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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.

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.