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The educational institutions in South Africa face challenges in integrating crucial 21st-century skills like critical thinking, problem-solving, and innovation into their academic programs. Project-based learning (PBL) has emerged as a valuable approach to enhancing entrepreneurial education by developing these essential competencies through real-world applications. PBL effectively bridges the gap between theoretical concepts and practical problem-solving in real-life situations by involving students in practical, hands-on learning. This study aimed to assess the effectiveness of Project-Based Learning (PBL) in fostering entrepreneurial skills among first-year science students at a rural university. Using a mixed-methods approach, participants created and presented organic soaps, simulating authentic business processes. The study used purposive sampling, and student performance was evaluated by a panel based on specific criteria. Data analysis included descriptive statistics and One-Way ANOVA, with data visualisation using Python's Matplotlib. The paper investigated whether the implementation of PBL significantly enhances students' entrepreneurial skills compared to traditional teaching methods. The study revealed that 210 students, mainly from schools with limited resources, faced challenges in practical chemistry despite prior instruction in Physical Sciences. The implementation of project-based learning proved to be an effective method for nurturing entrepreneurial skills, highlighting the importance of experiential learning. It is essential for higher education institutions to integrate entrepreneurship into their curricula, collaborate with industry, improve group dynamics, and prioritise quality control. These strategies have the potential to foster innovation and better prepare students for self-employment opportunities.

The global rise in life expectancy has spurred interest in healthy ageing and preventing age-related chronic diseases. Indigenous diets and recreational activities are recognised for promoting longevity and mitigating conditions like cardiovascular disease and dementia. This scoping review, guided by PRISMA-Scr, examined the impact of indigenous dietary practices and recreational activities on healthy ageing and managing age-related diseases. We searched PubMed, Web of Science, Google Scholar, and CINAHL Central for peer-reviewed English-language articles (2015–2025), identifying 36,984 records and including 34 studies. Findings show that indigenous diets, rich in plant-based foods, lean proteins, and minimal processed foods, are associated with lower chronic disease prevalence. Recreational activities, such as farming, hunting, and communal dancing, enhance physical fitness, social cohesion, and mental well-being, which are crucial for healthy ageing. Integrating diet and activity in indigenous communities fosters a lifestyle that supports long-term health. These practices offer valuable insights for global ageing strategies. Public health initiatives should adopt culturally sensitive approaches, incorporating traditional diets and activities to improve outcomes. Future research should explore adapting these practices for diverse populations, particularly in urban settings, to enhance their scalability and impact. 

Education has transitioned from an informal, community-driven process rooted in family and tribal collectivism to a formalized system of structured learning within schools. This paper explores the historical evolution of education, beginning with its early roots in natural, informal interactions within communities and the pivotal role of parents and families in shaping foundational learning. It examines the shift to formal education, driven by the advent of written symbols and societal complexity, and highlights the critical functions of schools in socialization, skill acquisition, and cultural preservation. Foundational theories on education are discussed, emphasizing its social embeddedness and collective purpose. The paper further addresses contemporary challenges in formal education, including issues of accessibility, quality disparities, systemic discrimination, and the selective nature of assessments. These challenges are analyzed through the lens of international legal frameworks, such as the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the Convention Against Discrimination in Education (CADE), which provide a normative basis for addressing inequities in education systems. The methodology taking a doctrinal approach involves a critical review of historical accounts, theoretical perspectives, and legal instruments, to uncover both cultural nuances and global legal standards relating to education. The findings underscore the transformative potential of education when it is inclusive, adaptable, and aligned with societal, cultural and legal contexts. Recommendations include improving accessibility and quality. By emphasizing the role of law in advancing these objectives, the study calls for systemic reforms to achieve universal access to quality education and highlights the necessity of aligning education with the broader goals of societal equity and development.

