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In this conceptual paper, we examine student teachers’ beliefs about mathematics teaching within Initial Teacher Education (ITE) programmes, also referred to as Teacher Education programmes, focusing on the implications for equity and social justice in mathematics education, particularly in the South African context. Drawing on existing literature, we examine how student teachers’ beliefs shape their approach to teaching mathematics and the potential consequences for fostering inclusive and equitable learning environments. We highlight the importance of challenging traditional views of mathematics as a fixed, abstract discipline, advocating for a dynamic, culturally responsive, and contextually relevant understanding of the subject. We argue that ITE programmes should actively address and interrogate student teachers’ beliefs and attitudes towards mathematics, incorporating critical pedagogy and reflective practices to prepare educators who can help to address inequities inherent in the South African educational system. Additionally, we call for future research to explore the long-term impact of ITE on teacher practices, the role of school contexts in shaping teacher beliefs, and the integration of technology to support equity in mathematics education. Ultimately, our paper contributes to a deeper understanding of how student teachers’ beliefs about mathematics can influence their teaching practices and advance the broader goals of equity and social justice in education.

This qualitative study explores the MenTut Programme’s role in  fostering student engagement and academic success in higher education, using Leach and Zepke’s (2011) engagement framework. Thematic analysis of Mentee feedback reveals an enhanced understanding of complex content, improved assessment preparation, and increased self-directed learning. The programme fosters collaborative and supportive environments, enhancing academic confidence and retention, particularly among underrepresented students. The proposed MenTut Engagement Framework integrates student voices into programme design, offering a model for equitable support. This study provides insights for academic practitioners to enhance student outcomes

This study aims to examine the role of capital markets in fostering economic growth and job creation in South Africa. It addresses structural inefficiencies, legislative obstacles, and financial exclusion. The article examines the impact of capital market expansion on firm growth, employment patterns, and overall economic stability, incorporating recent labour and growth statistics, including a projected Q2 2025 unemployment rate of 33.2% and a quarterly GDP growth rate of 0.8%. The study employs a holistic approach to examine market liquidity, regulatory change, the participation of small and medium-sized enterprises, the integration of the rural sector, and the introduction of innovative financial instruments such as green bonds and social impact investments. The analysis underscores the preeminence of large-cap companies on the Johannesburg Stock Exchange (JSE), which constrains SME involvement and diminishes the developmental influence of capital markets. The research indicates that platforms employing technology, regional financial integration, and inclusive investment strategies can transform capital allocation and address enduring socio-economic disparities. It further underscores the significance of AfCFTA-driven regional capital-market integration as a means to enhance cross-border investment and augment liquidity. It underscores the significance of aligning financial sector policy with developmental objectives to achieve sustainable and inclusive growth. Recommendations include enhancing market accessibility, simplifying regulatory compliance, and establishing impact-driven finance channels.

In the evolving landscape of 21st-century education, innovative pedagogical approaches have become essential for addressing diverse learner needs, integrating technology, and fostering higher-order thinking skills. This study explores and analyses the global adoption of innovative pedagogies in primary education, focusing on how these approaches reshape teaching practices, learner engagement, and educational outcomes. Using a qualitative, desktop-based comparative research design, the study synthesises evidence from international case studies, policy documents, and peer-reviewed literature to examine emerging trends, implementation contexts, and systemic enablers of pedagogical innovation. The findings reveal that innovative pedagogies—such as learner-centred instruction, collaborative learning, and technology-mediated practices—are associated with improved student engagement, creativity, and critical thinking. However, their successful implementation remains highly dependent on contextual factors, including teacher preparedness, institutional support, digital infrastructure, and policy alignment. The study further identifies persistent equity challenges, particularly in under-resourced contexts, where access to technology and professional development remains uneven. By foregrounding cross-contextual comparisons, this research contributes to comparative pedagogy and informs policy discourse on sustainable educational reform. It highlights the need for systemic investment in teacher professional development and adaptive curriculum frameworks to ensure that innovative pedagogies translate into meaningful and inclusive learning experiences for all learners.

Gender-Based Violence (GBV) is a critical issue in South African universities, affecting students' access to safe and quality education. Despite universities’ reputations for inclusivity, societal expectations have made them less welcoming, and GBV cases continue to rise with insufficient policy enforcement. This study was motivated by the rising cases of GBV in South African universities. Drawing on social norms’ theory, the study aimed to identify the drivers, effects, and potential mitigation strategies for addressing GBV. The goal was to build a stronger basis for improving policies and creating safer, more inclusive university environments. A qualitative approach was used to gather secondary data from various sources, including journal articles, books, government documents, and news reports. The literature revealed that GBV in South African and other universities has sparked frequent protests centred on issues of sexual, physical, and emotional violence. Moreover, it was also highlighted that many students refrained from reporting GBV incidents due to concerns about stigma and the impact on their careers, with victims often facing anxiety, depression, and physical symptoms, which further impeded their participation in university life and restricted their educational opportunities. This study concluded that GBV restricted students' access to quality education and, if unaddressed, might lead to declining university enrolment. Thus, it recommended collaboration between universities, Non-Governmental Organizations (NGOs), and families to tackle GBV and called for a review of policies to improve enforcement and provide better protection for students.  

