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Illegal mining, particularly as carried out by Zama Zamas (informal artisanal miners), has become an escalating concern in South Africa, presenting multifaceted challenges to affected communities. This study investigates the localised impacts of illegal mining in Atok, a community situated in Limpopo Province, through the lived experiences and perceptions of its residents. Employing a qualitative research design, the study uncovers the profound socio-economic and environmental consequences resulting from unregulated mining activities. Key findings include widespread environmental degradation, disruption of local economic activities, compromised public health, and a notable rise in crime and insecurity. These outcomes not only undermine the well-being of residents but also impede sustainable development in the region. The research underscores the urgent need for coordinated interventions involving government entities, local authorities, and community stakeholders to rehabilitate affected areas, enforce existing mining legislation, and implement community-based development initiatives. The insights generated contribute to the broader discourse on illegal mining and offer policy-relevant recommendations for mitigating its adverse effects in South Africa and similar contexts globally.

This study examined how conflicts between learners’ and teachers’ rights influence teachers' safety in South African schools and how school management structures respond to such situations. South African schools continue to experience high levels of learner violence and disciplinary disputes that are often framed through competing interpretations of human rights. These tensions shape teachers’ daily work and raise concerns about safety, dignity, and professional well-being. The study was guided by an interpretivist paradigm and informed by Curwin and Mendler’s Discipline with Dignity model. A qualitative case study design was adopted. Semi-structured interviews were conducted with teachers and learners at a secondary school in Limpopo Province. Thematic analysis was used to interpret the data. The findings show that persistent rights-related conflicts and learner aggression create significant emotional, psychological, and professional strain for teachers. Teachers reported limited institutional support after incidents were reported. School Management Teams often prioritised learner welfare, inconsistently applied policies, and offered few practical safeguards for teachers. The study recommends clearer reporting mechanisms, stronger SMT accountability, regular review of school safety policies, and collaborative interventions involving parents, district officials, and support professionals to strengthen teacher protection and restore professional dignity

The study investigated the impact of digital transformation on non-financial performance of small and medium-sized enterprises (SMEs) in the City of Mbombela Local Municipality. The study is of quantitative nature and sampled 142 SMEs operating in the municipality. A self-administered, closed ended questionnaire was employed and tested for validity and reliability before collecting data from respondents. The study employed a simple linear regression analysis and performed Cronbach’s Alpha to test the reliability of the instrument. The data was analysed using inferential and descriptive statistics. The study found a statistically significant and positive relationship between operational efficiency and digital transformation of SMEs. Furthermore, there is a positive relationship between business growth and digital transformation of SMEs. However, there is an insignificant relationship between conversion rate and digital transformation of SMEs. The practical implications of the study inform the owners and managers of SMEs that adopting strategic innovative digital technologies improves non-financial performance of the business. Therefore, emphasises the significance of digital transformation aligned with the core business which promotes operational efficiency and growth. The results are expected to persuade SMEs to devote necessary attention to digital technologies implemented within the businesses.

This study examines the impact of COVID-19 on a historically disadvantaged university in South Africa’s Eastern Cape, focusing on challenges faced by staff and students during the transition to online learning. Using a qualitative case study approach within an interpretivist paradigm, data were gathered through semi-structured interviews with 20 purposively selected participants. Thematic analysis was applied. The shift to online learning amplified existing inequalities, with limited infrastructure, low digital literacy, and poor connectivity hindering access, especially in rural areas. The study calls for inclusive quality assurance frameworks that address technological and socio-emotional needs. The study offers empirical insight into digital learning challenges at disadvantaged institutions and informs policy on building equitable, student-centred post-pandemic higher education systems rooted in social justice. The study recommends improved digital infrastructure, equitable access to devices and connectivity, and enhanced support for staff and students. It urges institutions to adopt flexible, inclusive teaching models to ensure resilience and equity in digital education.

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.

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 herbal medicine remains a vital component of healthcare across Africa, deeply rooted in indigenous cultural beliefs and practices. This systematic review employs the PRISMA framework to analyse regulatory frameworks, cultural significance, and practical challenges related to herbal medicine use in multiple African countries. Findings reveal that nations such as Ghana, Kenya, and Uganda have made notable progress in establishing regulatory agencies and legislative oversight, while others, including Ethiopia, exhibit weaker governance structures. The study highlights the critical role of cultural embeddedness, with traditional medicine addressing holistic health dimensions often absent in biomedical approaches. Despite the accessibility and affordability of herbal remedies, concerns about dosage inconsistencies, contamination, and lack of standardisation persist. Furthermore, uneven institutionalisation and generational knowledge loss threaten sustainability. The review underscores the need for harmonised regulatory standards, preservation of indigenous knowledge, increased research investment, and strengthened collaboration between traditional healers and biomedical practitioners. These measures are essential to safely integrate traditional medicine into formal healthcare systems and support universal health coverage across Africa.

