African Journal of Inter/Multidisciplinary Studies
The African Journal of Inter/Multidisciplinary Studies (AJIMS) (eISSN: 2663-4589) is an open access platform dedicated to publishing high-quality interdisciplinary research. The journal seeks contributions that transcend disciplinary boundaries and demonstrate how diverse academic perspectives can intersect to address complex questions and societal challenges. AJIMS welcomes full-length research articles from the humanities, social sciences, and science-related fields, provided they reflect an interdisciplinary scope and engage a wide range of readers. In addition to research papers, the journal also publishes peer-reviewed short articles and commentaries that critically engage with topical issues, debates, or theoretical perspectives without the requirement of empirical data.
Azure Academic Publishers in conjunction with the Durban University of Technology
Outlining the Media Framing of the Covid-19 Omicron Variant, and Its Consequences on Africa
The quality of the information that people are exposed to influences their outlook, perceptions, and interactions. This study examines how the framing of information about the Covid-19 Omicron variant led to its characterization as an '‘African’ variant. The World Health Organization (WHO) introduced the term '‘disinfodemic’ to describe the widespread misinformation and biased reporting during the pandemic, which significantly impacted society. This concept emerged from what the WHO termed a “massive infodemic,” a key driver of the pandemic’s spread. This study evaluates the global fear and reactionary measures taken by governments towards African countries. Using a desktop systematic review of online news coverage and Covid-19 regulations over two periods (November 2021 – January 2022 and October 2022 – December 2022), this study addresses how the media contributed to the portrayal of the Omicron variant as an '‘African’ variant, and the implications of this portrayal for the African continent. Supported by the media framing theory, this paper advocates for enhanced media literacy to combat misinformation. Given the critical role of the Internet and related technologies in managing information, this study underscores the importance of developing media literacy competencies to mitigate and counteract news misinformation.
Copyright (c) 2025 Rhoda Patrick, Samuel Okunade, Hosea Patrick
Evaluation of Digital Literacy Skills Among First-Year Students in theDepartment of Business and Information Management Services at TshwaneUniversity of Technology, South Africa
Digital literacy is an essential competency for first-year students in higher education institutions (HEIs), especially as teaching and learning increasingly rely on digital technologies. This study investigates the relationship between digital literacy and the dimensions of the Technology Acceptance Model (TAM) of first-year students within the Department of Business and Information Management Services (BIMS) at Tshwane University of Technology, South Africa. The study adopted a positivist paradigm and employed a quantitative research approach to address the research objectives. Using a purposive sampling approach, data were collected via an online survey administered to 161 first-year students in the BIMS department. Statistical analysis using SPSS revealed varying levels of digital literacy and significant differences associated with demographic variables such as gender, age, geographic location, home internet access and prior computer usage experience. Furthermore, there was a positive relationship between TAM constructs and digital literacy skills. The study highlights the need for tailored digital literacy interventions to support academic success among first-year students. It recommends that higher education institutions implement targeted training initiatives to close digital skill gaps, particularly for students from disadvantaged backgrounds.
Copyright (c) 2025 Abdul Feroz Maluleke, Godfrey Maake, Peter Mphekgwana
The Impact of Reading Challenges on Foundation Phase English First Additional Language Learners in O.R. Tambo Inland District: Teachers’ Perceptions
This study examines the impact of reading challenges on Foundation Phase English First Additional Language (EFAL) learners in South Africa’s O.R. Tambo Inland District. Utilising Vygotsky’s constructivist framework, it explores how reading difficulties affect academic progress and confidence in multilingual contexts. Using a qualitative case study design, the research involved N=<span id="a223cd1e-f382-4c4a-bc2e-bcea02f8d127" class="ins cts-1" title="changed from '=' to ' = '" data-cid="1757127000000" data-tag-desc="VAR,OPR,VAL,OPRS,VALS,UNT" data-tag-type="OPR" data-offset="385" data-match="N=15" data-replace=" = " data-pattern=" = " data-tag-index="1_1" data-function="addTrackChanges" data-track-change="=" data-userid="preediting" data-username="Exeter" data-time="1757127000000" data-track-detail=""> = 15 Foundation Phase teachers who were selected through purposive sampling. Data was collected through semi-structured interviews and classroom observations. Thematic analysis identified three key findings: learners face significant difficulties with phonological awareness and grapheme recognition when transitioning from their home language to English, reading challenges adversely affect writing skills and overall academic performance, and these difficulties impact learner confidence and classroom engagement. The study highlights the need for improved phonological awareness instruction, scaffolded learning approaches, and culturally responsive assessments. These insights are crucial for educators and policymakers aiming to improve EFAL instruction in multilingual classrooms with limited resources. They underscore the necessity of targeted interventions that consider linguistic and sociocultural factors in early literacy development.