This study examines the impact of socioeconomic status (SES) on the academic performance of primary school learners in the Nzhelele West Circuit of Limpopo Province, South Africa. Despite national attempts to enhance educational results, considerable performance gaps remain, especially in rural and semi-rural areas. The study used a qualitative descriptive approach to acquire a thorough knowledge of the lived experiences of learners, parents, and teachers. Data was produced by semi-structured interviews and focus group discussion in chosen primary schools of communities with different socioeconomic backgrounds. The findings reveal the conditions of low-SES, which include unemployment, low parental education levels, poor learning materials and unstable family conditions, as those that result in obstacles that weaken the ability of learners to concentrate, attend school, have motivation, and perform well as learners. Among the problems that were emphasized by the participants was food insecurity, inadequate literacy provisions at home, and overcrowded families. The study found that SES has extensive effects on educational achievement and suggests context-sensitive intervention, such as enhanced school-community collaborations, parental empowerment programs, and special support programmes to eliminate SES-based obstacles. The results can help in gaining a better insight about the intricate nexus of SES and academic performance in rural South African primary school education

Tourism is increasingly recognised as a catalyst for inclusive development in the Global South. In South Africa, community-based homestays (CBHs) empower rural communities while conserving cultural and environmental assets, yet implementation remains uneven. This study examines the governance and sustainability of CBHs through a case study of the Makwarani village in Limpopo Province. Using an interpretivist qualitative design, ten semi-structured interviews were analysed thematically within Collaborative Governance, Social Exchange, and Sustainable Livelihoods frameworks. Findings reveal that tourism both preserves and commercialises local culture, generates seasonal income, and fosters social cohesion while also producing inequality, environmental strain, and governance fragmentation. Participants stressed the need for equitable benefit-sharing, strong institutional coordination, and community participation. The study concludes that inclusive governance, capacity development, and collaborative management are essential to bridge the policy–practice gap and achieve sustainable, community-driven tourism in South Africa.

This paper investigates the role of traditional leaders (Mahosi) in addressing gender-based violence (GBV) in the Vhembe District of Limpopo in South Africa. Grounded by Community-based social change theory (CBSC) and informed by gender theory and it explains how the Mahosi are dealing with GBV within cultural and social constructs of their own environments. Through qualitative interviews with ten Mahosi across five municipalities, the research identifies three key strategies: promoting community dialogue, applying cultural accountability mechanisms, and collaborating with formal service providers. While some Mahosi demonstrate transformative leadership by adapting traditional norms and supporting survivors, others reinforce patriarchal structures that may undermine justice and silence victims. The study also reflects on how hegemonic masculinity and gendered power relations influence these responses. Findings suggest that traditional leadership can be both a facilitator of justice and a barrier to gender equality, depending on the level of critical engagement and partnership with broader systems. The study contributes to ongoing discussions on culturally relevant GBV interventions and emphasises the need for capacity-building and policy alignment to ensure that traditional authority supports, rather than hinders, efforts to eliminate GBV.

This study examines how practical theology and social work may collaborate to eradicate gender-based violence and femicides in South Africa. Faith communities can reinterpret religious teachings, criticise patriarchal behaviours, and help survivors spiritually and psychosocially. Social workers contribute to the problem through advocacy, trauma-informed treatment, therapy, psychoeducation, and community mobilisation. The study recommends church-based efforts, social work techniques, and a theological framework to combat GBV, help victims, and promote social change and inclusivity. The study supports advocacy, transformation, social justice, and reconciliation through social work and faith-based solutions. Practical theology can integrate spiritual care, advocacy, community-based rehabilitation, and psychosocial assistance with social work. This study uses a literature review to discuss femicide and gender-based violence (GBV) in South Africa through an interdisciplinary debate between Practical Theology and Social Work.

This literature-based study, titled “Sirha ra Wansati Rile Vukatini,” a Xitsonga word meaning “the strength or endurance of a woman lies in her marriage,” examines the contemporary variables influencing Tsonga women’s choices to persist in unsatisfactory marriages. This study examines the socio-cultural and economic background of Munghonghoma Village within the Greater Giyani Municipality, Mopani District, employing an exploratory qualitative methodology based on current literature regarding gender, culture, and marital dynamics among Tsonga women. Literature review findings indicate that Tsonga women frequently endure unsatisfactory marriages due to economic reliance, entrenched cultural norms, and apprehension regarding the social shame linked to divorce or separation. Emotional bonds with their spouses and apprehension for their children's welfare also influence their choices to remain. Literature suggests that several Tsonga women endure diverse forms of physical, mental, and financial abuse, which compromise their entire well-being. The study suggests that ingrained patriarchal practices, gender inequity, and restricted economic empowerment persist in perpetuating women's vulnerability inside marriage. It advises that governmental entities, religious organisations, and community stakeholders establish initiatives that foster women's empowerment, economic autonomy, and awareness of their rights to mitigate the normalisation of abuse condoned by the cultural ideal of “Sirha ra Wansati Rile Vukatini.”.