The issue of land continues to be pivotal in Southern Africa, reflecting the lasting effects of historical land dispossession from the colonial and apartheid periods. This study analyses the effects of sustainable land reform on agricultural productivity and rural development in South Africa, emphasising the connections among land redistribution, economic empowerment, and environmental sustainability. The study utilises a systematic literature review alongside grey literature, incorporating government reports and publications from international organisations. Thematic analysis was employed to identify, analyse, and report patterns. The findings underscore the necessity of enhancing land tenure systems, increasing resource accessibility, and delivering sufficient support for agricultural development. Recommendations focus on improving small-scale agriculture via climate-smart practices and promoting financial inclusion. This paper advances the land reform discourse by presenting a policy framework that combines sustainable agricultural practices with land redistribution, thereby securing enduring economic and environmental advantages. The primary contribution is the provision of actionable recommendations that incorporate sustainability into land reform, thereby promoting inclusive rural development.

This research investigates the prevalence, experiences, and impacts of stress among Emergency Medical Services (EMS) personnel, focussing on trauma within the South African context, occupational stress, and the breadth of emergency practice. Recent research emphasises the trauma faced by victims and the stress endured by carers. This qualitative phenomenological study utilised trauma theory as a framework, incorporating purposive sampling, in-depth interviews, and thematic analysis. The findings indicate that elevated demands and insufficient support adversely affect the biopsychosocial well-being of EMS personnel. The study posits that social workers and pastoral workers are essential in fostering supportive, growth-oriented work environments via interventions like Employee Assistance Programs (EAP) and labour relations policies aimed at alleviating occupational stress.

This paper aims to explore perspective of South Africans on the effects of philoxenia on social cohesion between South Africans and African immigrants. The researchers employed exploratory research design, qualitative research methods and document analysis as well as in-depth interviews to solicit data. The work employed Philoxenia as a conceptual framework as well as positive and negative contact theories as tools of analysis. The findings indicate that South African perspectives on philoxenia is that, there exists “an ethic of hospitality toward foreign nationals”. This underscores the multifaceted nature of social cohesion within multicultural urban settings. While a number of South Africans in metropolitan areas, exhibit inclusive attitudes that facilitate positive intercultural relations, such experiences are not homogenous. They are not rooted in sustained emotional connection and fall short of fostering genuine. Compounding this challenge, the paper reveals that, manifestations of xenophobia, Afrophobia, and colour-blind xenophobia persist, often undermine the socio-cultural integration of African immigrants. The researchers recommend that, there is a need for a multi-level, collaborative approach to promoting a more deeply rooted form of philoxenia to address both the symbolic and material dimensions of social cohesion. Therefore, there are positive implications for African unity inspired by Philoxenia, while xenophobia, Afrophobia, and colour-blind xenophobia have negative spinoffs.

Programme evaluation is a critical management tool internationally, enabling the assessment of whether public sector policy objectives are effectively met. In South Africa, such evaluations are essential for refining governance strategies in response to persistent urban challenges. This paper arises from a programme evaluation of inner-city turnaround initiatives aimed at addressing urban decay and problem buildings. It seeks to develop a normative public management model, with a focus on the role of city governments and municipalities in leading regeneration efforts. A qualitative research design was adopted, employing thematic content analysis to examine governance and management practices across South African municipalities. Systems theory, conceptualised within public administration and management, served as the analytical framework for interrogating the interrelated factors driving urban decline. This lens informed the construction of a normative model designed to guide coordinated municipal responses, enhance institutional capacity, and improve strategic urban planning. Findings demonstrate that systems theory offers a robust foundation for understanding and managing the complexities of inner-city environments. The paper presents a visual normative model that emphasises the critical leadership role of city governments in reversing urban deterioration. By bridging theory and practice, the study contributes to academic and practical discourses on urban governance and offers a structured, adaptable model for inner-city regeneration both locally and globally.

