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The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPACK's multifaceted dimensions and its relevance to twenty-first-century learning skills in Africa. It scrutinizes how emerging technologies like artificial intelligence reshape pedagogical practices and content delivery in African educational contexts. Furthermore, it explores TPACK's ability to empower teachers in nurturing critical thinking, problem-solving, and digital literacy among students, essential for navigating the complexities of Industry 5.0. The findings underscore the necessity for tailored professional development programs integrating TPACK into African teacher training curricula. Moreover, the research stresses the importance of contextualizing TPACK within the socio-economic and cultural realities of African classrooms to ensure its efficacy. Additionally, the study highlights the pivotal roles of government policies and educational institutions in providing necessary support and resources for widespread TPACK adoption among educators. This research advocates for a paradigm shift in African teacher education, highlighting TPACK's centrality in preparing educators for Industry 5.0 challenges and opportunities. By equipping teachers with adept technology integration skills, African nations can foster innovative and globally competitive learners poised to thrive in the fourth industrial revolution.

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.

The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPACK's multifaceted dimensions and its relevance to twenty-first-century learning skills in Africa. It scrutinizes how emerging technologies like artificial intelligence reshape pedagogical practices and content delivery in African educational contexts. Furthermore, it explores TPACK's ability to empower teachers in nurturing critical thinking, problem-solving, and digital literacy among students, essential for navigating the complexities of Industry 5.0. The findings underscore the necessity for tailored professional development programs integrating TPACK into African teacher training curricula. Moreover, the research stresses the importance of contextualizing TPACK within the socio-economic and cultural realities of African classrooms to ensure its efficacy. Additionally, the study highlights the pivotal roles of government policies and educational institutions in providing necessary support and resources for widespread TPACK adoption among educators. This research advocates for a paradigm shift in African teacher education, highlighting TPACK's centrality in preparing educators for Industry 5.0 challenges and opportunities. By equipping teachers with adept technology integration skills, African nations can foster innovative and globally competitive learners poised to thrive in the fourth industrial revolution.