The Indigenous knowledge continues to play a vital role in the lives of Indigenous communities; however, much of the knowledge is at risk of becoming extinct. This is due to the oral nature of the knowledge.  With consideration for the safeguarding of the knowledge, digital content creation is a valuable tool for promoting indigenous knowledge. This raises the question: How can digital content creation be utilised as a tool to safeguard and promote indigenous knowledge? Thus, this paper explores the latter. The paper presents qualitative data generated from secondary sources between 2015 and 2025, utilising the Directory of Open Access Journals, ScienceDirect, and Google Scholar as search engines. The generated data was analysed using key themes emerging from the Qualitative Document Analysis (QDA). The findings show that digital content creation enables Indigenous communities to sustainably safeguard Indigenous knowledge while allowing easier access to the knowledge in the upcoming generations. The findings further show that the use of the use of digital content creation has not been a smooth process; therefore, bias, misrepresentation, digital divide, and intellectual property rights have emerged as the key considerations for safeguarding and promoting IK. Therefore, this paper concludes that digital content creation plays a vital role in reviving, preserving, and promoting the IK; therefore, these contestations may need to be mitigated for sustainable safeguarding of the IK.

This study explores the impact of disability support services on the academic success of students with disabilities in South African higher education institutions. Recognizing the increasing need for inclusive educational practices, this research examines how effectively disability support services (DSS) facilitate the academic journey of students with disabilities and whether these services contribute to their academic achievements. The study employs a qualitative research approach with an exploratory design, using a comprehensive desktop research methodology to synthesize existing literature and secondary data. Thematic analysis was employed to transcribe and analyze the data, allowing for the identification of key themes related to the accessibility, quality, and effectiveness of disability support services. Findings suggest that while disability support services in South African higher education institutions have made strides in providing accommodations and resources, significant barriers persist, including limited awareness, insufficient resources, and gaps in institutional policies. The study also highlights the role of DSS in promoting academic performance, retention, and social inclusion of students with disabilities. This research contributes to the ongoing discourse on the accessibility and effectiveness of support systems for students with disabilities in South Africa, offering insights that may inform policy development and institutional practices aimed at enhancing educational equity and inclusion.

The enrolment of international students continues to intellectually, culturally, and educationally enrich universities across the globe. In South Africa, international students bring vast and valuable experiences, perspectives, and skills to the host institutions. Research shows that besides the above contribution that international students make within the higher institutions of learning in South Africa, they also make significant economic contributions to the host institutions and country through enrolment. But beyond institutionalised practices of support and inclusivity, international students endure invisible academic and social issues that are not spoken about and discussed widely. Although South Africa is one of the African countries with a high number of international students enrolled within the institutions of higher learning, in certain institutions, such students are alienated based on their being considered an ‘outsider.’ This conceptual paper draws its literature from chapter one of the PhD work-in-progress and therefore, examines the tacit challenges that international students face when undergoing independent academic and social support frameworks in university in higher education institutions. The primary aim of this paper is to stimulate scholarly dialogue on best practices and strategic approaches for enhancing the well-being and academic success of international students. Grounded in a review of existing literature, this paper contends that despite the presence of institutional policies and student support initiatives, international students continue to face significant challenges in their academic journeys. These include language barriers, experiences of xenophobia and discrimination, and the complexities of immigration laws and regulations. Furthermore, the paper contributes to the broader discourse on equitable access to higher education through the development of student-centred, culturally responsive, and inclusive support systems. In conclusion, the paper proposes an inclusive support framework for international students, structured around six key components: foundational principles, structural elements, interconnected support networks, academic and career integration, outreach and information delivery, and policy and institutional commitment.