This article analyses the Shambe Sonke Programme (SSP) in South Africa, a poverty alleviation initiative aimed at generating income and fostering economic independence through infrastructure maintenance and community engagement in rural regions. This paper employs qualitative research methodology to examine communication practices, challenges, and regional implementation disparities within the SSP, concentrating on three provinces: KwaZulu-Natal, Mpumalanga, and Eastern Cape. Data were collected via interviews with officials from the Department of Transport (DoT) and focus groups involving SSP contractors, predominantly African men and women, utilising content analysis based on Giddens’ Structuration Theory. The findings indicate substantial communication deficiencies between the Department of Transportation and SSP contractors, impeding the contractors' comprehension of program objectives, eligibility criteria, and accessible economic opportunities. The absence of communication hinders contractors' capacity to leverage SSP resources for income generation, thereby limiting the program's efficacy in poverty alleviation. The study identifies regional disparities in the impact of SSP, noting that KwaZulu-Natal’s Zibambele sub-program demonstrates superior outcomes attributed to proactive support systems and robust public-private partnerships (PPPs), which furnish contractors with resources for small-scale farming and business initiatives. Delayed payments and insufficient training in Mpumalanga and Eastern Cape hinder contractors' economic mobility. The study advocates for the enhancement of communication channels, the development of localised implementation strategies, and the improvement of public-private partnerships across provinces to achieve more consistent outcomes in the SSP. The findings highlight the necessity for flexible, community-focused strategies in public programs and collaborative partnerships as essential avenues for effective poverty alleviation.

This study employs a qualitative systematic literature review to examine the barriers and opportunities for women’s leadership in academia, with a particular focus on South African higher education. Secondary data were sourced from peer-reviewed journal articles, books, dissertations, and opinion pieces, ensuring a comprehensive analysis of existing research. A total of 130 studies were reviewed, with data collected and analysed using qualitative content and thematic analysis methods. The findings highlight persistent structural, cultural, and institutional barriers that hinder women's advancement in academic leadership. These include gender bias in recruitment and promotion, the absence of mentorship and support networks, challenges in achieving work-life balance, and the intersectionality of race and gender, which disproportionately affects Black women. Despite the progress made through gender equity policies, the slow pace of transformation within male-dominated academic institutions remains a significant obstacle. However, the study also identifies key opportunities for women in leadership, such as the implementation of gender equity initiatives, the strengthening of mentorship programmes, and the increasing recognition of diverse and inclusive leadership styles within universities. Institutional commitment to gender transformation, alongside global frameworks such as the United Nations Sustainable Development Goals (SDGs), presents a pathway for women to attain leadership positions. The study stresses the need for continued institutional reforms that challenge traditional gender norms, foster mentorship, and promote work-life balance policies to achieve sustainable gender equity in academic leadership.

Sustainable food systems are essential for achieving numerous Sustainable Development Goals (SDGs), particularly in securing food availability, enhancing nutrition, and fostering sustainable agriculture, while also aiding in other SDGs such as poverty alleviation, promoting health and well-being, encouraging responsible consumption, and addressing climate change. Discussions about both Sustainable Development Goals and the sustainability of food systems are ongoing. This article engages with these discussions by investigating the link between the Sustainable Development Goals and food systems, and analysing how food systems might be prioritised as essential for attaining the SDGs. Supported by a secondary literature assessment, the article demonstrated that food security is essential for sustainable development, influencing many Sustainable Development Goals (SDGs). Numerous Sustainable Development Goals will be realised when individuals have access to sufficient nutritious food. The conclusion is that recognising the intersections and interrelations between the Sustainable Development Goals (SDGs) and food systems, along with implementing transformative measures that empower stakeholders along the food supply chain, will enhance governments' prospects of achieving the SDGs.

This research examines the ongoing under-representation of women in leadership positions within South African higher education institutions (HEIs). Despite a considerable increase in the number of women entering academia, their advancement to top leadership roles remained markedly constrained. This study analysed secondary data from forty scholarly articles published between 2010 and 2023 to investigate the intricate impediments obstructing women's advancement, the wider consequences of these challenges, and viable measures for enhancing gender parity in academic leadership. The results indicated that deep-rooted systemic and cultural obstacles, along with an absence of supportive legislation, sustained gender disparities within institutional hierarchies. Proposals for modification encompassed the establishment of explicit trajectories for women's professional advancement, gender-sensitive leadership training initiatives, mentorship programs to assist aspiring female leaders, and revisions to institutional regulations to foster diversity. The study emphasised the necessity for ongoing evaluation of gender equality policies and enhanced accountability mechanisms to guarantee continued advancement towards equitable representation in leadership.

