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Traditional herbal medicine remains a vital component of healthcare across Africa, deeply rooted in indigenous cultural beliefs and practices. This systematic review employs the PRISMA framework to analyse regulatory frameworks, cultural significance, and practical challenges related to herbal medicine use in multiple African countries. Findings reveal that nations such as Ghana, Kenya, and Uganda have made notable progress in establishing regulatory agencies and legislative oversight, while others, including Ethiopia, exhibit weaker governance structures. The study highlights the critical role of cultural embeddedness, with traditional medicine addressing holistic health dimensions often absent in biomedical approaches. Despite the accessibility and affordability of herbal remedies, concerns about dosage inconsistencies, contamination, and lack of standardisation persist. Furthermore, uneven institutionalisation and generational knowledge loss threaten sustainability. The review underscores the need for harmonised regulatory standards, preservation of indigenous knowledge, increased research investment, and strengthened collaboration between traditional healers and biomedical practitioners. These measures are essential to safely integrate traditional medicine into formal healthcare systems and support universal health coverage across Africa.

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.

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.

Teaching and learning Geography in many countries require qualified teachers who are prepared to teach any Geography curriculum prescribed for Secondary schools. However, most of the geography teachers who have undergone all the administrative, academic, and training to become experts in teaching Geography are still finding it difficult to comprehend language of teaching and learning when teaching Geomorphology and map work. The purpose of this study was to explore the implications of language towards teaching and learning Geomorphological maps. The study followed qualitative approach with a case study design. An interpretive paradigm was used to look at the knowledge and practice of teachers on language towards the teaching of Geomorphological maps. Purposive sampling was used to select 12 Geography teachers who under-performed on Geomorphology and map work during academic years 2022 and 2023. Focused group and document analysis were used to collect data. Social Constructivism theory was used to give theoretical grounding of this study. The results of this study revealed that most Geography teachers lack language foundational competencies of teaching and learning language to provide proper linkage of Geomorphology and maps. The study concluded that support of the language enrichment on teaching and learning Geography and local maps to schools as instructional digital materials is a need to promote quality teaching of Geography. The study further recommend that Geography need to be paired with English in the university as specialized subjects to enhance pre-service language proficiency and pedagogical skills.