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This study examines the role of the Economic Activation Office (EAO) in advancing entrepreneurship within a rural higher education institution in South Africa. The study is informed by Entrepreneurial University Theory, the Triple Helix Model, and the Resource-Based View (RBV), which are integrated to explain how institutional orientation, ecosystem collaboration, and resource mobilisation jointly shape entrepreneurship support. A qualitative exploratory design was adopted within an interpretivist paradigm. Semi-structured interviews were conducted with 14 purposively selected participants comprising EAO staff, university entrepreneurship practitioners, and student entrepreneurs. Thematic analysis identified four interconnected roles of the EAO: entrepreneurship awareness creation, capacity and skills development, stakeholder collaboration and ecosystem coordination, and institutional support and resource mobilisation. The findings show that the EAO operates not only as an administrative support office but also as a boundary-spanning mechanism that connects students and university resources with external entrepreneurial opportunities. However, limited funding, incubation infrastructure, long-term mentorship, and uneven cross-faculty participation constrain its ability to translate awareness and capability development into sustained entrepreneurial outcomes. The study contributes a rural EAO ecosystem perspective in which awareness and capability development are strengthened by institutional resources and external ecosystem relationships, while rural structural conditions moderate the effectiveness of these mechanisms. The study recommends dedicated institutional funding, cross-faculty integration, formalised ecosystem partnerships, structured incubation and post-training support, and targeted policy measures for rural universities.

The importance of mental health among women and girls cannot be overemphasised. However, mental health remains a phenomenon that is not adequately addressed within social, public, and community health. Women and girls fundamentally experience huge pressure emanating from pressure that affects their mental health. Various risk factors affect the well-being and mental health of women and girls. Globally, mental health is considered a public health concern and has been increasing at an unsustainable rate. Mental health is important to the well-being and health of women and girls. Social and environmental risk factors such as family hardships/dynamics, dysfunctionality, health risk behaviours, social risks, and poor mental health behaviour have a close association with mental health. Mental health is also associated with stigmatisation and discrimination. The primary focus of this study is the mental health of women and girls, and the risk factors associated with the phenomenon. It further focused on the programs aimed at promoting the mental health of women and girls. The paper used comprehensive electronic desktop research to collect data. The resilience theory was the theoretical framework adopted to provide a foundation and background for the study. The promotion of coping mechanisms, resilience of women and girls, and empowerment programs were fundamental in the study. Prevention of the risk factors that affect the mental health of women and girls was significantly considered. In addressing resilience, empowerment, and the prevention of mental health problems, the paper will provide guidelines for the well-being of women and girls. Examined strategies may be used to improve the mental health of women and girls.

The advent of democracy in South Africa ushered in a new wave of the provision of accelerated service delivery to communities. At the centre of acceleration, democracy was addressing the historical imbalances in the provision of services that were created by the apartheid regime, which mainly benefited the minority. Despite the government’s commitment to accelerate service delivery, South Africa has witnessed a proliferation of service delivery protests characterised by the destruction of valuable assets like road infrastructure, government fleet, and buildings as well as loss of life in some instances. Service delivery protests happen whilst the government has put in place mechanisms such as the Batho Pele principles to enhance how it interacts with its people. This paper is conceptual in nature and relies profoundly on literature to fortify its argument. It deploys a qualitative research technique to answer its principal question, which seeks to understand the relationship between service delivery protests and the failure of the government to implement Batho Pele principles. Moreover, through this approach, the study will respond to its ancillary question, which seeks to understand how the government can use Batho Pele principles as a strategic tool to interact with its communities, thus reducing service delivery protests in South Africa. The study will contribute to the ongoing discourse on how the government can use its existing mechanisms to address service delivery protests in South Africa. Moreover, the study will shape the policy direction and be a springboard for emerging scholars.

