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The rising costs of higher education have placed increasing financial pressure on students, with living expenses often becoming a significant burden. Many students struggle to balance tuition fees, academic responsibilities, and personal living costs, leading to financial stress and even delayed graduation. The aim of the research was to explore how sharing living expenses through cohabitation can alleviate financial burdens for students and offer broader economic benefits. The study investigated the financial advantages of cohabitation, focusing on how shared costs, such as rent, utilities, and food, contribute to financial stability and improved quality of life for students. The study adopted qualitative approach to get an in-depth exploration of how sharing living expense alleviate the financial burdens of students.  Through interviews with students who share living spaces, the research examined how cohabitation influences the financial well-being, academic performance, and overall mental health of students. The study explored the impact of shared living arrangements on fostering social connections and emotional support, which may further enhance students' academic and personal development. The study has provided valuable insights for students, higher education institutions, and policymakers seeking to address student financial burdens and improve student well-being through more affordable housing options.  

Academic probation serves as a formal intervention for underperforming students in higher education, yet little is known about how students themselves experience this status. This qualitative study explores the personal, academic, and emotional dimensions of being placed on academic probation from the perspectives of affected university students. Drawing on in-depth interviews with undergraduate students at a public university, the research identifies key themes including isolation, withdrawal, institutional support, and self-perception. Findings suggest that while academic probation often triggers stress and shame, it can also act as a catalyst for growth and re-engagement, depending largely on the support systems available. This qualitative study employed a phenomenological design, supported by a contextual, descriptive, and explorative design aimed at obtaining an in-depth understanding of the psychosocial experiences of such students. The study population included students on academic probation. The researcher used non-probability, purposive sampling to draw a sample from the larger population. The data was analysed thematically. The study was ethically approved by the University of South Africa with Ref No 41454928_CREC_CHS_2023.

First-year students confront various difficulties when they move to higher education, especially in South African universities, which have a heterogeneous socio-economic environment. This study examined the "registration conundrum" students encounter while investigating the sociological factors affecting their experiences during this crucial beginning stage. A mixed-methods approach was used to record the depth and breadth of first-year students' experiences, integrating qualitative interviews with quantitative questionnaires. Ten first-year University of Venda students participated in the study, which provided detailed information about the participants' emotional and personal experiences during the registration procedure. Purposive sampling was used to choose the participants. Findings indicated that inadequate access to resources, bureaucratic inefficiencies, and socio-economic inequality significantly heightened stress and anxiety levels among students, leading to delayed academic engagement. The study also emphasized how race, gender, and class intersect to influence students' registration experiences and how those experiences affect their academic achievement and social integration. According to the research, to improve educational equity and accessibility, higher education institutions must implement inclusive and flexible registration procedures that consider the particular difficulties faced by first-year students. In addition to illuminating the subtleties of student experiences, this sociological viewpoint advocates for legislative changes meant to enhance South Africa's higher education system. The study complied with ethical standards for privacy, anonymity, informed consent, confidentiality, and harm avoidance.

The conception and focus of Siyaphumelela Project were on the promotion of student success through the support programmes rolled out by the university’s support units. For the past ten years of the Siyaphumelela Project’s life, academic departments were left out, and they were not involved when data was elicited from student. The primary objective of this conceptual paper was to offer a critical analysis of the impact of Siyaphumelela Project on student access and success and how caring pedagogy influenced student learning and success in one school of teacher education in South Africa. We used Caring Pedagogy as a frame of reference in reflecting on building relationships, compassionate classrooms and promoting student learning. In this study we used desktop research.  Firstly, data identified that faculties and units are operating in silos instead of building solid relationships. Secondly, the research findings identified a need to create compassionate classrooms and caring environments. As part of conclusion, the paper recommends the case Teacher Education to adopt Caring Pedagogy perspectives and holistic and inclusive and integrated and empathetic approach. Furthermore, to foster within Siyaphumelela Project compassionate classrooms and caring environment that promotes collegial and collaborative working space and fosters student learning and success.

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.