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Sustainable food systems are essential for achieving numerous Sustainable Development Goals (SDGs), particularly in securing food availability, enhancing nutrition, and fostering sustainable agriculture, while also aiding in other SDGs such as poverty alleviation, promoting health and well-being, encouraging responsible consumption, and addressing climate change. Discussions about both Sustainable Development Goals and the sustainability of food systems are ongoing. This article engages with these discussions by investigating the link between the Sustainable Development Goals and food systems, and analysing how food systems might be prioritised as essential for attaining the SDGs. Supported by a secondary literature assessment, the article demonstrated that food security is essential for sustainable development, influencing many Sustainable Development Goals (SDGs). Numerous Sustainable Development Goals will be realised when individuals have access to sufficient nutritious food. The conclusion is that recognising the intersections and interrelations between the Sustainable Development Goals (SDGs) and food systems, along with implementing transformative measures that empower stakeholders along the food supply chain, will enhance governments' prospects of achieving the SDGs.

This study offers a thorough examination of South Africa's National Development Plan (NDP), emphasising its dedication to advancing gender equality in higher education. Notwithstanding constitutional assurances of equality, considerable gender discrepancies endure in South African higher education institutions (HEIs), with women encountering institutional obstacles that impede their entry and achievement. The research utilises a systematic review approach, consolidating current academic literature to discern the problems and opportunities related to the NDP's gender equality objectives. Critical findings indicate that structural obstacles, including socio-cultural views and financial limitations, substantially hinder women's engagement in higher education. The under-representation of women in leadership positions within higher education institutions fosters a cycle of inequity, as cultural beliefs and institutional regulations frequently neglect the distinct problems encountered by female students. The investigation underscores the necessity of employing an intersectional approach to comprehend the intricacies of gender inequality in higher education. This study emphasises the importance of executing targeted interventions and unified national policies to cultivate an inclusive educational environment that empowers women and corresponds with the overarching objectives of sustainable development. By resolving these difficulties, South Africa can advance towards genuine gender equality in its higher education system, thereby fostering national development and social progress.

Many scholars in the field of migration and xenophobia have consistently examined various levels and expressions of xenophobic behavior within the South African context. They have contributed significantly to conceptualizing migration as inherently conflict-prone, often citing incidents categorized as xenophobia, Afrophobia, and color-blind xenophobia in both scholarly and public discussions. While ample scholarly evidence exists regarding factors that promote social cohesion between South Africans and African immigrants, as well as their implications for African continental integration, there is a notable dearth of scholarly attention on how Philoxenia, the concept of extending friendship or hospitality to strangers, can contribute to the project of African continental integration. Utilizing qualitative research methods and document analysis as a data collection technique, this paper reveals those certain aspects of the South African migration legislative framework exhibit Philoxenic characteristics. Moreover, the paper provides evidence of multiple economic sectors and communities in the country that demonstrate Philoxenia. The paper concludes that Philoxenia can serve as a catalyst towards achieving a united state of Africa, while "xenophobia", "Afrophobia", "Threats” to social cohesion”, "colour-blind xenophobia” and “sibling fights or sibling bullying” are impediments to this long-term objective of the African Union. The paper recommends that, South Africa as one of Africa’s dominant African immigrants’ host state must come up with legislation that criminalizes the latter actions.

This study employs a qualitative systematic literature review to examine the barriers and opportunities for women’s leadership in academia, with a particular focus on South African higher education. Secondary data were sourced from peer-reviewed journal articles, books, dissertations, and opinion pieces, ensuring a comprehensive analysis of existing research. A total of 130 studies were reviewed, with data collected and analysed using qualitative content and thematic analysis methods. The findings highlight persistent structural, cultural, and institutional barriers that hinder women's advancement in academic leadership. These include gender bias in recruitment and promotion, the absence of mentorship and support networks, challenges in achieving work-life balance, and the intersectionality of race and gender, which disproportionately affects Black women. Despite the progress made through gender equity policies, the slow pace of transformation within male-dominated academic institutions remains a significant obstacle. However, the study also identifies key opportunities for women in leadership, such as the implementation of gender equity initiatives, the strengthening of mentorship programmes, and the increasing recognition of diverse and inclusive leadership styles within universities. Institutional commitment to gender transformation, alongside global frameworks such as the United Nations Sustainable Development Goals (SDGs), presents a pathway for women to attain leadership positions. The study stresses the need for continued institutional reforms that challenge traditional gender norms, foster mentorship, and promote work-life balance policies to achieve sustainable gender equity in academic leadership.

This study examined the efficacy of the internal control systems at a TVET College in the Vhembe district, emphasising the five essential components of an internal control system: the control environment, risk assessment, control activities, information and communication processes, and monitoring. This research utilises a sample of 52 permanent employees. The selected responders possess familiarity with internal control systems and are engaged in the development and execution of the organization's internal control system. Descriptive statistics, including frequencies, percentages, and cumulative percentages, were employed for analysis. The study's findings indicated that the institution's control environment was predominantly effective, whilst the remaining four components of its internal control system were moderately effective. The researcher determined that the institution's internal control system was moderately effective. The findings indicate that TVET College management should prioritise the enhancement of internal control systems to improve operational efficiency and risk management. The research emphasises the necessity for policies that fosters the ongoing enhancement of internal controls, potentially resulting in stronger governance and accountability inside the organisation.