This study examines the role of women in power, politics, and decision-making, focusing on the factors that influence political representation, the effect of women's participation on governance, and the efficacy of gender quotas and affirmative action policies. Guided by Feminist Political Theory, the study examines how patriarchal structures, socio-cultural norms, gender stereotypes, political violence, and structural inequalities continue to shape women's political experiences and opportunities. Using a desktop-based methodology, the study systematically reviews scholarly literature, policy documents, and institutional reports. Data were analysedthematically to identify recurring patterns and key issues relating to women’s political participation. The findings revealed persistent underrepresentation of women in political leadership, socio-cultural norms and gender stereotypes, the positive impact of women’s participation on policy and governance, the prevalence of political violence and discrimination against women and the important role played by civil society and feminist movements in promoting gender equality. The study concludes that while progress has been made, achieving substantive gender representation requires comprehensive structural reforms, inclusive political institutions, and continued advocacy for gender justice in governance.

Public sector institutions are often characterised by service delivery delays, time management challenges, paper-based activities, and limited application of digital technologies. Digital transformation has become a crucial tool for enhancing institutional efficacy for the purposes of achieving set goals and objectives, and ultimately improved service delivery. This article explores the significance of digital transformation in enhancing institutional efficacy in public sector institutions. The Department of Home Affairs, Vhembe District served as a reference. Structured questionnaires were used to gather data from 120 officials of the Department of Home Affairs using a quantitative research method. The findings indicate that digital transformation improves service quality and speed, supports informed decision-making, enhances collaboration and communication and increases administrative efficiency and accuracy. The article highlights digital transformation as a strategic enabler of institutional performance that promotes responsive, accountable and citizen centred government. The study recommends strengthening digital infrastructure, investing in continuous staff training, integrating communication platforms and promoting citizen centred digital services.

School safety remains a significant challenge in South Africa, particularly in remote rural schools where inadequate infrastructure and limited support systems continue to compromise learners’ and educators’ rights to safe and conducive learning environments. This study investigates the impact of physical infrastructure neglect and inadequate safety measures on rural schools through a qualitative desktop review of scholarly literature, policy documents, government reports, and legal frameworks. Data were analyzed thematically to identify key challenges affecting school safety and educational equity. The findings highlight five major concerns: dilapidated school infrastructure, inadequate emergency preparedness, shortages in maintenance and support services, overcrowded and under-resourced classrooms, and limited accessibility for learners with disabilities. These challenges expose learners and educators to physical risks, reduce the quality of teaching and learning, and reinforce inequalities between rural and urban schools. The study further reveals gaps in policy implementation, monitoring, and accountability within the school safety framework. The study concludes that addressing rural school safety requires targeted investment in infrastructure development, regular maintenance, effective emergency preparedness, inclusive school design, and stronger accountability mechanisms. Improving the safety and accessibility of rural schools is essential for advancing educational equity, protecting learner rights, and creating sustainable learning environments in South Africa.

South African state universities provide aspiring professionals with pertinent undergraduate and postgraduate qualifications that enable youth to follow particular career paths. The obstacle for public colleges lies in their need to sustain financial viability amidst restricted public financing. There exists proof of enduring structural disparities between historically disadvantaged institutions (HDIs) and historically advantaged institutions (HAIs). These disparities have not been investigated in existing research through longitudinal studies. This research evaluates the fiscal viability of two Higher Degree Institutions and two Higher Education Institutions by analysing audited financial reports from 2019 to 2023. Financial ratios assessing liquidity, solvency, efficiency, and operational sustainability were computed and analysed via Resource Dependence Theory (RDT). The findings indicate persistent discrepancies between HDIs and HAIs. HDIs had diminished liquidity standings, increased borrowing, and constrained capacity to produce operating surpluses. Healthcare-associated infections typically possess more robust financial statements due to their varied revenue sources and increased reserves. Nevertheless, all institutions are experiencing heightened financial strain, accompanied by diminished surpluses over the duration. The results suggest a reliance on a limited number of financing sources. This intense dependence on restricted funding sources correlates with diminished financial robustness and increased vulnerability to operational risk. The research indicates that enhancing financial sustainability requires an evaluation of institutional regulations and a novel strategy for generating revenue streams. Universities are advised to enhance their financial governance and diversify their income streams beyond a limited number of sources. If structural reforms are not implemented, financial disparities among these universities are expected to continue, threatening the long-term stability of the higher education industry. These results indicate that in the absence of a significant alteration in income allocation, the inherent financial disparity between HDIs and HAIs would intensify, jeopardising the enduring institutional stability of South Africa's higher education system.

