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The aim of the study is to explore the impact of brand awareness, brand loyalty and brand attitude on purchase intention in online shopping. The study was quantitative in nature adopting the survey method. Due to the absence of a sampling frame, convenience sampling, a form of non-probability sampling was utilised a total of 253 responses well collected from Braamfontein, a busy business district in Johannesburg, South Africa. In order to test the proposed hypotheses, a unique conceptual model was developed in which brand awareness, brand loyalty, and brand attitude acted as predictors while purchase intention served as the outcome. Data analysis was conducted in SPSS 27 where descriptive statistics were produced as well as regression analysis to test the proposed hypothesis. Findings suggested that customers perceived brand attitude to have the strongest impact on purchase intention while the weakest predictor of purchase intention was brand awareness as far as online purchasing was concerned. Managerial implications emerged from the study and suggestions for further research were proposed.

The integration of Information and Communication Technology (ICT) in education has the potential to enhance teaching and learning; however, several barriers hinder its effective adoption in South African schools. The paper reports on the study that examined the barrier to sustainable integration of ICT in Pietermaritzburg public secondary schools. The study used qualitative interview technique to collect data from 20 teachers. The Technology Organisation Environment (TOE) framework was used as a theoretical framework. The findings reveal that a lack of technological pedagogical content knowledge among teachers, high ICT infrastructure support costs, resource constraints, resistance to change, and theft and vandalization of ICT equipment significantly impact ICT adoption. Many teachers lack essential ICT skills, which affects their confidence in integrating technology into their teaching practices. Financial constraints further limit schools from maintaining ICT infrastructure, and resistance from experienced educators impedes change. Additionally, frequent theft and vandalization of ICT resources pose a serious risk, further hampering implementation. To address these challenges, the study recommends capacity-building initiatives to enhance teacher training, increased financial and technical support for schools, leadership-driven encouragement of ICT adoption, targeted awareness campaigns to mitigate resistance, strengthened security measures to protect ICT infrastructure, and equitable distribution of ICT resources to bridge the digital divide. A strategic and collaborative approach is essential to overcoming these barriers and ensuring effective ICT integration in South African schools.

The sociotechnical challenges primarily faced by students with disabilities are significantly hindering their active participation in academic programs. This study, therefore, holds immense importance as it aims to examine these challenges and evaluate the factors influencing the introduction of Assistive Technology in response to these issues. The researchers have used a to delve deep into these challenges and establish potential mitigation strategies for fostering inclusive education and a supportive learning environment. This study uses quantitative and qualitative data to understand factors influencing the integration of ATs in inclusive education. As a result, the study's findings, particularly the absence of a framework in the university disability unit, which is responsible for guiding the use and integration of AT, are crucial for understanding the current state of affairs. The delays in acquiring and delivering ATs result in students missing out on learning how to use the technologies. The use of ATs in the university was affected by the lack of training of lecturers who taught the students living with disabilities. Although there are ATs in the disability unit, they seem to be used by students who need urgent support and who need it in a limited time. Due to these factors, the study concluded that several factors influenced the integration of ATs in inclusive education at the university, and these need to be addressed urgently. This paper recommends that training should be conducted with lecturers and students to use ATs for learning and teaching purposes.

This paper inspects whether the South Africa Reserve Bank’s (SARB) Monetary Policy Committee (MPC) statements trigger have a causality with newspaper reports from the Mail and Guardian between 2010 and 2021. The study examines whether SARB’s post MPC statements’ readability is reciprocated in the subsequent Mail and Guardian newspaper articles. Using the Flesch Reading Ease Score and Flesch-Kincaid Grade Level score as the methodology, there is a systematic unpacking of both SARB’s MPC statements and newspaper reports from the Mail and Guardian which yield a dataset which is subsequently used to create a computation. This computation is then used to examine whether SARB’s MPC statements Granger cause the subsequent Mail and Guardian newspaper articles. Resultantly, the results show that there is no Granger causality between the SARB’s MPC statements and the Mail and Guardian’s Flesch Reading Ease Score and Flesch-Kincaid Grade Level score.

Management appointments do not represent gender equality, even though men and women are given equal opportunity. Social conventions and laws have supported male-dominated workplaces. This qualitative, exploratory, descriptive, and contextual study used a phenomenological technique to examine women's management experiences in Ekurhuleni, Gauteng, South Africa. The intended audience was managerial women. Purposive sampling, unstructured individual interviews, and inductive topic analysis were used. Trustworthiness was determined by credibility, transferability, reliability, and confirmability. Promoting autonomy, beneficence, non-maleficence, and justice was ethical. This study found workplace gender bias, male resistance to female leadership, gender intimidation, and a non-supportive work atmosphere. These data may help create workplace recommendations for women in managerial roles.