Immigrant-owned enterprises have become a significant part of South Africa’s informal and formal economic sectors, particularly within local municipalities. In Thulamela Local Municipality, located in the Vhembe District of Limpopo Province, immigrant entrepreneurs contribute significantly to local economic activities, especially in retail and the informal sector. Despite their visible presence and contributions, these entrepreneurs encounter a range of limitations that threaten the sustainability and scalability of their businesses. This study explores the key challenges hindering immigrant enterprise owners in Thulamela Local Municipality, to identify both structural and context-specific barriers. The study adopts a qualitative research approach, utilising in-depth interviews and purposive sampling to gather data from 12 participants, guided by a structured interview guide. Data were analysed using thematic analysis to identify recurring patterns and lived experiences across cases. The findings of the study reveal several persistent challenges, including limited access to formal financial institutions, complex regulations, social exclusion, and xenophobic attitudes from local communities. These challenges not only hinder business growth but also limit the long-term integration of immigrant entrepreneurs into the broader local economy. Furthermore, the insufficient institutional support and representation in local enterprise structures amplify their vulnerability and marginalisation. The study recommends the establishment of inclusive local economic growth strategies and structured support programs that recognise the unique role immigrant entrepreneurs play in local economic resilience and inclusive development in underdeveloped municipalities.

Entrepreneurship education has been implemented at numerous higher education institutions to provide students with the skills and knowledge for pursuing entrepreneurship as a career.  Nevertheless, several problems confront entrepreneurship education, despite its recognised benefits among students.  This study sought to identify the obstacles in entrepreneurship education that impede student entrepreneurial development at the University of Venda.  The research employed a qualitative design to fulfil its purpose.  The targeted population consisted of University of Venda student-entrepreneurs engaged in entrepreneurship education programs and those enrolled in entrepreneurship courses.  A convenience sample method was employed to choose 10 participants, and data were gathered using semi-structured face-to-face and telephone interviews in alignment with the research objectives.  The gathered data was evaluated thematically utilising Atlas.ti version 8.4. The findings revealed the obstacles confronting entrepreneurship education, which include budgetary limits, insufficient funding, and unsuitable teaching techniques.  This research is one of the few that have recognised the obstacles of entrepreneurship education for students.  A mixed-method research strategy is advisable for a comprehensive comprehension of the topic.

This study explores the challenges that impact the sustainability of family-owned businesses in Thohoyandou, Limpopo Province, South Africa. A qualitative design was employed, utilising semi-structured interviews with ten business owners and managers from diverse sectors, including transportation, construction, poultry farming, and retail. Thematic Content Analysis (TCA) was used to interpret the data. Findings revealed that poor financial management, skills shortages, over-expansion, limited government support, and family conflicts are the most significant threats to business survival. These internal and external constraints erode financial stability and governance structures, resulting in low longevity rates. The study recommends financial literacy training, formal governance mechanisms, succession planning, and simplified government support systems tailored for rural enterprises. Strengthening these aspects can enhance both sustainability and economic development in rural areas, such as Thohoyandou.

This study explores the views of teenage mothers regarding abortions of unexpected pregnancies at the village of Elim, Makhado Municipality in Limpopo Province. The study employed a qualitative approach, which recognizes the need for an in-depth exploration of these views using semi-structured, open-ended interviews. Snowball sampling was used to recruit five female participants between the ages of 15 and 19 years old. Furthermore, the researcher utilized the ecological systems framework to evaluate the context in which these teenage mothers’ function and how their perceptions regarding abortions are constructed over time based on their systems. The data was analyzed thematically, and interpretations were made based on the themes of the collected data. The study found that teenagers shared mixed feelings associated with considering abortion. Others consider having an abortion to be bad and good, while others say they will consider abortion if they become pregnant while not ready. Regarding the influences of either having an abortion or not, they cited that they will consider abortion if their parents, especially fathers and boyfriends, do not accept the pregnancy. The study also found that financial situation and age of a teenager may compel one to consider abortion. The study also found that teenagers are aware of the consequences of abortion. They cited the risk to life during and after pregnancy, while others believe the consequences are less severe as opposed to giving birth. Finally, the study also found the following barriers to abortion, peer pressure, lack of support for raising a child, and the cost of abortion can be a barrier. The study recommends that educating society about reproductive rights and offering platforms for open discussions about abortion can help reduce the moral pressure that often leads to feelings of moral conflicts and cognitive dissonance. Furthermore, social workers should advocate for broader access to reproductive health services and collaborate with healthcare providers to ensure teenage mothers receive accurate information and emotional support. Additionally, social workers can play a role in facilitating open communications within families and communities to lessen the stigma associated with abortion