COVID-19 is an illness associated with severe respiratory conditions, including pneumonia. Its widespread impact disrupted educational systems internationally. In South Africa, schools were provisionally closed as a preventive measure to limit the spread of the virus, leading to important changes in teaching and learning practices. This study aimed to investigate how COVID-19 impacted the management of teaching and learning strategies in secondary schools within the Hlanganani North Circuit of Vhembe District. A qualitative research approach was adopted, utilising interviews, observations, and document analysis to gather data. Participants were chosen through purposive sampling and included three principals, three deputy principals, and three departmental heads, all serving as members of their respective school management teams. The study focused on three schools, with each school contributing one principal, one deputy principal, and one departmental head. The findings revealed that school leaders come across difficulties in adopting new teaching approaches, largely due to limited technological skills and knowledge. Important challenges identified included inadequate training and a lack of resources, which hindered the ability to sustain effective teaching and learning during the COVID-19 pandemic. The study recommended that the Department of Education should distribute resources and invest in the necessary infrastructure needed to support the digital transformation of education. It also concluded that providing training opportunities would help school managers strengthen their knowledge and skills associated with effective teaching and learning

South Africa's commitment to equitable education necessitates the adoption of inclusive practices that address the diverse needs of learners. Instructional leaders, including principals, deputy principals, and department heads, play a crucial role in integrating inclusive education strategies into school curricula and in implementing inclusive practices to enhance learner performance. The study examines how instructional leaders foster inclusive educational environments that promote academic success for all learners. The research employs a qualitative methodology to adopt the transformative leadership theory, emphasising equity, social justice, and systemic transformation. A multiple-case study design facilitated an in-depth understanding of leadership practices across varied school contexts. Data collection methods encompass semi-structured interviews. The research selected instructional leaders from primary and secondary schools in Limpopo Province. Anticipated findings suggest that leaders who demonstrate collaborative, visionary, and supportive leadership styles are more effective in promoting inclusive education strategies, thereby enhancing learner engagement and performance. However, limited resources, inadequate professional development, and resistance to change may hinder the successful adoption of inclusive practices. The study will recommend forming collaborative learning communities and strategically allocating resources to bolster inclusive education initiatives. The instructional leaders' capabilities enable schools to create more inclusive environments that cater to the diverse needs of all learners.

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

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

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

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

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

Entrepreneurship is thriving amongst the immigrant population in South Africa. There is an explosion of successful immigrant SMMEs. Researchers acknowledge that immigrants are operating successful SMMEs. There is still a paucity in the body of knowledge about the operational strategies contributing to the thriving of immigrant enterprises. The objective of the study is to examine the operational strategies of African Immigrant SMMEs. The study sought to answer the main research question – “What are the operational strategies of African immigrant SMMEs in Thulamela Local Municipality? The study adopted a qualitative approach. The population was immigrant SMMEs in Thulamela Local Municipality. Purposive non-probability and snowball sampling techniques were used to select a sample of 20 participants who met the set qualifying criteria for the study. Semi-structured face-to-face interviews were conducted with participants in English. Data was analysed using Archive of Technology, Life world and Language for text interpretation (ATLAS.ti) Version 8.4. The study found that operational strategies adopted by African immigrant SMMEs include industry experience capitalisation; credit to regular customers; long operating hours; competitor consciousness; and fast customer service. A similar study may be conducted in other municipalities or provinces towards a broader understanding of the subject matter in different contexts.

This study explores the role and impact of school feeding scheme programmes on learner well-being and academic performance in Limpopo Province, South Africa, using a qualitative research approach. School feeding schemes are essential interventions aimed at alleviating food insecurity and supporting educational development among socio-economically disadvantaged learners. Data were collected through in-depth interviews and focus group discussions with learners, educators, parents, and school administrators. This approach provided a rich understanding of lived experiences and perceptions regarding the feeding programmes. The findings reveal that regular school meals enhance learners’ concentration, motivation, and emotional well-being, which in turn positively influence their participation and engagement in the classroom. Participants also highlighted how the programme fosters a sense of stability and routine for vulnerable children. However, concerns were raised about irregular food deliveries, inadequate infrastructure, and limited variety in meal content, which often hinder the programme's overall effectiveness. The study concludes that school feeding initiatives play a crucial role in learner support, but their success depends on consistent implementation, community involvement, and improved management practices. These findings provide practical insights for policymakers and education authorities to improve the management, consistency, and nutritional quality of school feeding programmes in rural contexts.

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.