This study investigates the effects of toxic masculinity on female traders operating in proximity to taxi ranks. Toxic masculinity, characterised by rigid adherence to traditional male roles and the devaluation of traits perceived as feminine, has pervasive effects on various aspects of society. In the context of female traders at taxi ranks in Thohoyandou, Vhembe District, the impact are significant and multifaceted. Using qualitative methods, including interviews and observations, this research examines the experiences of female traders in environments where toxic masculinity is prevalent. Non-probability will be employed in this study and purposive sampling will be unsterilized. Exploratory research design will be used. Findings suggest that toxic masculinity contributes to discomfort, intimidation, and safety concerns among female traders, hindering their ability to conduct business effectively. The study highlights the need for interventions to address toxic masculinity and create safer, more inclusive environments at taxi ranks. Recommendations include the implementation of policies regulating music played in public spaces and the provision of support mechanisms for those affected by harassment or intimidation. By promoting respect and inclusivity, efforts can be made to mitigate the adverse effects of toxic masculinity on female traders and enhance their participation in economic activities at taxi ranks.

Gender-based violence (GBV) remains a major human rights violation and a serious public health concern affecting women worldwide. Approximately one in three women globally experiences physical or sexual violence during their lifetime. In South Africa, the prevalence of gender-based violence is particularly high, exposing many women to significant physical, psychological, and emotional harm. Female nurses are a vulnerable group because they may experience violence in both their personal lives and professional environments. Their frequent interaction with patients, patients' families, and the broader public can increase their risk of meeting violent or aggressive behaviour within healthcare settings. Exposure to such experiences may negatively affect nurses' psychological well-being, job performance, and overall quality of life. The study explores the psychological effects of exposure to gender-based violence among female nurses in South Africa. The study aimed at examining how exposure to GBV influenced nurses' mental and emotional well-being as well as their ability to function effectively in their professional roles. The study adopted a qualitative desktop research approach to examine existing literature related to gender-based violence and its psychological impact on female nurses. Relevant peer-reviewed journal articles, academic books, government reports, and policy documents were reviewed and analysed. The data collected were analysed using thematic analysis to find key patterns and themes within the literature. The study looked to enhance understanding of the psychological challenges faced by female nurses and to highlight the importance of workplace interventions, support systems, and policies that promote nurses' safety and mental well-being in healthcare environments. Institutional Review Board Statement: Ethical review and approval were waived for this study because the research does not deal with vulnerable groups or sensitive issues.

The increasing use of artificial intelligence (AI) tools in higher education has reshaped how students engage with academic research, particularly at Honours level, where students transition from structured undergraduate learning to independent postgraduate research. Guided by Self‑Regulated Learning (SRL) theory, this study examines how reliance on AI by Honours research students influences the supervisor-supervisee relationship, the quality of research produced, and the extent of knowledge gained through the research process. SRL theory emphasises learners’ ability to plan, monitor, and reflect on their own learning, which is central to successful postgraduate research development. This study adopts a conceptual and literature‑based review methodology, drawing on peer‑reviewed studies on AI use in higher education, literature on postgraduate supervision, and academic integrity and research skills development frameworks, with specific attention to Honours‑level contexts. The documents were analysed using thematic content analysis, focusing on self‑regulatory behaviours, supervisory interaction, research skill development, and learning depth. The findings suggest that limited and transparent use of AI can support honours students by reducing surface‑level cognitive load and assisting with language clarity. However, excessive reliance on AI may undermine key self‑regulation processes, weaken critical thinking, and reduce meaningful engagement with supervisors. Supervisors may struggle to accurately assess students’ understanding, potentially straining trust and feedback processes. The review further indicates that over‑reliance on AI risks producing research that is technically adequate but conceptually shallow, with reduced long‑term knowledge acquisition. The study concludes that clear supervision practices and explicit guidance on responsible AI use are necessary to ensure that AI supports, rather than replaces, the self‑regulated learning essential for high‑quality Honours‑level research.

