Vol. 39 No. 5 (2025): General Issue

Published: 2025-10-18

Leading Article

South African state-led pro-Palestinian activism and the reluctance of the academe to show solidarity

S. M. Maistry, L. Le Grange

1-12
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General Articles

Restorative justice principles: A leadership framework to de-escalate unrests in South African higher educational institutions

S. Adewale, N. D. Ndwandwe

13-30
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The influence of teachers outreach to parents on students academic success

G. M. Adeyeye, N. Dasoo

31-44
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Issues of authorship threatening research integrity: Pointers for ethical publication practices

R. Albertyn

45-60
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Global citizenship education and the subversion human injustices: A philosophical inquiry

C. M. August-Mowers, Y. Waghid

61-74
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Understanding academic literacy facilitators’ perceptions of ChatGPT through framing theory

S. Brokensha, M. Brooks

75-94
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E-learning lessons from the COVID-19 pandemic experience for built environment education in Zimbabwe

B. Chigara, T. Moyo, B. Gaule, T. Nyamande

95-114
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Technology-assisted doctoral supervision: Practice and lessons from Anglo-Saxon universities in Cameroon

S. Etomes, F. R. Aluko

115-136
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Healthcare sciences students perceptions of integrating dgital healthcare into the higher education curriculum

S. Govender, T. Kyarkanaye, U. Naidoo

137-150
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Liberté, égalité, fraternité: Changing erroneous conceptions of continuous assessment

E. Kamanga, A. Lubbe, M. Annandale, M. Reyneke

151-172
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Technological support initiatives in living and learning communities: Insights from undergraduate students experiences

M. Khumalo, I. Manatsa, S. Mbuyazi

173-190
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Threshold concepts: linking complex meaning in financial instruments with students’ prior knowledge in accounting and their lived experiences

I. Lubbe, M. Bardien

191-211
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A four frame analysis of factors impacting the uptake of the scholarship of teaching ad learning in a college of education

L. Mbati

212-228
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Researching indigenous knowledge (IK) in higher education in Zimbabwe: prospects and challenges.

T. Muyambo, M. T. Bhuda, P. M. Sithole

229-253
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A study of year three and year four science education student teachers’ nature of science beliefs and their science teaching and learning beliefs

N. H. Ngwenya, S. N. Imenda

254-277
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Using first year curriculum principles as an evidence-based approach to design and evaluate a first year seminar

L. L. Oosthuizen

278-305
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Gender equity in leading a South African private higher education institution

C. Verbooy , Z. Moyo

306-324
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