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Digital transformation tools are increasingly promoted as strategic resources for improving mathematics learning, yet their contribution to conceptual understanding remains uneven across school systems. This systematic literature review examines how dynamic mathematics software, virtual manipulatives, adaptive learning systems, educational games and collaborative digital environments enhance conceptual understanding in secondary school mathematics. Guided by constructivist learning theory, cognitive load theory, socio-cultural theory and technological pedagogical content knowledge, the review synthesises peer-reviewed literature published between 2015 and 2025, supported by PRISMA-informed searching, screening and thematic analysis. The final synthesis shows that digital tools support conceptual understanding when they enable multiple representations, dynamic visualisation, feedback-rich exploration, personalised pathways and mathematical discourse. However, these benefits are conditional rather than automatic. Teacher digital-pedagogical competence, assessment alignment, cognitive design quality, learner language, infrastructure and equitable access mediate whether digital transformation becomes meaningful learning or merely tool substitution. The review contributes to business and social science scholarship by positioning the digital transformation of mathematics as an educational, social equity, and human capital development issue. It argues that secondary mathematics systems require coherent investment in teacher capability, curriculum redesign, responsible data use and inclusive infrastructure. The paper concludes that digital transformation should be governed as a pedagogical and systemic reform process, not as a technological intervention alone.

Infrastructure development remains a core mandate of local government in South Africa; however, many municipalities continue to experience persistent infrastructure backlogs due to financial constraints, limited technical capacity, and governance challenges. In response to these challenges, public–private partnerships (PPPs) have increasingly been adopted as an alternative approach to infrastructure development, enabling collaboration between the public and private sectors through the sharing of resources, expertise, and risk. Despite their growing application, the effectiveness of PPPs at the local government level remains inconsistent, particularly within smaller and resource-constrained municipalities.

AI-enabled assessment technologies are increasingly used by higher education institutions to protect academic integrity, scale online assessment and respond strategically to generative artificial intelligence. This paper examines how online proctoring, automated scoring, AI writing detection, and learning analytics risk flagging reshape institutional governance, stakeholder trust, and assessment strategy in higher education business ecosystems. Using a systematic-narrative review approach informed by PRISMA 2020 reporting principles, the study synthesises peer-reviewed literature and authoritative policy guidance published between 2015 and 2025. The analysis is organised around an integrated theoretical framework that combines assessment validity, academic integrity values, algorithmic accountability, and ecosystem strategy. The findings show that AI-enabled assessment can support identity verification, monitoring capacity, workflow triage and timely feedback when deployed as human-governed decision support rather than automated adjudication. However, over-reliance on surveillance and detection creates strategic risks: false positives, bias against linguistically diverse students, privacy intrusion, opaque decision-making, weakened due process and construct distortion when assessments measure surveillance compliance instead of intended learning outcomes. The review further shows that institutional legitimacy depends less on the technical promise of tools and more on governance capability, including proportionality, transparency, contestability, equity auditing, privacy protection and authentic assessment redesign. The paper contributes to business ecosystem and strategy scholarship by positioning academic integrity technology as a strategic governance issue within higher education service ecosystems. It recommends integrity-by-design, cross-functional AI governance, vendor accountability and assessment strategies that preserve fairness, validity and stakeholder trust.