Early mathematical competence provides the foundation for learners' cognitive development, problem-solving, and later academic achievement. Despite South Africa's commitment to mother-tongue-based education, many young learners continue to experience difficulties in mathematics because instruction is frequently mediated through English or inconsistent bilingual practices before learners develop adequate proficiency in the language of learning and teaching. This linguistic mismatch is particularly evident in rural schools, where it constrains conceptual understanding, mathematical communication, and learner participation. This study explored the benefits and challenges of integrating Tshivenda into early mathematics instruction in rural primary schools in the Vhembe District of Limpopo Province, South Africa. Guided by the interpretivist paradigm, the study adopted a qualitative multiple-case study design. Purposive sampling was used to select 24 participants, comprising 16 teachers, 4 Heads of Department, and 4 school principals, from 4 rural primary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and analysed using Braun and Clarke's thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, reflexive journaling, and an audit trail. The findings revealed that integrating Tshivenda strengthened learners' conceptual understanding by connecting mathematical concepts with familiar linguistic and cultural experiences while promoting learner participation, confidence, mathematical discourse, and collaborative problem-solving. However, implementation remained constrained by limited mathematical terminology, inadequate teaching and learning resources, insufficient teacher preparation for multilingual pedagogy, and challenges associated with the transition to English in Grade 4. The study recommends developing standardised mathematical terminology, expanding culturally responsive instructional resources, strengthening continuous teacher professional development, and promoting collaboration among universities, language specialists, curriculum developers, and the Department of Basic Education to advance equitable, multilingual, and culturally responsive mathematics education.

In South Africa, Grade 10 subject streaming is a critical stage in secondary schooling that shapes learners' future educational and career opportunities. Informed subject choices align with Sustainable Development Goal 4 (Quality Education), which promotes inclusive and equitable learning opportunities. Although parental involvement is widely recognised as important during this transition, limited research has examined how parents in rural contexts prepare their children for subject-stream selection. Guided by Bronfenbrenner's Ecological Systems Theory, this study investigated whether and how parents prepare their children for Grade 10 subject streaming in rural secondary schools in the Vhembe District of Limpopo Province. A qualitative case study design was employed. Participants included parents of Grade 9 learners, learners, and educators responsible for subject guidance. Data were collected through semi-structured interviews and document analysis and analysed using thematic analysis. The findings revealed that parental participation in subject selection was often procedural rather than informed. While some parents attempted to guide their children, many lacked adequate knowledge of subject streams, curriculum requirements, and their links to further study and career pathways. Document analysis further showed that subject-choice forms largely functioned as administrative tools requiring parental signatures, with limited explanatory information regarding subject requirements and career opportunities. Socioeconomic challenges, limited educational attainment, and weak school-parent communication further constrained parental involvement. As a result, learners frequently relied on Life Orientation teachers, peers, and personal interests when selecting subjects. The study concludes that parental preparation for Grade 10 subject streaming in rural schools remains limited and uneven. It recommends strengthening school-parent partnerships, providing parent-focused subject-choice guidance, involving parents more directly in career-guidance activities, and improving access to subject-selection information through clear and accessible communication.

