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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. 

This study conducts a thorough analysis of contemporary literature (2020–2025) regarding the impact of digital globalisation on educational inequality in South Africa's marginalised regions, focussing on the interrelated aspects of access, infrastructure, and pedagogy. This systematic literature review synthesises evidence from worldwide and South African contexts to demonstrate how enduring inequities in broadband access, affordability, and institutional capability hinder fair participation in digital learning. Rural provinces like Limpopo and Eastern Cape continue to be disproportionately impacted by inadequate connectivity, elevated data expenses, and insufficient teacher digital knowledge. The results reveal three primary themes: (1) physical and socio-economic obstacles to access, (2) infrastructural and institutional limitations, and (3) educational deficiencies stemming from culturally insensitive digital design. The paper presents a three-dimensional equity paradigm that integrates these domains to inform inclusive digital education policy. It advocates for infrastructure expansion, ongoing affordability initiatives, comprehensive digital literacy training, and legislative frameworks that incorporate equity criteria to guarantee that digital globalisation fosters change rather than exclusion within South Africa's educational system.

Increasing access to quality education in South Africa has led to a rise in enrollment by students from diverse backgrounds at higher education institutions. However, first-entering students transition from secondary school to higher education, and it is hypothesized that this will affect students psychologically, socially, and financially. Financially, many higher education students in South Africa rely on the National Student Financial Aid Scheme (NSFAS). This study investigates the relationship between students’ socioeconomic backgrounds and academic success at a South African university. A mixed-methods approach surveyed 74 first-year students in the Extended Curriculum Programme at the University of Venda, South Africa. Findings from regression and correlation analyses indicate that poor and low socio-economic backgrounds among Extended Curriculum Programme students significantly affect their academic performance and success. These findings challenge the notion that disadvantaged backgrounds necessarily hinder student achievement and emphasize the importance of creating an environment that supports students from all socio-economic backgrounds. Eight policy recommendations and strategies are provided to enhance student success and support for diverse socio-economic backgrounds in higher education institutions.

Gender-based violence (GBV) is increasingly gaining local and international attention. South Africa has been experiencing high volume of GBV cases. Men are unable to report gender-based violence cases because of fears for discrimination, labelling and cultural norms. Traditionally, men are expected to be strong despite the difficulties experienced. Although there is high unequal implementation of programs and policies that caters for GBV, male victims continue to suffer because the societal perception, stigmatization, and discrimination. Notwithstanding the existing policies, men continue to become victims of gender-based violence at an alarming rate. Gender-based violence against men has disturbing effects which includes physical effects, mental health illness, sexual dysfunctionality suicide and femicide. Men significantly suffer gender-based violence which this leads to lack of self-expression due to societal expectations and finding it difficult to seek help and report about the abuse. This mostly results to divorce, homicides and other mental related problems. The purpose of the study was to explore the destructive effects of gender-based violence against men in South Africa. The study employed the qualitative research approach with exploratory research design adopted. A sample of 14 male victims of gender-based violence was chosen for the purpose of the study. The study used interviews with semi-structured interview schedule used to guide the session. Purposive sampling technique was used with thematic content used for data analysis process. Among the many effects experienced, the study established the physical, mental health problems, sexual dysfunctionality, suicide and homicide to be the main effects of gender-based violence against men. Family systems theory was found to be relevant in the study to understand the dynamics of gender-based violence.

The term "Black Tax" refers to the perceived financial responsibilities that Black South African professionals feel obligated to meet in order to support their families. This complex socio-economic phenomenon traverses the nuanced relationship between cultural expectations and financial pressures. This research investigates the impact of socioeconomic background on the emergence and severity of Black Tax responsibilities among young professionals in rural Limpopo. A qualitative research design was utilised, characterised by exploratory inquiry. Data were collected through semi-structured interviews with five purposefully selected emerging professionals in rural Limpopo, who offered significant insights into the complex relationships among rural upbringing, financial advancement, and familial responsibilities. This research utilises the framework of Structural Functionalism to conceptualise Black Tax as a social mechanism that supports family stability and economic equilibrium in communities with insufficient formal support structures. The findings reveal contradictions between individual aspirations and collective expectations, especially as young professionals navigate the challenges of balancing personal development with familial obligations while addressing their own needs. This study critiques the simplification of Black Tax as solely a financial obligation, arguing that it is a complex socio-cultural phenomenon influenced by historical inequalities and the necessity for community survival. This research enhances discussions on class mobility, intergenerational obligations, and socio-economic dynamics in the post-apartheid context, providing a detailed understanding of the complexities involved in achieving success that cannot be exclusively linked to individual efforts. The research emphasises the necessity for cohesive financial literacy and community empowerment frameworks to align personal development with cultural responsibilities