This systematic review examines artificial intelligence (AI)-powered digital transformation in mathematics education as a strategic business ecosystem issue rather than only a classroom technology concern. The objective is to synthesise how AI-supported pedagogies create educational value, what ecosystem risks accompany adoption, and which organisational capabilities and governance conditions enable responsible implementation. Guided by PRISMA 2020 principles, peer-reviewed empirical and conceptual studies published between 2018 and 2025 were identified from Scopus, Web of Science, ERIC, Education Source and Google Scholar. A total of 3,241 records were initially retrieved; after duplicate removal, screening and full-text eligibility assessment, 203 studies were included for structured extraction, quality appraisal and thematic synthesis. The evidence was analysed through a business ecosystem lens focusing on value co-creation, stakeholder interdependence, digital governance, teacher capability, infrastructure readiness and equity. The findings show that AI tools can strengthen adaptive practice, formative feedback, diagnostic analytics, multimodal representation and teacher decision-making when they are embedded in coherent institutional strategies. However, strategic value is weakened by digital inequality, data privacy risks, algorithmic opacity, cognitive offloading, platform dependence, weak curriculum alignment and insufficient teacher capability. The study contributes an ecosystem strategy framework that positions AI as a pedagogical and organisational mediator within a network of learners, teachers, institutions, technology providers, policy bodies, infrastructure actors and communities. It concludes that AI adoption in mathematics education should be strategy-led, ethically governed and capability-driven. Sustainable value creation requires inclusive infrastructure, teacher professional development, data governance, assessment redesign, transparent procurement and partnerships that protect educational equity while enabling innovation in resource-constrained and digitally uneven contexts.

Increasing linguistic diversity in higher education institutions across Southern Africa has highlighted translanguaging practices in academic discussions. In Zimbabwean universities, English serves as the official language of teaching and learning and international students frequently navigate complex multilingual settings that challenge conventional monolingual teaching methods. This study examines the challenges and opportunities associated with translanguaging practices among international students at a public university in Zimbabwe. The study aims to explore how international students use translanguaging in both academic and social settings, recognise the difficulties they face in largely English-medium environments and assess the potential advantages of translanguaging for achieving academic success and fostering inclusion. The research is grounded in translanguaging theory. A qualitative research approach was utilised and three focus group discussions were used as data collection methods. The groups comprised 17 international students studying at the chosen state university, enrolled in English as a Foreign Language (EFL) and English for Academic Purposes (EAP) courses, from different nationalities and backgrounds. Participants were selected using purposive sampling. The data were analysed thematically to uncover recurring themes and insights. The study's findings indicated that translanguaging acts as an essential tool for constructing meaning, collaborating with peers and negotiating identity among international students. Nonetheless, institutional barriers, such as strict language policies and educators’ lack of understanding of translanguaging teaching methods, hinder its effective application. Students additionally expressed feelings of linguistic isolation and decreased involvement when confined to English-only practices. The research suggests that universities implement more adaptable language policies, offer training for instructors in multilingual teaching methods and establish supportive environments that acknowledge and utilise students' full linguistic skills. These measures may promote fairer and more efficient learning experiences for international students in Zimbabwean universities.

Globally, small businesses are recognized as key contributors to employment creation and economic development, particularly within local and regional economies. In South Africa, Small to Medium-sized Tourism Enterprises (SMTEs) play an important role in inclusive growth; however, their performance is often constrained by limited education levels and business skills among owners and managers. A quantitative research approach was employed, drawing on survey data collected from a random sample of 332 SMTE owners and managers operating within the province in order to understand the factors that contribute towards business performance. The findings underscore that the education levels and business-related competencies are significantly associated with improved business performance. Conversely, the findings demonstrate that deficiencies in managerial and operational skills negatively affect enterprise efficiency and growth potential. Furthermore, the study highlights the importance of targeted skills development and education initiatives for SMTE owners and managers and underscores the role of government and support agencies in strengthening training programmes to enhance the sustainability and competitiveness of the tourism sector. Overall, the study makes a significant contribution to the under researched area of tourism entrepreneurship by demonstrating the critical role of human capital in strengthening SMTE performance within a developing economy context. The findings of the study lay a solid foundation for future interventions to enhance business performance within the small business sector. Moreover, this study provides a foundation for further research and longitudinal studies in the area of small business performance.