The study examined whether male and female South African accounting and tax practitioners differed in their self-reported ethical attitudes, reported professional experiences, reported categories of unethical client requests and stated intended responses to a tax-related ethical scenario. The study was motivated by mixed research observations on gender perceptions of ethical behaviour and the high number of previous accounting scandals in South Africa. These scandals have led many to question the ethics of the accounting profession, and whether accountants are upholding public trust. A quantitative, cross-sectional survey was employed. A total of 245 usable questionnaires were analysed. Mann-Whitney U tests were used to examine gender differences across 12 ethical-attitude items, while chi-square and exact tests were used to evaluate associations involving the categorical professional indicators, reported client-request categories and stated scenario responses. No statistically significant gender differences were detected across the 12 ethical-attitude items, and no professional ethical indicator remained statistically significant after adjustment for multiple testing. Although female respondents selected the understate-income category more frequently than males, this exploratory comparison did not remain statistically significant after adjustment for multiple testing. Approximately 90% of both groups stated that they would notify both the client and the South African Revenue Service (SARS) when responding to the understated-income scenario, and no statistically significant gender association was detected. Findings indicate limited gender-related variation in the reported ethical attitudes and stated professional intentions of practitioners in this predominantly young, early-career sample. They also highlight the importance of practitioners’ reported exposure to external client pressure and their stated intended professional responses. The findings should not be interpreted as demonstrating actual ethical behaviour or as establishing that professional education, regulation or occupational socialisation caused the observed similarity.

This study investigated the factors influencing consumer repurchase intentions of beauty and haircare products on e-commerce platforms in South Africa. With the growing trend of online shopping, understanding the determinants of repurchase intention became essential for businesses looking to retain customers. The purpose of the study was to explore how various factors such as brand trust, security risk perception, ease of use, customer readiness, and loyalty impact consumer repurchase behaviour. A quantitative research design was employed, using an online questionnaire to collect data from 164 respondents who had previously purchased beauty and haircare products on an online shopping site for cosmetics in South Africa. The study utilised multiple regression analysis to assess the relationships among the identified factors and their influence on repurchase intentions. The findings revealed that brand trust, ease of use, and customer loyalty were significant positive predictors of repurchase intentions, while security risk perception had a negative impact. Readiness did not show a significant relationship with repurchase intentions. Based on these results, the study recommends that e-commerce businesses in the beauty sector focus on building trust, enhancing user-friendly interfaces, and fostering customer loyalty programs to encourage repeat purchases.  

Small and Medium Enterprises (SMEs) significantly contribute to South Africa's economic growth and job creation; nevertheless, their sustainability is hindered by ongoing structural issues. The article analyses how digital platforms—such as fintech, digital payments, and e-commerce—can facilitate the growth and economic resilience of SMEs. The research employs a rigorous desk review process to synthesise information from academic literature, policy reports, and case studies published from 2015 to 2025. The analysis utilises thematic synthesis, uncovering four principal themes: (1) Barriers to SME Growth, (2) Digital Platforms as Solutions, (3) Obstacles to Digital Adoption, and (4) Theoretical Perspectives on Digital Adoption. Critical findings indicate that although digital platforms have substantial prospects, their adoption is constrained by infrastructural deficiencies, digital illiteracy, regulatory challenges, and perceived risks. Utilising the Technology Acceptance Model and Diffusion of Innovation Theory, the research illustrates that perceived utility and ease of use depend on structural and ecological preparedness. The document advocates for a comprehensive, contextually tailored support system that amalgamates infrastructure enhancement, digital skills education, regulatory reform, and the cultivation of institutional trust. The paper's contribution is the reclassification of contextual restrictions as primary factors influencing digital adoption in SMEs within emerging markets.

In an era of compounding crises, skills training is increasingly critical for building resilience in social enterprises (SEs), particularly in marginalized contexts. This study investigates the role of skills training in fostering resilience among township-based social enterprises in Johannesburg, South Africa. Operating within a legacy of spatial apartheid, chronic unemployment, and systemic inequality, these SEs face multidimensional skills gaps that constrain their scalability and sustainability. Through a qualitative, interpretive research design involving 15 SEs in Soweto, this study explores the key skills gaps, the contributions of training to resilience, and the systemic barriers to effective skills development. The findings reveal that skills gaps span financial literacy, technical competencies, digital skills, leadership, and psychosocial preparedness. Skills training, delivered through formal programs, private incubators, and informal peer networks, contributes to resilience by enhancing financial legitimacy, ensuring operational continuity, building social capital, and fostering psychological empowerment. However, significant barriers, including cost, geographic inaccessibility, communication gaps, and cultural mistrust, limit the inclusivity and impact of training initiatives. The study concludes that for skills training to be truly transformative, it must be reconceptualized towards co-designed, context-sensitive, and holistic models that integrate technical, managerial, and psychosocial capabilities. The insights contribute to the discourse on sustainable development and inclusive entrepreneurship in the Global South, offering implications for policymakers, development agencies, and social entrepreneurs seeking to build resilient ecosystems

School social work has become a globally recognized specialty, but its limited integration into South African schools risks worsening psychosocial issues among learners and increasing teachers' stress. The present research explored teachers' and parents' perceptions regarding the need for school social work services to address learners' psychosocial challenges and support teachers in two underprivileged schools in South Africa. Ten high school teachers and four parents from two underprivileged high schools participated in interviews as part of a qualitative research approach. The study employed reflexive thematic analysis to analyze the collected data. The findings revealed that teachers actively observed learners’ psychosocial problems and that current support structures were inadequate, as learners were referred to community-level social workers. While teachers attempted to support learners, learners were often reluctant to disclose sensitive issues; teachers lacked appropriate training in supporting learners and were overwhelmed by this non-academic role. School social workers were advocated for and viewed as offering dual benefits: providing individualized, holistic services to learners and their parents, and equipping educators with tools to better navigate learners’ psychosocial issues. We recommend the formal incorporation of school social workers in underprivileged schools to strengthen support systems, reduce pressure on teachers, and promote holistic learner development.