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This study presents a thematic literature review aimed at understanding the systemic barriers that Black African women face when accessing bank loans in South Africa, as well as the critical role that the humanities can play in addressing these issues. In the context of the persistent economic instability facing South Africa, the small business sector has become a vital source of income and resilience for Black women. Despite this, their economic potential remains constrained by limited access to bank loans. Guided by an intersectionality framework, the study discusses the systemic barriers that contribute to the financial hardships and exclusion of Black African women. It further explores how gender-sensitive and humanities-informed approaches can contribute to more inclusive financial services. This includes emphasizing the need for culturally sensitive financial products, bias awareness training, and supportive policy frameworks. The review calls for strategic interventions to improve economic empowerment among Black African women entrepreneurs. Central to these interventions is the role of humanities faculties in facilitating Short Learning Programs and Skills Training Programs that provide business training, helping women manage finances and scale their ventures sustainably through enhanced financial literacy. This increased knowledge can improve their chances of success, even in the absence of formal funding. Conducting Afrocentric research is another avenue to uncover the barriers and address the current financial exclusion that Black women in South Africa experience. Gender equality in financial inclusion must remain one of the fundamental building blocks for steady and positive economic growth in South Africa.

Gender inequality remains prevalent in leadership positions within South African schools. Previous research attributes this disparity to socio-cultural factors that hinder women's advancement into leadership roles. However, limited studies have examined the effectiveness of existing gender legislation in promoting equality. This article explores the role of gender legislation in fostering equitable school leadership in selected primary schools in Gauteng. Grounded in an emancipatory paradigm, the study adopts a qualitative approach to gain a comprehensive understanding of the issue. Key participants included the School Governing Bodies as stakeholders during the promotion of school managements, union representatives as observers in ensuring that gender policies are applied effectively, and the district officials involved in recruitment processes. Therefore, consisting of crucial members who play a crucial role in implementing gender legislation during leadership appointments. Data collection methods used in the study were obtained using semi-structured interviews and document analysis, which consisted of gender legislation applicable in the Department of Education. Data was analysed by means of thematic analysis. Findings indicated that the effectiveness of gender legislation largely depends on its implementers, who often fail to adhere to it. Additionally, women are frequently perceived as less effective in handling school disciplinary issues, a key criterion in principal selection, leading to male dominance in middle and senior management positions. The study recommends that the implementation of gender legislation be a collective responsibility of all stakeholders within the Education Department, rather than being left solely to selection panels, which may prioritise personal interests over equitable representation of leadership.

Customer service quality is still a major problem in Zimbabwe’s telecommunications sector. This study aimed to develop a framework to improve customer service in the sector. It focused on how network reliability, how quickly complaints are resolved, staff skills and empathy, and customer involvement in service improvement affect customer satisfaction. Customers often face network failures, slow responses to complaints, and poor communication with service providers. These problems reduce customer satisfaction.: The study used data collected in Manicaland Province, Zimbabwe. A convergent parallel mixed-methods approach was used. Quantitative data were collected from a random sample of 220 customers, while qualitative data were collected from 13 purposively selected participants, including managers and frontline customer service staff. Data analysis was conducted using SPSS AMOS version 23 and thematic analysis. The results showed that network reliability had a strong and positive effect on customer satisfaction. Staff competence and empathy also had a significant positive effect on customer satisfaction, showing that skilled, respectful, and caring staff improve customers’ experiences. In contrast, complaint-resolution efficiency did not have a significant effect on customer satisfaction. The analysis further showed that value co-creation partially mediated the relationship between network reliability and customer satisfaction, as well as between staff competence and customer satisfaction. The study recommended that regulators such as Postal and Telecommunications Regulatory Authority of Zimbabwe (POTRAZ) enforce service quality standards, and that policymakers support digital inclusion and innovation. The study contributes that customer satisfaction can be improved by upgrading network infrastructure, providing ongoing staff training, empowering frontline employees, and creating formal ways to engage customers.