This study explores how customer service influences consumer buying patterns among SMEs in East London, South Africa. SMEs are crucial to the local economy, yet many face challenges in retaining customers due to inconsistent service quality and limited resources. The research examines how service factors such as staff professionalism, communication, complaint handling, and responsiveness impact customer satisfaction, loyalty, and purchasing choices. Using the SERVQUAL model, Expectancy-Disconfirmation Theory, and Relationship Marketing Theory, a quantitative, cross-sectional survey was conducted. Data from 100 consumers who recently interacted with East London’s SMEs indicate that customer service is the top factor influencing purchasing decisions, surpassing price, product quality, and convenience. Friendly, helpful staff, strong after-sales support, and effective communication are key to fostering loyalty and repeat business. Although perceptions of service quality are generally positive, 25% of respondents expressed dissatisfaction due to delays, poor communication, and a lack of product knowledge. These issues underscore the need for targeted initiatives, including staff training, digital engagement, and loyalty programs. The study highlights the growing role of digital platforms in improving service delivery, especially for younger, tech-savvy consumers. Overall, the study recommends that SMEs should focus on regular training programs centered on customer engagement, product knowledge, and complaint handling. This will enhance service consistency and professionalism, leading to higher customer satisfaction and loyalty.

The head of departments in educational institutions is pivotal in bridging the gap between administrative directives and classroom realities. This study delves into the strategies adopted by Head of Departments (department heads) who are expected to balance their managerial responsibilities and teaching obligations, and sheds light on these strategies and the impact of this delicate balance on both their professional lives and the educational institutions they serve. An interpretive qualitative case study research approach was adopted to conduct this study in one South African university. Semi-structured interviews were conducted with four participants, and the data were analysed using narrative analysis. The study findings revealed many challenges, including time constraints, negative future career prospects, and the need to maintain teaching excellence and administrative efficiency. Despite these challenges, the research highlights several effective strategies adopted by department heads. These strategies encompass effective time management, task prioritisation, delegation, fostering a supportive work environment, and continuous professional development. The study highlights the importance of institutional support, professional development opportunities, and a conducive work environment to enable heads of departments to perform their functions effectively.

Job satisfaction is essential in hospitals for professional nurses to provide quality healthcare services. Job satisfaction of professional nurses contributes to their retention in public hospitals. This study assessed the job satisfaction of professional nurses in public hospitals in the Eastern Cape Province, South Africa. A qualitative case study approach was utilised, collecting data through a combination of in-depth interviews with management and shop stewards, and focus group discussions with professional nurses across three public hospitals in the Eastern Cape Province, South Africa. The interviews and focus group discussions were audio-recorded and transcribed verbatim. The data was analysed thematically. The following three themes emerged from the focus group discussions and interviews: passion for their jobs or profession, professional development opportunities, and a sense of appreciation and satisfaction that influenced professional nurses to continue working in public hospitals. The study further revealed that professional nurses were dissatisfied due to inadequate resources and working conditions, which prevented them from providing high-quality, comprehensive patient care. Job satisfaction is detrimental to staff retention and the provision of quality healthcare services in the South African public healthcare system. It is therefore essential that appropriate mechanisms are put in place to improve professional nurses' job satisfaction in public hospitals, as failure to do so will have a detrimental effect. Authorities should listen to and address professional nurses’ concerns to improve the quality of care in public hospitals.

Rural public service delivery is difficult due to poor healthcare, education, clean water, and infrastructure. In underdeveloped countries, resource limits and governance issues can impede progress. Old infrastructure, financial mismanagement, and governance challenges in King Sabata Dalindyebo hinder rural residents' access to electricity, water, and sanitation. The study assessed public service delivery, identified difficulties, and suggested sustainable improvements. This study uses service delivery theory to frame rural development in King Sabata Dalindyebo. The study conducted qualitative research to determine how rural local governments might improve public service delivery, concentrating on KSD. Due to case study approach, this study focuses on KSD. This study collected data using semi-structured interviews and purposive sampling. Data was examined thematically. Electrification and infrastructure have improved, but unequal service distribution, illegal electrical connections, and a lack of long-term investment remain. Sustainable service delivery requires community involvement, but existing efforts to engage the community, especially vulnerable groups like youth, are insufficient. The paper advises increasing electrification funds and using renewable energy to fill service shortages. Stakeholder engagement and digital communication can improve public service delivery. This study adds to the literature by using a rural case from KSD Municipality to demonstrate how local governance flaws, uneven electrification, and narrow community inclusion affect service delivery. It offers grounded qualitative evidence from a rural Eastern Cape municipality and emphasises the necessity of integrating governing arrangements to inhabitants' lived experiences in judging municipal service delivery. 

