbabwe contribute to the global efforts of trying to understand plant invasions as their spread and socio-ecological impacts are exacerbated by the globalization of the world economies.

The Covid-19 pandemic accelerated the global shift to remote work, disrupting conventional operations across sectors, including higher education. For South Africa’s Open Distance and e-Learning (ODeL) institutions, the pandemic revealed both their readiness for remote engagement and the gaps between ODeL’s theoretical promise and its operational reality. This study aimed to explore how remote work has reshaped the culture of teaching and learning within South African ODeL institutions, with particular attention to staff, students, and institutional practices. Adopting a qualitative, secondary-data approach, the study drew on published scholarship, policy reports, and media sources, with data thematically analysed to identify patterns of change. The findings demonstrate that remote work enhanced flexibility, creativity, and continuity in ODeL, enabling teaching, learning, and administration to continue effectively outside the physical campus. However, it also exposed sharp inequalities in digital readiness, as many students and staff struggled with poor connectivity, high data costs, limited digital literacy, and work–life imbalances. While these challenges mirror global trends, they were intensified in South Africa by persistent socio-economic inequalities and infrastructural constraints. The study concludes that remote work has transformative potential but is sustainable only if supported by policy, investment in digital infrastructure, ongoing training, and hybrid models of delivery

There has been a global recognition of the importance of the Ubuntu philosophy to decolonizing education in Africa and beyond. This recognition is a result of the usefulness of Ubuntu in decolonizing education and addressing the critical areas of value orientation among indigenous people, particularly in Africa. The call for integrating the principles of Ubuntu into the curriculum will facilitate behavioral modification and embed indigenous values and spirituality into the education system in Africa. However, this study aims to investigate the extent of research conducted on Ubuntu philosophy and the Decolonization of Education in Africa. The researchers performed a bibliometric analysis using Biblioshiny, a component of the bibliometric package in RStudio designed for text mining analysis, to collect data from the WoS database, the largest database. Data selection followed certain criteria, including that articles must be peer-reviewed, published between 2010 and 2024, and in English. The authors used the PRISMA flow model for data collection, which was analyzed with the RStudio statistical package to identify the most cited institutions and countries, production trends, and the most productive country. Results show South Africa as the most productive and cited country on Ubuntu philosophy and Decolonization. The findings also indicate the majority of the productions are single-country collaborations. The review also reveals authors like Metz (2010), Gade (2012), Letseka (2012), and Le Grange (2012) as the most influential authors emphasizing integration of Ubuntu philosophy in education theory and practice.

Domestic violence remains a pervasive social and criminological challenge in South Africa, particularly in rural and semi-rural communities where structural inequalities, patriarchal norms and limited institutional support heighten women’s vulnerability. While domestic violence research has traditionally positioned women as victims, emerging evidence indicates that some female survivors transition into perpetrators. This qualitative study, conducted in the Seshego policing area of Limpopo Province, investigates the contributory factors underpinning this transition. Using purposive and snowball sampling, data were collected from the Twelve (25) women who had moved from victimhood to perpetration, five subject-matter experts, and ten decided domestic violence case files. The data were analysed thematically to uncover the intersecting personal, relational, socio-economic and cultural forces that shape this trajectory. Guided by Trauma Theory, Strain Theory, Feminist Theory and Social Learning Theory, the study develops a Conceptual Criminological Model that illustrates how unresolved psychological trauma, coercive control, economic dependency, patriarchal ideologies and intergenerational exposure to violence converge to influence women’s pathways into reactive or defensive offending. The findings reveal that women’s violent actions are rarely premeditated; rather, they often emerge from accumulated trauma, persistent institutional failures, limited access to support services and constrained agency within oppressive environments and this study highlights critical gaps in policing responses, justice-system implementation, economic opportunities and trauma-informed care in rural contexts such as Seshego. It recommends multi-sectoral interventions including strengthened legal enforcement, community-based awareness programmes, culturally sensitive prevention strategies, trauma-informed psychosocial services and economic empowerment initiatives aimed at reducing women’s dependency on abusive partners. By centring women’s lived experiences and examining the structural conditions that shape their actions, this research contributes to criminological scholarship and supports the development of holistic, context-specific strategies to prevent domestic violence and break cycles of intergenerational harm in South Africa.

Cybersecurity remains the priority of higher learning institutions owing to the growing cyber deviance against institution infrastructure as well its constituents and the implications those have on the institution. This section evaluates the cybersecurity defences, security policies which the institutions have in place to prevent and respond to emerging cybercrimes. This case study evaluates, Univen Information Communication Technology (ICT) officials who hold the mandate to manage cybercrimes within the institution. It therefore, evaluates if Univen have institutional framework for managing cybersecurity risk. It also assesses if it has been efficient to counteract cybercrimes impact against the university and students. The study discovered that Univen doesn’t have cybersecurity policy that is knowledgeable and consumable by all students. Students don’t know of avenues to report cybercrime. The students are failing to observe the terms of updating password for student ITS and Microsoft account, making their systems vulnerable and susceptible to cyberattacks. Qualitative approach is applied in the study; purposive sampling is applied to sample five (5) Univen ICT officials. The research utilises the routine activities theory and differential association theory of crime as the study problem framework. Sample was selected based on their suitability of contributing towards research; Focus group discussions was held with sample participants to collect data and Thematic Content Analysis (TCA), was used to analyse qualitative data. Ethical considerations observed in this study include: voluntary participation, confidentiality, obtain ethical clearance to conduct data. The study made findings and recommendations that inform adoption of framework to manage cybercrimes within higher education institutions (HEI) of South Africa and offer alternatives programmes that can positively address cyber incidents within academia.