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Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the thematic approach, the findings revealed that the practitioners in rural areas had an insufficient understanding of teaching using play pedagogies. This had a negative impact on standard provisions for play pedagogies suited for young children, where appropriate suggestions are offered to the practitioners on the planning, implementation, and support of play practices within early learning. Furthermore, there is a shift in the early learning curricula incorporating advanced academic skills, a beneficial tool to aid children’s learning and development.

School curriculum in post-colonial societies has been castigated, not only as alien and irrelevant, but as dehumanizing and marginalizing to the indigenous people. This study gleans insights into how Ubuntu (humanness) – a strand of indigenous African knowledge - is being implemented in Zimbabwe’s New Curriculum Framework 2015-2022. This qualitative desktop study, couched within the Southern Theory framework, teases the enactment of Ubuntu (or lack of it) in classroom practice. Critical discourse analysis was adopted as the research design in reviewing 15 studies published between 2016 and 2021 on the implementation of Ubuntu in Zimbabwean primary and secondary schools. Findings indicate that, while Ubuntu is espoused as the overarching reform philosophy, not much has been done to nurture classroom practice that promotes collective participation, communitarianism, humility, and love for humanity – the key principles of Ubuntu. This critical discourse shows that most teachers, because of their training, limited knowledge, urbanization and westernization, are not keen to practice Ubuntu in their classrooms. Paltry salaries and poor working conditions also demotivate most teachers from embracing curriculum change and experimenting with new ideas.

The study was carried out to investigate the impact of learners’ disruptive behaviour on teacher well-being. To achieve this aim, a phenomenological research design was used. The convenience sampling technique was adopted, as participants who were the most accessible to the researcher were contacted. The participants in this study were teachers from four different secondary schools in Bloemfontein. A total of ten teachers were selected to take part in this study. The data collection instrument for this study was a semi-structured interview schedule. The thematic analysis method was used, as this method makes it easier for the researchers to read and organise the data, as well as to make sense of the data by coding and grouping the themes. The findings from the study show that learners’ disruptive behaviours have a negative impact on teachers’ well-being. It is therefore concluded that learners’ disruptive behaviours have a severe negative impact on teachers’ overall well-being. 

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling.

This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning.  Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork.                                                                                              

This study presents a thematic literature review aimed at understanding the systemic barriers that Black African women face when accessing bank loans in South Africa, as well as the critical role that the humanities can play in addressing these issues. In the context of the persistent economic instability facing South Africa, the small business sector has become a vital source of income and resilience for Black women. Despite this, their economic potential remains constrained by limited access to bank loans. Guided by an intersectionality framework, the study discusses the systemic barriers that contribute to the financial hardships and exclusion of Black African women. It further explores how gender-sensitive and humanities-informed approaches can contribute to more inclusive financial services. This includes emphasizing the need for culturally sensitive financial products, bias awareness training, and supportive policy frameworks. The review calls for strategic interventions to improve economic empowerment among Black African women entrepreneurs. Central to these interventions is the role of humanities faculties in facilitating Short Learning Programs and Skills Training Programs that provide business training, helping women manage finances and scale their ventures sustainably through enhanced financial literacy. This increased knowledge can improve their chances of success, even in the absence of formal funding. Conducting Afrocentric research is another avenue to uncover the barriers and address the current financial exclusion that Black women in South Africa experience. Gender equality in financial inclusion must remain one of the fundamental building blocks for steady and positive economic growth in South Africa.

Gender inequality remains prevalent in leadership positions within South African schools. Previous research attributes this disparity to socio-cultural factors that hinder women's advancement into leadership roles. However, limited studies have examined the effectiveness of existing gender legislation in promoting equality. This article explores the role of gender legislation in fostering equitable school leadership in selected primary schools in Gauteng. Grounded in an emancipatory paradigm, the study adopts a qualitative approach to gain a comprehensive understanding of the issue. Key participants included the School Governing Bodies as stakeholders during the promotion of school managements, union representatives as observers in ensuring that gender policies are applied effectively, and the district officials involved in recruitment processes. Therefore, consisting of crucial members who play a crucial role in implementing gender legislation during leadership appointments. Data collection methods used in the study were obtained using semi-structured interviews and document analysis, which consisted of gender legislation applicable in the Department of Education. Data was analysed by means of thematic analysis. Findings indicated that the effectiveness of gender legislation largely depends on its implementers, who often fail to adhere to it. Additionally, women are frequently perceived as less effective in handling school disciplinary issues, a key criterion in principal selection, leading to male dominance in middle and senior management positions. The study recommends that the implementation of gender legislation be a collective responsibility of all stakeholders within the Education Department, rather than being left solely to selection panels, which may prioritise personal interests over equitable representation of leadership.