Globally, female entrepreneurship is increasing in developing countries, although women-owned businesses typically operate on a smaller scale and generate lower profits than their male counterparts. In South Africa, youth face significant challenges of poverty, inequality, and unemployment, exacerbated by unequal income distribution, which locks many into poverty and worsens psychosocial issues. The South African Ministry of Social Development identifies these factors as reasons to encourage young female entrepreneurship to combat these adversities. A study within the King Sabata Dalindyebo Local Municipality (KSDLM) utilised a questionnaire to gather insights from female youth entrepreneurs, revealing high perceptions of their contributions to economic growth and employment creation in the region, with mean values of 4.24 and 4.21, respectively. These findings underscore the crucial role of female youth entrepreneurship in driving local development and promoting confidence in women's economic contributions. The study underscores the importance of supporting women's entrepreneurship through policies and educational programs to stimulate social transformation and economic growth, ultimately contributing to a more equitable society. Addressing the challenges faced by women entrepreneurs is crucial to realizing their full potential and enhancing the nation's economy.

Reader lexicon quality and organization affect text comprehension. This paper integrates empirical and theoretical investigations on how lexical quality affects understanding. This study seeks to define lexicons, which are essential to reading comprehension. This research emphasises the requirement for vocabulary teaching trajectory to improve educational fluency. Qualitative research methods, including phenomenology, underpin this study. Due to its focus on subjective experiences, the study was able to contextualise how participants use lexical information to comprehend text. A focus group discussion with five carefully picked participants captured rich and in-depth participant perspectives on vocabulary learning and text comprehension. According to this study, high-quality lexical representations enable rapid word recognition, while poorer fluency limits comprehension. This paper concludes and recommends that targeted instruction in vocabulary and fluency, which support reading development, is necessary for language learning functionality and to reduce language disjuncture for students at risk for comprehension difficulties.

The integration of Fourth Industrial Revolution (4IR) technologies into South African local government, as proposed by Ndamase et al. (2025), presents not only operational and technical challenges but also profound legal and regulatory dilemmas. While the potential for enhanced service delivery, citizen engagement, and transparency is significant, the current legal ecosystem governing municipal functions is ill-equipped to address issues of data sovereignty, algorithmic governance, cybersecurity liability, and digital inclusion. This conceptual study employs a doctrinal legal research methodology to identify the critical legal gaps impeding the responsible adoption of 4IR technologies in South African municipalities. Through a systematic review of international best practices from jurisdictions like the European Union, Estonia, and Singapore, and an analysis of South Africa's existing constitutional and legislative framework, this paper proposes a structured legal framework. This framework is built upon four foundational pillars: (1) Data Governance and Citizen Data Sovereignty, (2) Algorithmic Accountability and Transparency, (3) Mandatory Digital Inclusion and Accessibility, and (4) Adaptive Regulation through Regulatory Sandboxes. The study argues that without proactive and sophisticated legal instrumentation, the deployment of 4IR technologies risks exacerbating existing inequalities, infringing on fundamental rights, and creating new forms of unaccountable automated governance. The proposed framework aims to provide legislators and municipal officials with a roadmap for developing laws that not only enable innovation but also safeguard democracy, equity, and the rule of law in the digitalizing local state.

