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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.

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.

This paper aims to explore how Traditional Healers (THs) and Traditional Birth Attendants (TBAs) support women during pregnancy, childbirth, and the postnatal period in Soweto, Johannesburg. Traditional healing remains a central part of maternal healthcare in South Africa, where cultural beliefs and accessibility influence women’s health-seeking behaviours. Using a qualitative, exploratory, and descriptive design, data were collected through key informant interviews with eight participants (five THs and three TBAs) selected through purposive sampling. Thematic analysis was employed to identify patterns in traditional knowledge, practices, and beliefs related to maternal healthcare. Findings revealed that THs and TBAs play an essential role across the maternal care continuum. In the diagnostic phase, they identify fertility challenges, breech pregnancies, and spiritual causes of illness through ancestral guidance, bone divination, and dreams. During the antenatal period, they provide herbal remedies such as isihlambezo to cleanse and strengthen the womb and perform protective rituals against witchcraft and evil spirits. In the perinatal stage, TBAs assist with labour management, delivery, and placental expulsion using culturally informed methods. Their postnatal care includes uterine cleansing, breastfeeding support, newborn care, and follow-up home visits. These practices, grounded in indigenous knowledge systems, coexist with biomedical care and remain vital due to their cultural resonance and accessibility. The study concludes that strengthening collaboration between traditional and biomedical health systems could enhance culturally sensitive, community-based approaches to maternal healthcare in South Africa.

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.

Orphanhood remains a significant and multifaceted challenge in sub-Saharan Africa, where children under the age of eighteen who have lost one or both parents are often exposed to heightened risks related to inadequate education, psychosocial support, nutrition, shelter, and care. South Africa is among the most affected countries, with orphanhood compounded by poverty, inequality, disease, substance abuse, and domestic violence. Although various governmental and non-governmental interventions exist, many are limited by poor sustainability, weak contextual relevance, and insufficient community ownership. Moreover, orphaned learners are frequently positioned as passive recipients of support rather than empowered contributors to their own development. This scoping review protocol aims to map and synthesise existing evidence on mentorship and life-coaching interventions to inform future framework development designed to enhance educational achievements and life goals of orphaned secondary school learners in Klipgat. Guided by the Arksey and O’Malley framework, the review protocol will involve identifying the research question, relevant studies, study selection, data charting, and the collation and summarisation of findings, with stakeholder consultation included where appropriate. A comprehensive search of studies published between 2010 and 2025 will be conducted on PubMed, Web of Science, Grey Literature, Scopus, and Grey literature. The review process will adhere to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) protocol guidelines.

Numerous studies have shown that colleges and departments at the University of Technology (UoT) are frequently overseen by mid-level management, who may not possess a thorough understanding of the potential effects of UoT choices on employee well-being in the workplace. Some of these leaders neglect employees by displaying autocratic or poisonous characteristics, instead than embodying ethical and effective leadership that fosters the principles of 'Spirit of Ubuntu' ethics. Thus, the research aimed to investigate the dynamics of subordinate leadership and employee interactions in the workplace for potential evidence of unethical leadership styles and behaviours at a University of Technology in South Africa. Quantitative data was obtained from 312 out of 420 employees, yielding a response rate of 74%. The inferential results substantiate the alternative hypothesis that lower-level leadership exhibits immoral tendencies in the workplace. Moreover, the findings of the hypothesis indicate that certain lower-level leaders may not consistently exemplify role modelling, transparency, and ethical behaviour. Furthermore, they may neglect to cultivate an environment that emphasises respect, trust, and equality among employees or sufficiently consider the ethical ramifications of UoT decisions. The research consequences indicate that certain lower-level executives lack mentorship, transparency, and ethical conduct. Consequently, certain lower-level leaders are reluctant to exhibit unusual dedication to resolving faculty or departmental issues. The study advocates for the introduction of annual anonymous assessments of subordinate leadership, which may reinforce the UoT’s principles of transparency, professionalism, fairness, responsibility, honesty, and integrity. These research findings may be utilised by other organisations investigating the correlation between lower-level leadership (Supervisors, Heads of Departments, etc.) and employees.

This paper aims to explore how Traditional Healers (THs) and Traditional Birth Attendants (TBAs) support women during pregnancy, childbirth, and the postnatal period in Soweto, Johannesburg. Traditional healing remains a central part of maternal healthcare in South Africa, where cultural beliefs and accessibility influence women’s health-seeking behaviours. Using a qualitative, exploratory, and descriptive design, data were collected through key informant interviews with eight participants (five THs and three TBAs) selected through purposive sampling. Thematic analysis was employed to identify patterns in traditional knowledge, practices, and beliefs related to maternal healthcare. Findings revealed that THs and TBAs play an essential role across the maternal care continuum. In the diagnostic phase, they identify fertility challenges, breech pregnancies, and spiritual causes of illness through ancestral guidance, bone divination, and dreams. During the antenatal period, they provide herbal remedies such as isihlambezo to cleanse and strengthen the womb and perform protective rituals against witchcraft and evil spirits. In the perinatal stage, TBAs assist with labour management, delivery, and placental expulsion using culturally informed methods. Their postnatal care includes uterine cleansing, breastfeeding support, newborn care, and follow-up home visits. These practices, grounded in indigenous knowledge systems, coexist with biomedical care and remain vital due to their cultural resonance and accessibility. The study concludes that strengthening collaboration between traditional and biomedical health systems could enhance culturally sensitive, community-based approaches to maternal healthcare in South Africa.

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.