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This study presents a systematic literature review analysing the impact of artificial intelligence (AI) on higher education, focusing on its methods, results, and implications. By synthesising a diverse range of academic papers, the review explores how AI technologies influence educational standards and practices in higher education institutions. Findings reveal that AI has the potential to enhance the quality of higher education by diversifying teaching responsibilities, customising learning experiences, and employing intelligent, adaptive teaching strategies. These capabilities position AI as a transformative tool for improving educational delivery and outcomes. However, the study also highlights significant challenges associated with integrating AI into higher education. These challenges include delineating the appropriate scope of AI use, addressing inequalities in access to digital resources, and ensuring adequate training and support for educators and students. The review underscores the importance of understanding these complexities to guide the development of effective strategies and policies that optimise AI's potential while mitigating its limitations. The review offers critical insights into the dual role of AI in higher education, where it can either advance or hinder educational standards depending on how it is implemented. By examining the advantages, limitations, and broader consequences of AI-powered instructional tools, this study provides a comprehensive perspective on the intricate relationship between AI and educational quality. The findings aim to inform educators, policymakers, and stakeholders about the opportunities and challenges of adopting AI in higher education, contributing to the development of inclusive, innovative, and sustainable educational practices.

Whenever the issue of poor employee performance arises, the question of the provision of staff training takes center stage. Staff training is seen as the principal driving force and central to effective and efficient job performance. The quest to achieve high performance at the workplace has always been derailed by an acute lack of skills. Despite the plethora of studies of staff training and employee performance in different sectors, the literature has not yet explored the relationship between the two variables in the transport sector, particularly in the South African context. However, the relationship between staff training and employee performance has been engulfed in and apprehended by complexities, mistrust, and misunderstandings. It is through this premise that this paper seeks to evaluate the influence of staff training on employee performance in the transport sector. The study adopted an exploratory research design and tapped into a qualitative research approach. Using the purposive sampling technique, a sample of 15 respondents, comprised of skill development representatives of organizations operating in the transport sector in Durban, were interviewed. Unstructured interviews were used to collect data from the respondents. The key findings revealed that staff training has a positive influence on employee performance in the transport sector. The study plays a pivotal role in extending knowledge in the fields of staff training and employee performance.

Functional foods are foods that improve mental and physical well-being. Consumption of functional food has attracted much interest globally based on its benefit in the prevention of life-threatening diseases such as obesity, stroke, heart attack, diabetes, and cancer. Notwithstanding the health importance of functional food consumption, research on the marketing of functional foods is sparse in the literature. The research seeks to evaluate consumers purchase behaviour toward functional foods. The research employed a quantitative method. A consumer survey was conducted using a self-administered questionnaire on a sample of 384 consumers at several grocery stores in the uMhlathuze region, South Africa. The findings demonstrate the significance of understanding consumer motivations and attitudes in enabling food producers to implement the best marketing strategy to increase sales as well as enabling dietitians and medical professionals to share information and create more awareness regarding the health benefits of consuming functional foods. Likewise, the findings showed a significant positive correlation between social factors and age. This indicated that as people increase in age, social factors have more impact on their purchase decisions toward functional foods.

In South Africa, the educational landscape is characterised by constant evolution and dynamic classroom changes, driven by technological advancements, diverse student populations, and evolving pedagogical approaches. Pre-service teachers are crucial in navigating these changes and fostering effective learning environments. This systematic literature analysis explores the relevance of curriculum for pre-service teachers in addressing the challenges posed by dynamic classroom contexts in South Africa. Drawing upon a comprehensive review of existing literature, this study examines the alignment between pre-service teacher education curricula and the evolving needs of classrooms in South Africa. Key themes explored include integrating technology, cultural responsiveness, inclusive education practices, and pedagogical flexibility. The analysis also considers the efficacy of current pre-service teacher training programmes in preparing teachers to meet the diverse needs of students in dynamic classroom settings. Furthermore, the study investigates the perceptions and experiences of pre-service teachers regarding the adequacy of their curriculum in equipping them for the realities of South African classrooms. By synthesising findings from various sources, this research aims to inform curriculum development efforts and enhance the preparation of pre-service teachers for the multifaceted challenges of teaching in South African schools.

Local Economic Development strategies were formulated in response to the stipulations made by the national government of South Africa. The national mandate placed the responsibility on the local sphere of government to promote economic progression from a grassroots level and to contribute to developmental activities within the state. The National Framework LED has been created as a basis for the effective practice of LED in terms of implementation. This paper focused mainly on evaluating the effectiveness of Local Economic Development strategies in uMhlathuze Local Municipality within Empangeni town. This paper and its problem were developed by the researcher due to the growing unemployment rate in South Africa which mostly affects young people, more especially at the municipal level. The researcher was convinced to evaluate how the economic development strategies or initiatives addressing the issue of unemployment and assisting economic development within the uMhlathuze Local Municipality, intending to come up with mechanisms that may be put at hand to ensure the effectiveness of these strategies provided to address economic issues with the municipality. This paper employed qualitative methods to collect and analyze data. Qualitative data were collected from community members and staff of the municipality within the Department of Economic Development through the use of questionnaires. The analysis of qualitative data was done through thematic analysis. The findings of the research revealed that there is a communication breakdown between the community and the municipality to enable the community to use the opportunities for economic development. This paper recommends that the municipality needs to develop/advance communication methods to ensure that the community is informed and aware of the development opportunities that are provided by the community.