The learning process of a new language implies many different aspects to be considered and one of those aspects is the social component, family and society, that is always present in the learning processes. It is important to get to know what those roles are in the specific social context; how families/caregivers are supporting their children and the connection these actions have with academic performance in the English first additional classroom. Thus, this, this paper addressed the following research question: What is the importance of parental input in English first additional language? The aim of the study is to explore parental input in English first additional language. Data was gathered through a systematic literature review, and during the search, only English language was the subject of teaching in settings where English is not the language of the majority. After screening the papers, settled for only those that met all inclusion criteria for data extraction and analysis. Findings revealed that that parents are their child’s first teachers; thus, their involvement in additional language development is critical in enhancing academic performance. As the children’s ?rst learning experiences are tied to their home environment, the parents are important in creating a favourable learning environment for their children. Also, parents who read books with their child before the child goes to school, particularly primary school, and parents who participate in their child’s reading and managing homework outside school hours are the best predictors of academic achievement. However, some parents in disadvantaged communities had literacy challenges, thus unmotivated to assist their children with homework, unlike the educated parents, especially in semi- and urban areas who possess some   academic knowledge to manage EFAL homework.

Rural entrepreneurship has emerged as a significant focus and is widely recognised as a crucial contributor to the tourism sector and overall economic development of the Wild Coast in South Africa. Rural entrepreneurial ventures frequently function in unstable and resource-limited contexts, rendering them susceptible to various factors that may impede their sustainability. This study aimed to examine the success factors affecting the sustainability of rural tourism entrepreneurs in the Wild Coast region of the Eastern Cape province, South Africa. This study employed a descriptive research design and quantitative methodology. Additionally, inferential statistics were utilised to derive descriptive statistics from a sample of 310 tourism ventures, enabling inferences about population parameters via correlation analysis. A systematic random sampling technique was employed to select a sample of business respondents from the Wild Coast in the context of rural tourism entrepreneurship. The research findings indicate a significant correlation among skills development, motivations for entrepreneurship, business challenges, and strategic and management knowledge as critical success factors for rural enterprises. This study contributes to the under-explored domain of success factors influencing rural tourism entrepreneurs. This study identifies success factors for rural entrepreneurs and advocates for ongoing efforts and interventions to optimise their utilisation. This study significantly enhances the understanding of the impact of specific variables on the performance of SMTEs. This is especially important in the Eastern Cape Province, where there is a lack of research examining the factors that contribute to the sustainable success of rural tourism entrepreneurs.

Artificial intelligence has infiltrated various industries and workplaces. The application has been examined from two primary perspectives concerning threats and opportunities for enhanced job performance. Research indicates that AI can serve as both a disruptor in the job market by replacing human roles and as a facilitator for improved productivity and work performance. This study aimed to analyse final year students' perspectives on AI, considering it either as a threat to job market entry or as an opportunity for enhanced work performance. The study utilised a quantitative research approach, employing a Likert-type questionnaire for data collection and analysing descriptive statistics to meet its objectives. Data were collected from 200 final-year students selected from five faculties at a University of Technology. The data analysis revealed that students exhibited diverse perspectives on AI. They perceive it as a threat to job market entry and work performance; however, they also acknowledge potential benefits for enhanced work performance that can be derived from AI. The results were inconclusive regarding the significance of each perspective. Further research is necessary to determine the significance of threats to job market entry and the opportunities for improved work performance related to AI.

The objective of the study was to examine the perceptions of the efficacy of artificial intelligence (AI) in improving work performance between final-year students and recent graduates. The study employed a quantitative research methodology involving the gathering of quantitative data from two participant groups. The first group consisted of thirty representatives from final-year students across the six university faculties, while the second group comprised thirty recently employed graduates from the same universities. The students were instructed to engage with their peers in the faculties and thereafter evaluate their judgements of the utility of AI, considering both their own perspectives and those of their colleagues. The evaluations were assigned using a semantic differential scale ranging from 1 to 10. The Mann-Whitney test was conducted to determine if the difference in perspectives between the two groups was significant. Engagement in industry and the utilisation of AI enhance perceptions of its utility. Employees were more inclined to believe that AI can improve workplace performance, whereas final-year students expressed scepticism. It is advisable for higher education institutes.