This study conducts a thorough analysis of contemporary literature (2020–2025) regarding the impact of digital globalisation on educational inequality in South Africa's marginalised regions, focussing on the interrelated aspects of access, infrastructure, and pedagogy. This systematic literature review synthesises evidence from worldwide and South African contexts to demonstrate how enduring inequities in broadband access, affordability, and institutional capability hinder fair participation in digital learning. Rural provinces like Limpopo and Eastern Cape continue to be disproportionately impacted by inadequate connectivity, elevated data expenses, and insufficient teacher digital knowledge. The results reveal three primary themes: (1) physical and socio-economic obstacles to access, (2) infrastructural and institutional limitations, and (3) educational deficiencies stemming from culturally insensitive digital design. The paper presents a three-dimensional equity paradigm that integrates these domains to inform inclusive digital education policy. It advocates for infrastructure expansion, ongoing affordability initiatives, comprehensive digital literacy training, and legislative frameworks that incorporate equity criteria to guarantee that digital globalisation fosters change rather than exclusion within South Africa's educational system.

In any economy, Small, Medium, and Micro Enterprises (SMMEs) are essential for creating employment opportunities, which in turn help to eradicate poverty and high unemployment rates. Access to credit from several banks is essential for SMMEs to be sustainable. Since this finance is the lifeblood of these small businesses, its importance cannot be understated. Therefore, it was crucial for this study to assess the significance of the funding of SMMEs from banks and their impact on the sustainability of these small businesses. The research methodology used in the study was qualitative. SMMEs from different industries, such as agriculture, tourism, etc, and banking officials in the Vhembe District Municipality region made up the population used in this study. Ten research participants were chosen as a sample using stratified random sampling. Data was collected from the participants using an interview guide, and Atlas.ti was used for analysis. The results of this study revealed that the significance of financing SMMEs is grounded on job creation, poverty alleviation, and SMME development in the Vhembe district. The study also revealed that the funding assistance provided by banks provides the basis to develop their operations and enhance business sustainability.

Small-scale farmers in South Africa, particularly in Indigenous communities, continue to heavily rely on artificial farming, overlooking Indigenous agricultural knowledge. The key influence behind this is that the artificial farming practices have become more accessible than the Indigenous agricultural knowledge. This paper is aimed at understanding the economic viability of the Indigenous liquified manure for small-scale farmers while promoting the sustainable Indigenous agriculture within Indigenous communities. The paper is centred on addressing poor agricultural practice of the Indigenous liquified manure in establishing indigenous agriculture knowledge culture in rural communities in Vuwani. A sample of 18 participants consisting of 13 small-scale indigenous farmers, 3 traditional leaders, and 2 agricultural experts were drawn using purposive sampling from Vuwani rural communities. The qualitative semi-structured interviews and focus group discussions were employed for data collection and analysed using thematic analysis. The study unveiled that the Indigenous liquified manure contributes to the high produce of the indigenous crops that enables the Indigenous communities to economically sustain themselves. The findings further show that the practice of the Indigenous liquified manure is understood as an entrepreneurial opportunity to create job opportunities in the Vuwani.

This study aimed to explore the effects of uninhabitable off-campus residences on students’ health at the University of Venda. A qualitative approach was used for an in-depth subject approach. The phenomenological research design was used to understand the meanings of human experience regarding the research problem. Non-probability sampling methods and convenience sampling techniques were used to solicit participants. One-to-one semi-structured interviews were used to collect data. Thematic analysis was then used to analyse the data. The study discovered that some students who live in off-campus accommodation are subjected to unhealthy conditions, unsafe environments, and non-study conducive surroundings. The findings also revealed that these students end up being affected by both physical and mental illness. The unpleasant conditions in these facilities are perpetuated by the landlords’ ignorance and unwillingness to invest. Recommended means to deal with the uninhabitable residences include sufficient investment and regular monitoring of the facilities by the facilities’ owners, as well as ensuring cooperation between students, their representatives, and the landlords. Lastly, there is a need to orchestrate policy and interventions to ensure continuous consideration of students’ health, safety, and comfort of off-campus residing students.