Customer service quality is still a major problem in Zimbabwe’s telecommunications sector. This study aimed to develop a framework to improve customer service in the sector. It focused on how network reliability, how quickly complaints are resolved, staff skills and empathy, and customer involvement in service improvement affect customer satisfaction. Customers often face network failures, slow responses to complaints, and poor communication with service providers. These problems reduce customer satisfaction.: The study used data collected in Manicaland Province, Zimbabwe. A convergent parallel mixed-methods approach was used. Quantitative data were collected from a random sample of 220 customers, while qualitative data were collected from 13 purposively selected participants, including managers and frontline customer service staff. Data analysis was conducted using SPSS AMOS version 23 and thematic analysis. The results showed that network reliability had a strong and positive effect on customer satisfaction. Staff competence and empathy also had a significant positive effect on customer satisfaction, showing that skilled, respectful, and caring staff improve customers’ experiences. In contrast, complaint-resolution efficiency did not have a significant effect on customer satisfaction. The analysis further showed that value co-creation partially mediated the relationship between network reliability and customer satisfaction, as well as between staff competence and customer satisfaction. The study recommended that regulators such as Postal and Telecommunications Regulatory Authority of Zimbabwe (POTRAZ) enforce service quality standards, and that policymakers support digital inclusion and innovation. The study contributes that customer satisfaction can be improved by upgrading network infrastructure, providing ongoing staff training, empowering frontline employees, and creating formal ways to engage customers.

Despite extensive research on the language-related challenges that impede learners' comprehension and academic performance, gaps remain. There is inadequate exploration vis-à-vis how language-related challenges influence history learners’ epistemic access. Underpinned by Decoloniality theory, this study explores how language-related challenges learners encounter influence their epistemic access to History. A qualitative approach, guided by interpretivism and phenomenology, will drive this study. Purposive sampling was employed to select Grade 9 history learners, parents, and teachers. Semi-structured interviews were used alongside observations and document analysis. Thematic Analysis was employed to thematise our findings regarding the influence of LoLT on conceptual understanding, monolingualism as coloniality, lack of resource availability and use, and language in a multicultural space. Irrespective of the geographical and participants limitations of this study, the Department of Basic Education may find these results useful to conscientize other schools, with the similar context, of the language-related challenges that may impede learners’ epistemic access in history. It may encourage translanguaging pedagogy strategies such as the use of learners’ entire linguistic repertoire, semiotic resources, multimodality, parents and community involvement to be used to address the abovementioned language-related challenges. It is vital for teachers to be trained on implementing translanguaging pedagogy as well. Notwithstanding, more research needs to be undertaken which seeks to find innovative ways to increase parental and community involvement in history education, to enhance learners’ epistemic access in history.

Gender Based Violence (GBV) is a significant public health issue that has been extensively researched, particularly in relation to women and girls. However, there is limited research on the psychological consequences of GBV experienced by men, especially in rural African contexts. This qualitative research explored the psychological impacts of GBV on men in rural Zimbabwe. Fifteen participants were purposively selected to participate in focus group discussions. This study involved married men and women aged 20 to 45, encompassing both employed and unemployed individuals. It was completed over two weeks, facing time constraints due to commitments of both researchers and participants. Content thematic analysis was used to analyse the data. The findings indicate that men in rural Zimbabwe face various forms of GBV, including physical abuse, psychological and emotional abuse. The data reveal that the psychological consequences of this violence can be severe, with some men experiencing depression, anxiety, post-traumatic stress, and even death. The study recommends that, there is need for greater awareness, support services, and counselling to address the unique challenges faced by male survivors of GBV in this context. The research further recommends calling for further research to better understand the gendered dynamics and help-seeking behaviours of men experiencing GBV in rural African communities. Developing culturally appropriate interventions and dismantling harmful gender norms are identified as critical steps toward supporting the mental health and well-being of male GBV survivors.