Artificial intelligence (AI) is revolutionizing the world of research, posing unforeseen opportunities and imminent ethical challenges. This article redefines the ethic of research in AI by advocating for a shift toward a contextual, fair, and accountable approach. It examines critically how the existing standards of ethics are inadequate in addressing the complexity, scale, and lack of transparency of AI systems that are increasingly being used in research settings. By qualitative analysis of recent applications of AI in domains, the paper delineates core ethical issues, including undermining data privacy, algorithmic bias, incomprehensible decision-making, and diminishing accountability. These issues are enhanced in critical domains such as health care, social sciences, and public governance, where ethical errors have the potential to reinforce system injustice or victimize vulnerable populations. The paper argues that ethical responsibility in AI research has to be non-uniform. Rather, it calls for contextual ethics attuned to specific disciplines and cultural milieux in conjunction with justice-based methods that actively work against bias and inequality. Accountability must be designed into research design, not appended, through enforceable policy, continuous ethics education, and multidisciplinary governance. Suggestions include integrating AI-specific ethical norms into institutional policy, fostering open dialogue across disciplines, and developing an ethics culture of foresight. By encouraging a contextual, ethical approach, the research community can ensure that AI does not just accelerate discovery but does so in an equitable, transparent, and socially responsible fashion.

This study considers the constitutional requirement of public consultation in South Africa in light of the role of the executive in policy-making as well as the emerging trend of "stealth taxation." This work critically evaluates how the executive, availing itself of the cover of budget-making and regulatory power, has a tendency to introduce fiscal devices with minimal public or parliamentary engagement. This conduct raises alarming questions of constitutional compliance, transparency, and abnegation of democratic accountability. The research employs a doctrinal legal approach to examining pertinent constitutional provisions, leading cases, and administrative law principles. Comparative analysis is employed by resorting to similar practice and judicial standards applicable in other Commonwealth jurisdictions. Parliament records and fiscal policy papers from 2010 to 2023 are consulted to recognize and assess examples of indirect taxation evading substantive public participation. The findings exhibit a growing pattern of executive overreach through fiscal means that are neither transparent during deliberation nor scrutinized by the National Assembly. All these actions go against constitutional mandates, particularly those listed in sections 59 and 195, aimed at participatory democracy as well as good governance. The study indicates that consultation is not procedural courtesy but substantive constitutional imperative at the heart of democratic rule. This study significantly adds to demystifying the legal boundaries of executive discretion in fiscal matters. It calls for a normative approach to deliver stronger judicial control and procedural safeguards. The research highlights that the strengthening of public procedure for participation is crucial to safeguard parliamentary predominance as well as to advance credibility of tax policy within South Africa's constitutional framework.

The District Development Model (DDM) has been introduced in South Africa as a unified framework designed to enhance coordination and integration across District and Metropolitan municipalities, particularly in response to persistent challenges in infrastructure development, underdevelopment, and local economic growth. Despite its strategic intent, the DDM has elicited mixed reactions from stakeholders, necessitating empirical investigation. This study employed a mixed-methods approach, with a predominant emphasis on quantitative data collected from 24 middle managers through a structured questionnaire utilising a five-point Likert scale. The quantitative focus was justified by the need to evaluate theoretical constructs related to the implementation of the DDM. Key findings reveal that a majority (75%) of respondents expressed support for the DDM, recognising its potential to improve municipal planning and service delivery. Furthermore, 87.5% believed the model could enhance resource mobilisation for essential services. However, a large proportion (50%) of respondents were sceptical, seeing DDM as merely another political stunt. Considering these findings, the study recommends that municipalities proactively engage staff in capacity-building initiatives to foster understanding of the DDM’s objectives and that leadership visibly commit to its implementation through the development of supportive policies and procedures.