Despite extensive research on the language-related challenges that impede learners' comprehension and academic performance, gaps remain. There is inadequate exploration vis-à-vis how language-related challenges influence history learners’ epistemic access. Underpinned by Decoloniality theory, this study explores how language-related challenges learners encounter influence their epistemic access to History. A qualitative approach, guided by interpretivism and phenomenology, will drive this study. Purposive sampling was employed to select Grade 9 history learners, parents, and teachers. Semi-structured interviews were used alongside observations and document analysis. Thematic Analysis was employed to thematise our findings regarding the influence of LoLT on conceptual understanding, monolingualism as coloniality, lack of resource availability and use, and language in a multicultural space. Irrespective of the geographical and participants limitations of this study, the Department of Basic Education may find these results useful to conscientize other schools, with the similar context, of the language-related challenges that may impede learners’ epistemic access in history. It may encourage translanguaging pedagogy strategies such as the use of learners’ entire linguistic repertoire, semiotic resources, multimodality, parents and community involvement to be used to address the abovementioned language-related challenges. It is vital for teachers to be trained on implementing translanguaging pedagogy as well. Notwithstanding, more research needs to be undertaken which seeks to find innovative ways to increase parental and community involvement in history education, to enhance learners’ epistemic access in history.

Gender Based Violence (GBV) is a significant public health issue that has been extensively researched, particularly in relation to women and girls. However, there is limited research on the psychological consequences of GBV experienced by men, especially in rural African contexts. This qualitative research explored the psychological impacts of GBV on men in rural Zimbabwe. Fifteen participants were purposively selected to participate in focus group discussions. This study involved married men and women aged 20 to 45, encompassing both employed and unemployed individuals. It was completed over two weeks, facing time constraints due to commitments of both researchers and participants. Content thematic analysis was used to analyse the data. The findings indicate that men in rural Zimbabwe face various forms of GBV, including physical abuse, psychological and emotional abuse. The data reveal that the psychological consequences of this violence can be severe, with some men experiencing depression, anxiety, post-traumatic stress, and even death. The study recommends that, there is need for greater awareness, support services, and counselling to address the unique challenges faced by male survivors of GBV in this context. The research further recommends calling for further research to better understand the gendered dynamics and help-seeking behaviours of men experiencing GBV in rural African communities. Developing culturally appropriate interventions and dismantling harmful gender norms are identified as critical steps toward supporting the mental health and well-being of male GBV survivors.

In the past, accounting education has frequently placed an emphasis on individual abilities and processes; nevertheless, the field of accounting in the real world requires collaboration and critical thinking. This study investigates the ways in which collaborative learning practices might transform accounting classes into communities that actively solve problems, so better preparing students for the issues they would face in their professional lives. The research investigates the use of small-group work, think-aloud protocols, and peer knowledge sharing in the context of financial accounting education. This is accomplished through the observation of classrooms and the analysis of teaching techniques. The findings indicate that when students take part in collaborative problem-solving activities, they have the opportunity to acquire a more profound comprehension of various topics, a more enhanced awareness of their own thought processes, and improved analytical abilities. This study demonstrates how collaborative learning environments are similar to professional accounting practices. These environments are characterised by teams working together to analyse complex financial data and make decisions based on that analysis. Among the important tactics that have been discovered include think-aloud protocols that clarify thinking processes, planned group activities that foster multiple points of view, and opportunities for peer teaching that reinforce learning through discussion. According to the findings of the research, collaborative learning not only improves the problem-solving abilities of individuals, but it also helps to cultivate vital professional qualities such as communication, teamwork, and critical evaluation of various approaches. These discoveries have significant repercussions for accounting educators who are interested in moving beyond the conventional teaching methods and adopting methods that are more interesting and productive for their students. According to the findings of the study, the establishment of collaborative learning communities in accounting education necessitates the meticulous organization of group activities, the competent facilitation of peer interactions, and the establishment of a classroom culture that places a high value on different thinking and the exchange of information. Accounting students benefit from this method because it helps them improve their technical and analytical skills while also preparing them for the collaborative nature of professional work.