Gender-based violence undermines women's safety, dignity, and socioeconomic participation, particularly in rural communities where access to formal protection services may be constrained. This study examined how the Lunungwi Royal Council contributes to a culturally grounded rural protection ecosystem in Thulamela Local Municipality, South Africa. Guided by Afrocentricity, Sankofa, ecosystem theory, and collaborative governance, the study adopted an interpretive qualitative case-study design. Nine participants were purposively selected, comprising six Royal Council members, a community-based participant, a young representative, and an Indigenous knowledge holder. Data were generated through individual face-to-face semi-structured interviews and analysed using reflexive thematic analysis. The findings indicate that the Council provides culturally accessible reporting, temporary safety, mediation, moral education, and connections with community policing and social-service structures. Its effectiveness is constrained by limited professional training, unclear institutional boundaries, informal referral arrangements, inadequate documentation, social pressure, and women's economic dependence. The study proposes a Culturally Grounded Rural Protection Ecosystem Framework integrating Indigenous governance, community protection, statutory, professional services, economic empowerment, and coordinated accountability. Cultural legitimacy can strengthen GBV responses when combined with survivor-centred procedures, constitutional accountability, and women's socioeconomic agency.

Solar water heaters are an important renewable-energy technology for supporting household energy resilience and the energy transition in rural municipalities in South Africa. This study examines household experiences with solar water heaters in Thulamela Local Municipality, South Africa, using Diffusion of Innovations theory to understand the perceived benefits, challenges, and conditions that influence continued use following installation. Guided by an interpretivist paradigm, the study adopted a qualitative exploratory case study design. Data were collected through semi-structured interviews with 16 purposively selected household participants and were analysed thematically using ATLAS.ti. Participants perceived solar water heaters as providing important household benefits, particularly reduced reliance on conventional electric water heating, reduced electricity expenditure, and access to hot water during electricity interruptions. However, high upfront costs, weather-dependent performance, limited technical support, inadequate public awareness, and restricted financial assistance emerged as important constraints on access, user experience, and continued use. The findings indicate that household experiences with solar water heaters are shaped by the interaction of perceived relative advantage, affordability, reliability, technical support, user knowledge, social learning, and institutional conditions. The study contributes context-specific qualitative insights suggesting that household renewable-energy interventions in rural municipalities may benefit from combining technology provision with financial accessibility, user education, reliable maintenance services, and coordinated institutional support.  

The purpose of the research was to explore how parents were engaged in the education of Grade 1 learners during the COVID-19 crisis in the Rakwadu 2 Circuit of Limpopo Province. On the 18th of March 2020, the COVID-19 pandemic led to the abrupt closure of all schools in South Africa. The closure of schools was a good move to prevent the virus from spreading among learners and teachers. The study was grounded in Bronfenbrenner's Ecological Systems theory, and the findings were discussed within this framework. An exploratory research design was used. This qualitative research study was conducted with 8 parents and 4 teachers, and data were collected through semi-structured interviews. The thematic analysis was used to analyse the collected data. Before the researchers gathered data, ethical steps, such as obtaining permission from the Department of Basic Education, principals, and teachers, were taken. Hence, the participants were assured of anonymity, confidentiality, the non-violation of their rights, safety, and no interruption to their teaching responsibilities. The findings demonstrated unique issues of a lack of parent involvement in the school environment. The study suggests that schools must provide practical examples to help parents teach their children at home.

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.

Poverty continues to pose a significant challenge to educational development, particularly in the early years of a child’s life. Teachers, as primary facilitators of learning, are uniquely positioned to observe how socioeconomic conditions influence children’s cognitive, emotional, and social development. Hence, the current study explored teachers’ perceptions on the effects of poverty on early childhood learning at a selected village in Limpopo Province. The study used a qualitative exploratory research design. A sample of 12 participants was selected through purposive sampling. Data was collected through semi-structured interviews using an interview guide and analyzed through thematic content analysis. The findings revealed that poverty affects learners’ academic performance in the classroom, including poor participation in classroom activities, poor scholastic performance, poor attendance, and dropping out of school. The results further revealed that children are affected psychologically due to bullying, being labeled poor, and stress. The findings of this study show that poverty has a profound and multidimensional impact on learners’ academic and psychological well-being. Therefore, the government, schools, parents, and the community can help reduce the negative effects of poverty on learning by collaborative efforts.