Illegal mining, particularly as carried out by Zama Zamas (informal artisanal miners), has become an escalating concern in South Africa, presenting multifaceted challenges to affected communities. This study investigates the localised impacts of illegal mining in Atok, a community situated in Limpopo Province, through the lived experiences and perceptions of its residents. Employing a qualitative research design, the study uncovers the profound socio-economic and environmental consequences resulting from unregulated mining activities. Key findings include widespread environmental degradation, disruption of local economic activities, compromised public health, and a notable rise in crime and insecurity. These outcomes not only undermine the well-being of residents but also impede sustainable development in the region. The research underscores the urgent need for coordinated interventions involving government entities, local authorities, and community stakeholders to rehabilitate affected areas, enforce existing mining legislation, and implement community-based development initiatives. The insights generated contribute to the broader discourse on illegal mining and offer policy-relevant recommendations for mitigating its adverse effects in South Africa and similar contexts globally.

This study examined how conflicts between learners’ and teachers’ rights influence teachers' safety in South African schools and how school management structures respond to such situations. South African schools continue to experience high levels of learner violence and disciplinary disputes that are often framed through competing interpretations of human rights. These tensions shape teachers’ daily work and raise concerns about safety, dignity, and professional well-being. The study was guided by an interpretivist paradigm and informed by Curwin and Mendler’s Discipline with Dignity model. A qualitative case study design was adopted. Semi-structured interviews were conducted with teachers and learners at a secondary school in Limpopo Province. Thematic analysis was used to interpret the data. The findings show that persistent rights-related conflicts and learner aggression create significant emotional, psychological, and professional strain for teachers. Teachers reported limited institutional support after incidents were reported. School Management Teams often prioritised learner welfare, inconsistently applied policies, and offered few practical safeguards for teachers. The study recommends clearer reporting mechanisms, stronger SMT accountability, regular review of school safety policies, and collaborative interventions involving parents, district officials, and support professionals to strengthen teacher protection and restore professional dignity

The study investigated the impact of digital transformation on non-financial performance of small and medium-sized enterprises (SMEs) in the City of Mbombela Local Municipality. The study is of quantitative nature and sampled 142 SMEs operating in the municipality. A self-administered, closed ended questionnaire was employed and tested for validity and reliability before collecting data from respondents. The study employed a simple linear regression analysis and performed Cronbach’s Alpha to test the reliability of the instrument. The data was analysed using inferential and descriptive statistics. The study found a statistically significant and positive relationship between operational efficiency and digital transformation of SMEs. Furthermore, there is a positive relationship between business growth and digital transformation of SMEs. However, there is an insignificant relationship between conversion rate and digital transformation of SMEs. The practical implications of the study inform the owners and managers of SMEs that adopting strategic innovative digital technologies improves non-financial performance of the business. Therefore, emphasises the significance of digital transformation aligned with the core business which promotes operational efficiency and growth. The results are expected to persuade SMEs to devote necessary attention to digital technologies implemented within the businesses.

This study examines the impact of COVID-19 on a historically disadvantaged university in South Africa’s Eastern Cape, focusing on challenges faced by staff and students during the transition to online learning. Using a qualitative case study approach within an interpretivist paradigm, data were gathered through semi-structured interviews with 20 purposively selected participants. Thematic analysis was applied. The shift to online learning amplified existing inequalities, with limited infrastructure, low digital literacy, and poor connectivity hindering access, especially in rural areas. The study calls for inclusive quality assurance frameworks that address technological and socio-emotional needs. The study offers empirical insight into digital learning challenges at disadvantaged institutions and informs policy on building equitable, student-centred post-pandemic higher education systems rooted in social justice. The study recommends improved digital infrastructure, equitable access to devices and connectivity, and enhanced support for staff and students. It urges institutions to adopt flexible, inclusive teaching models to ensure resilience and equity in digital education.

Entrepreneurship is essential in tackling youth unemployment and poverty in South Africa. Yet, little empirical research explores how entrepreneurial skills, support systems, and societal values impact university students' entrepreneurial activities and success. This study examines the effects of these factors on students’ entrepreneurial outcomes and investigates how societal values may influence the relationship between activity and success. Conducted among students at the University of the Western Cape and the University of Mpumalanga, the research employed a quantitative, positivist approach. Data from 314 students were collected via a structured questionnaire, and validated constructs were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to test the proposed relationships. Results show that entrepreneurial skills and support systems significantly drive entrepreneurial activity, which in turn positively influences entrepreneurial success. Societal values also directly predict success, but they do not significantly moderate the link between activity and success. Overall, entrepreneurial competencies and support mechanisms are crucial for student outcomes, while societal values enhance success but have limited moderating effects. This research is among the first in South Africa to integrate empowerment theory and an expanded Theory of Planned Behaviour to explain student entrepreneurship. It offers valuable insights for higher education institutions, policymakers, and entrepreneurship programmes aiming to promote success in emerging economies.