Despite existing research on emotional intelligence in school leadership, principals continue to face challenges that can affect decision-making and equitable school practices. These challenges include managing teacher conflicts, securing resources, and overseeing school finances, all of which have implications for the fair distribution of opportunities and support within the school community. Principals with well-developed emotional intelligence are better equipped to navigate these challenges while promoting inclusive and rights-responsive educational environments. Emotional intelligence encompasses self-awareness, recognition of emotions in others, emotion regulation, and relationship management, which includes mentoring, conflict resolution, fostering teamwork, and setting the emotional tone within the school. By engaging with education stakeholders, principals can address challenges while advancing social justice within their schools. This study explores the remedial actions employed by primary school principals to address leadership challenges through the lens of emotional intelligence. Using a constructivist paradigm, the research applies Goleman’s emotional intelligence framework within a qualitative design. Three purposively selected primary school principals participated through interviews and observations, with data triangulated using field notes. Findings indicate that emotionally intelligent principals communicate effectively to resolve staff conflicts, seek stakeholder support, and ensure equitable access to resources. The study recommends enhancing principals’ emotional and relational competencies and fostering stakeholder collaboration to advance both effective and socially just school leadership.

Maintaining discipline is a critical aspect of effective teaching and learning in South African secondary schools. Despite being legally abolished, corporal punishment continues to be used, raising concerns about teacher misconduct and learner well-being. This study explores the perspectives of school management teams (SMTs) on the continued use of corporal punishment. Employing a qualitative approach within an interpretative paradigm, data were collected through interviews with one principal and two deputy principals from two schools. Findings highlight significant challenges associated with corporal punishment, including learner trauma, increased bullying, declining academic performance, and absenteeism. The study recommends that schools adopt alternative disciplinary strategies while actively engaging parents in supporting teachers’ professional development on managing learner behaviour, thereby balancing discipline with learners’ rights.

This study examines the efficacy of primary school admission policies in ensuring equitable access to education and upholding the right of parental choice. Anchored in the principles of the United Nations Convention on the Rights of the Child (UNCRC, 1989), which affirms every child’s right to non-discriminatory and inclusive education, and the UNESCO Education 2030 Framework for Action, which emphasizes equity and quality education for all, the study investigates how admission policies are implemented in South African primary schools. A qualitative research design was employed, using semi-structured interviews with principals, School Governing Body (SGB) members, and admission committee representatives from two purposively selected primary schools in Free State schools. The study explored how these stakeholders interpret and apply the South African Schools Act (SASA) admission policy, the challenges they encounter, particularly regarding age eligibility and how these policies affect both fairness and parental choice. Findings indicate that limited understanding of the SASA policy among SGB members often results in inconsistent implementation and potential inequities in learner admission. The study recommends targeted capacity-building initiatives, such as workshops and policy orientation sessions, to strengthen policy alignment and uphold the principles of transparency, inclusivity, and the right to education as articulated in national and international frameworks.

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.                                                                                                                                                                                 

This study examines the influence of high school accounting instruction on the academic performance of first-year financial accounting students at a rural comprehensive university. In the context of South African higher education, students frequently gain admission to accounting diploma or degree programs without prior secondary school accounting instruction, prompting questions regarding the impact of previous accounting knowledge on university performance. Current research presents inconclusive findings, with certain studies demonstrating no significant association between high school accounting experience and university achievement, whereas others indicate a favourable correlation. Significantly, a research gap exists for rural comprehensive institutions, which cater to a heterogeneous student body and are inadequately represented in existing studies. This study recruited all first-year accounting students at a rural institution to ascertain the correlation between high school accounting education and university performance. The results suggest that past study of accounting in high school does not significantly influence students' success in first-year accounting courses, indicating that high school accounting knowledge does not immediately improve academic results at the university level. Nonetheless, the data indicate that students who excelled in high school accounting are likely to also succeed in their first year of university accounting, implying that high school achievement may be a valuable predictor of university performance, even if it does not directly affect overall outcomes. The study's shortcomings encompass its concentration on a singular rural institution and the omission of second- and third-year students, so constraining the extent and generalisability of the findings. These constraints underscore the necessity for future investigations encompassing multiple institutions, longitudinal monitoring of students' academic advancement, and comprehensive variable analysis to elucidate the intricate factors affecting student success in rural South African higher education, especially within accounting programs.