This research investigates the ways in which collaborative learning enhances access to scientific education for students with impairments. Science classrooms can often be daunting, characterised by complex concepts, technical terminology, and traditional teaching methods, which may not accommodate various learning requirements. This research expands upon Vygotsky's social constructivist framework, particularly the concept of the Zone of Proximal Development (ZPD), and advances collaborative learning as a method of jointly generating knowledge among students via peer engagement and guidance from mentors. The study emphasises the importance of equity, involvement, and the removal of structural obstacles, in alignment with the principles of inclusive education philosophy. Conversely, the social interdependence hypothesis emphasises the significance of constructive group dynamics that enhance motivation and responsibility. The research investigates peer support, collaborative problem-solving, and group dynamics as methods for enhancing engagement, comprehension, and self-assurance among learners with disabilities, based on an extensive literature analysis. The research indicates that collaborative learning can improve cognitive growth as well as promote social inclusion, equity, and empowerment in science education. The research ultimately provides educators with recommendations for the effective use of collaborative learning frameworks to enhance the openness, interactivity, and inclusivity of science classes for all students. Ethical evaluation and approval were exempted for this study by the Institutional evaluation Board as it does not include vulnerable populations or sensitive topics.

Rural African classrooms continue to face persistent behavioural challenges, yet many schools still rely on reactive and punitive discipline approaches that are culturally misaligned and inconsistently implemented. This study examines how Indigenous African storytelling, rooted in Afrocentric epistimologies and Ubuntu rational ethics, can be integrated with low-cost digital usage to create a culturally grounded, scalable behavior-guidance model for resource-constrained Limpopo classrooms. Using a convergent mixed-methods design, the study draws on classroom observations, teacher and elder interviews, learner groups, and digital use records collected across several rural primary schools. Findings show that indigenous storytelling effectively communicates behavioural expectations by strengthening learner identity, supporting emotional regulation and reinforcing communal norms. Simple digital tools such as offline stories, WhatsApp messages, and SMS caregiver reminders extend these lessons into the home context and enhance continuity. The combined approach led to improved learner engagement, reduced behavioural disruptions, a more positive classroom climate, and a stronger home environment and school communication. The study demonstrates that embedding indigenous storytelling within an accessible digital reinforcement structure that provides a culturally congruent, humanizing, and feasible behavior support model for rural African schools. It contributes to scholarly conversations on decolonial education, culturally responsive pedagogy, and inclusive behaviour frameworks by illustrating how traditional knoewledge systems and morden technologies can work together to promote learner well-being and classroom harmony.

The rapid evolution of digital technologies necessitates a transformative approach to accounting education, particularly in developing countries. Building on Mishra and Koehler’s (2006) foundational assertion that there is no universally accepted method for integrating technology into the educational curricula, this study proposes a TPACK-Bloom’s Taxonomy framework to articulate how technology enhances learning in accounting education. TPACK (Technological Pedagogical Content Knowledge) offers a multidimensional lens for aligning technological tools with pedagogical strategies and disciplinary content, ensuring that emerging technologies such as artificial intelligence and data analytics are contextually and instructionally relevant. Bloom’s Taxonomy complements this by structuring cognitive development across six hierarchical levels, ranging from remembering to creating, within technology-enhanced learning environments. Together, these two frameworks provide a versatile tool for designing curriculum interventions that foster digital literacy, critical thinking, and professional competence. This study makes three key contributions to the literature. First, it bridges the gap between technology adoption and pedagogical effectiveness by linking digital tools to cognitive learning outcomes. Second, it contributes to human capital development by promoting the integration of technical, cognitive, and digital competencies. Third, it supports organisational transformation by offering a practical, scalable approach to technology-enhanced learning in resource-constrained contexts.