Sustainable innovation and entrepreneurship have emerged as pivotal drivers of positive change in today's dynamic world, where environmental, social, and economic challenges intersect. This paper explores the nexus between sustainable innovation, entrepreneurship, and societal impact, examining the evolution, principles, and case studies that exemplify the transformative potential of sustainable ventures. Through an analysis of leading exemplars across industries, including Tesla, Patagonia, and Unilever, key lessons learned and best practices are identified, highlighting the importance of stakeholder collaboration, transparency, and long-term commitment to sustainability. Moreover, the paper assesses the impact of sustainable innovation on society, emphasizing economic growth, environmental conservation, and social equity as critical outcomes. Looking ahead, emerging trends in sustainable innovation and entrepreneurship present opportunities for future ventures, yet challenges such as regulatory complexity and resource scarcity must be addressed. Recommendations for encouraging a culture of sustainable innovation and entrepreneurship globally include promoting collaboration, incentivizing sustainable practices, and investing in education and research. By embracing sustainability as a guiding principle, businesses can drive positive change, foster innovation, and contribute to a more resilient, equitable, and environmentally sustainable future.

Previous studies indicate the adverse effect of the COVID-19 pandemic on entrepreneurship sustainability and socio-economic development. The emergence of the COVID-19 pandemic caused an economic crisis in global economies. This study acknowledged that entrepreneurship is a crucial component to consider in mitigating the aftereffects of the pandemic on economies and their recovery. The study examines the characteristics that encourage the survival of entrepreneurship in the COVID-19 pandemic environment and investigates the link between entrepreneurship and long-term development. The study evaluated the relevant literature to validate the correlations between the key variables to accomplish this goal. Given the setting of the Coronavirus pandemic, the study determines what the future of entrepreneurship will look like. The study is interested in knowing what path the entrepreneurs will choose regarding recovery. The method used to perform this study was a judgemental survey on the future trends in entrepreneurship. According to the findings, the top three positions are freelancing, internet and innovative entrepreneurship, and business globalisation, which will follow the trend in entrepreneurship. The practical implications of this research support entrepreneurs in their pursuit of new business trends.

This study presents a systematic literature review analysing the impact of artificial intelligence (AI) on higher education, focusing on its methods, results, and implications. By synthesising a diverse range of academic papers, the review explores how AI technologies influence educational standards and practices in higher education institutions. Findings reveal that AI has the potential to enhance the quality of higher education by diversifying teaching responsibilities, customising learning experiences, and employing intelligent, adaptive teaching strategies. These capabilities position AI as a transformative tool for improving educational delivery and outcomes. However, the study also highlights significant challenges associated with integrating AI into higher education. These challenges include delineating the appropriate scope of AI use, addressing inequalities in access to digital resources, and ensuring adequate training and support for educators and students. The review underscores the importance of understanding these complexities to guide the development of effective strategies and policies that optimise AI's potential while mitigating its limitations. The review offers critical insights into the dual role of AI in higher education, where it can either advance or hinder educational standards depending on how it is implemented. By examining the advantages, limitations, and broader consequences of AI-powered instructional tools, this study provides a comprehensive perspective on the intricate relationship between AI and educational quality. The findings aim to inform educators, policymakers, and stakeholders about the opportunities and challenges of adopting AI in higher education, contributing to the development of inclusive, innovative, and sustainable educational practices.

This paper examines the socio-economic dimensions of population migration, emphasising its role as a vital social process within the broader societal framework. Employing a structural-functional approach, the study highlights how migration is shaped by and contributes to societal structures, norms, and cultural dynamics. Migration is influenced by socio-structural and cultural factors, reflecting the interconnectedness of institutions and societal conditions. For instance, urban industrial societies, characterised by institutional and structural compatibility, encourage rapid spatial mobility and long-distance migration. Conversely, traditional rural agrarian societies favour limited mobility and slower migration rates. Drawing on Durkheim’s theory of social evolution, the paper underscores migration’s transformative impact on society. It facilitates the transition from segmented, mechanically organised societies to complex, interdependent ones with advanced divisions of labour. This evolution signifies migration’s role as a driver of societal progress and adaptation. Secondary data analysis reveals that socio-cultural considerations, including family circumstances, are as influential as economic factors in migration decisions. The paper argues for government initiatives that promote social cohesion and regional integration to enable equitable migration opportunities. Such policies are essential for harnessing migration’s potential as a tool for societal advancement. By addressing the interplay of social, cultural, and economic factors, the study provides a nuanced understanding of migration as a dynamic and socially conditioned phenomenon. This research contributes to the discourse on population mobility by linking structural-functional theory with contemporary migration dynamics and policy implications.

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.