Copyright (c) 2025 Lundi Nomlala, Joseph Baidoo
Empowered, Unapologetic and Unstoppable: A Black or African-American Feminist Critique of Beyoncé’s Formation and Nicki Minaj’s Anaconda
Black or African-American feminist theory continues to develop in multidisciplinary discourses, proving the importance of women’s and young girls’ debates and potential solutions to their struggles. This is against the reality that many women and young girls, especially those of the lower class, continue to face subjugation and exclusion. As a result of this conundrum, this scholarly discourse critiques show Beyoncé’s “Formation” (2016) and Nicki Minaj’s “Anaconda” (2014) contribute to broader discourses that constructively or destructively impact Black women and young girls. Similarly, this article scrutinises how the two influential Black female artists challenge and denounce destructive male-centric perceptions. Ultimately, I argue that it stands to reason that these two songs and their music videos are regarded and accepted as advocating for women’s and young girls’ liberation and advancement. Black or African-American feminist theory is applied to unmask the covert meanings that are intricately interwoven in these two musical expressions, while the music videos themselves are recognised as a primary source of data. In closing, it becomes evident that many communities are engulfed with gender injustices and disparities that necessitate scholarly dialogues in an attempt to address any identified challenges. With this article, it is presumed that other scholars and non-scholars will continue the discourse in a bid to develop feminist theoretical discourses.
Evidentiality in Opinion Articles on South African’s Case Against Israel at the International Court of Justice: A Metadiscourse Approach
Many studies have been carried out on the employment of evidentiality as a linguistic resource that helps in adding credibility to the information presented by writers. However, while evidentiality has been explored as a metadiscoursal device being employed in academic writings, little is known about its employment as a persuasive strategy in argumentative texts such as opinion articles. The aim of this study is to examine the employment of evidentiality by South African opinion article writers regarding Israel-Gaza War and South African’s case against Israel at the International Court of Justice regarding the war. Ten opinion articles were selected from four South African online newspapers and Dehkordi and Allami’s (2012) classification of evidentiality was used for the analysis. Findings reveal that in the texts analysed, South African opinion article writers employed evidentiality as metadiscourse marker in their texts, and that three of the five identified categories of evidentiality were employed while the other two categories were not employed. Also, specific direct and specific indirect evidentiality were more significantly used than the other categories of evidentiality. This indicates that South African opinion article writers value the employment of evidentiality as a metadiscoursal marker to reference and attribute their claims in order to persuade their readers.
Promotion of Ethical Leadership Behaviour Practices in Public Secondary Schools: A South African Perspective
Educators and school principals play an important role in promoting good ethical behaviour among learners and other stakeholders in the school setting. Learners look up to educators as catalysts in the promotion of values and morality, and in fostering responsibility in them. This study investigated ethical leadership behaviour practices in selected public secondary schools in Limpopo Province. The study followed a qualitative research method approach based on the interpretive research paradigm. Using a case study design with three public secondary schools in South Africa’s Limpopo Province, a convenience sampling method was used to collect data from six educators, three deputy principals, and three school principals, through semi-structured one-on-one interviews. The study’s findings revealed that unethical behaviour practices were identified as poor working environment and inadequate training of educators. Strategies to promote ethical practices included reinforcement of policies related to ethics for educators. The study therefore recommends that the Department of Basic Education should provide on-going educator development programs and workshops focused on ethical leadership and behaviour practices. Furthermore, educators should receive on-going support and monitoring to ensure that ethical leadership behaviour practices are implemented consistently, effectively and efficiently in public secondary schools.