In the contemporary, rapidly merging globe, education has become a pivotal force in bridging divides towards togetherness, particularly within the African digital landscape. The concept posits education as the new currency for unification across Africa, highlighting its capacity to significantly reshape the continent's socio-economic landscape in the digital era. It reevaluates the inherited education system, which consistently serves foreign interests, into one ideologically reformed to be more Afrocentric and innovation-oriented. Integrating education with digital transformation enables the youth to become catalysts for change, capable of guiding the continent towards a progressive and inclusive future. The paper advocates for educational solidarity, asserting that coordinated efforts and public-private partnerships are essential to address the educational inadequacies in Africa. This article posits that Africa may realise its full potential as a global leader in the 21st century by adopting digital education specifically designed to address its distinct requirements

This study examined the determinants affecting women's empowerment in political involvement within the Buffalo City Metropolitan Municipality (BCMM) in the Eastern Cape Province.  A qualitative inductive technique was utilised to obtain insights from female ward and proportional representation councillors, involving 10 key informant interviews to examine their experiences in local governance.  The research was based on feminist theories that underscore the necessity for social equality and the deconstruction of patriarchal frameworks within political situations.  The results indicated that social support, knowledge, and accessible forums for women to articulate their perspectives were crucial in enabling women's active participation in local politics.  The study emphasised the significance of executing existing policies and cultivating personal drive as essential factors for increasing women's political participation.  The results highlighted the importance of establishing a supportive atmosphere that prioritises women for political roles and the need for chances for them to express their views.  The research demonstrated that women's political drive and legacy are crucial in encouraging future generations of female leaders.  This study offers a thorough analysis of the elements that can enhance women's empowerment in municipal politics, hence fostering greater female representation and involvement in decision-making processes.

Backyard gardening holds immense promise as a viable solution to combat the escalating rates of hunger and poverty in South Africa. This study examines the dynamics of backyard gardening, its significance, potential contributions to food security and the myriad challenges it faces. The literature review explores the diverse dimensions of backyard gardening drawing insights from scholarly research and policy documents. The study underscores the pivotal role of backyard gardening in addressing food security, enhancing nutrition and promoting socio-economic resilience within communities. However, significant barriers such as limited access to land, water scarcity and inadequate support structures pose formidable challenges to its widespread adoption and effectiveness. Analysing the legislative frameworks, policy landscape and organisational initiatives surrounding backyard gardening illuminates’ pathways for overcoming barriers and harnessing its transformative potential. Moreover, it underscores the importance of reimagining backyard gardening as a dynamic strategy for inclusive development, grounded in principles of equity, sustainability and community empowerment. Through strategic interventions aimed at promoting equitable land tenure, enhancing water resource management and fostering community capacity building, South Africa can leverage backyard gardening as a powerful tool in its quest for a more resilient and food-secure future.

This study offers a thorough examination of South Africa's National Development Plan (NDP), emphasising its dedication to advancing gender equality in higher education. Notwithstanding constitutional assurances of equality, considerable gender discrepancies endure in South African higher education institutions (HEIs), with women encountering institutional obstacles that impede their entry and achievement. The research utilises a systematic review approach, consolidating current academic literature to discern the problems and opportunities related to the NDP's gender equality objectives. Critical findings indicate that structural obstacles, including socio-cultural views and financial limitations, substantially hinder women's engagement in higher education. The under-representation of women in leadership positions within higher education institutions fosters a cycle of inequity, as cultural beliefs and institutional regulations frequently neglect the distinct problems encountered by female students. The investigation underscores the necessity of employing an intersectional approach to comprehend the intricacies of gender inequality in higher education. This study emphasises the importance of executing targeted interventions and unified national policies to cultivate an inclusive educational environment that empowers women and corresponds with the overarching objectives of sustainable development. By resolving these difficulties, South Africa can advance towards genuine gender equality in its higher education system, thereby fostering national development and social progress.

This study examined the efficacy of the internal control systems at a TVET College in the Vhembe district, emphasising the five essential components of an internal control system: the control environment, risk assessment, control activities, information and communication processes, and monitoring. This research utilises a sample of 52 permanent employees. The selected responders possess familiarity with internal control systems and are engaged in the development and execution of the organization's internal control system. Descriptive statistics, including frequencies, percentages, and cumulative percentages, were employed for analysis. The study's findings indicated that the institution's control environment was predominantly effective, whilst the remaining four components of its internal control system were moderately effective. The researcher determined that the institution's internal control system was moderately effective. The findings indicate that TVET College management should prioritise the enhancement of internal control systems to improve operational efficiency and risk management. The research emphasises the necessity for policies that fosters the ongoing enhancement of internal controls, potentially resulting in stronger governance and accountability inside the organisation.