Copyright (c) 2025 Mathew Kimanzi, Peter Rakgalakane
Perceptions of Parents and Teachers on Violence among Learners: Impacts on Academics and Mental Health in eThekwini, South Africa
Learners' academic performance, safety at school, and general well-being are all impacted significantly and profoundly by violence. Bullying, sexual abuse, harassment, and physical assault are just a few of the many manifestations of school violence, all of which contribute to a hostile learning environment. This study explored parents' and teachers' perceptions regarding the impact of violence among learners in eThekwini, South Africa. This paper presents data gathered through in-depth interviews with 18 teachers and focus group interviews involving 12 school governing body (SGB) members, comprising both parents and teachers. The data were analysed using Tesch’s eight steps of thematic analysis for qualitative research. This study provides critical localised insights into stakeholder perceptions of school violence in a high-risk South African context, complementing broader national and international research. The findings underscore an urgent need for schools to implement targeted mental health support programmes and establish formal parent-teacher partnerships to develop violence prevention strategies tailored to local community needs. The study emphasises the urgent need for collaboration between parents and teachers to effectively address school violence and implement appropriate measures to safeguard learners.
Copyright (c) 2025 Andile Samkele Masuku, Jamila Adam, Busisiwe Nkosi
Investigating the Efficacy of the New Bachelor of Engineering Technology Degree in the Mechanical Engineering Department at Durban University of Technology
In 2018, the Department of Mechanical Engineering at the Durban University of Technology (DUT) introduced a Bachelor of Engineering Technology (BET) degree, alongside Master’s (MEng) and Doctorate (DEng) degrees. For strategic reasons, the department, when aligning its programs with the Higher Education Qualifications Sub-Framework (HEQSF), replaced the National Diploma with the BET. This paper evaluates the academic success of Mechanical Engineering students in the BET programme and assesses its overall efficacy. Success is primarily measured through pass rates and throughput, as detailed in the individual investigations. Data was sourced from the institution’s management information system (ITS) and analysed using a pragmatic, descriptive approach with quantitative methods across five investigations. Findings indicate that the programme’s structure is generally effective, entrance requirements are appropriate, and specific modules, identified as bottlenecks, require targeted interventions to improve suboptimal success rates. These investigations have enhanced understanding of the programme, potentially guiding the Department in making informed decisions and implementing interventions to boost student success.
Copyright (c) 2025 Mark Walker, Bruce Graham, Mark Gilpin, Shoreek Sheoratan
Lexicological Disjunction in Israel’s Gaza War Rhetoric and the Western Complicity
This article examines the construction and framing of Israel’s rhetoric in the Gaza War and its adverse effects on the lexicology of the word genocide and crime of genocide. This paper also quizzes Western complicity in the construction and reification of pro-Israeli genocidal speech. The central argument of this paper is that by denying that Israel committed genocide in Gaza, Israel and its Western European and American allies have colluded in disrupting the common understanding of genocide as contemplated in the Genocide Convention and universally understood. Furthermore, the West’s discursive assault on the concept of genocide fatally corrupted the term and its broader applicability. The immediate consequences of this corruption are the lives of over 37,000 innocent lives in Gaza as of June 2024, the disruption of international law, and potentially, the commission of more similar crimes in the future, which will result in even greater global instability. This paper will rely on a close reading and analysis of published pro-Israel speeches by Israeli, the European Union, and the United States’ leaders and influential political figures. These statements will be analysed using Critical Discourse Analysis, Articulation Theory and Hermeneutics.
Brand Marketing Communication Strategies for Public Universities: The Case of KwaZulu-Natal Province, South Africa
This study focuses on brand marketing communication strategies for different types of public universities. The study sought to ascertain how the traditional university, comprehensive and university of technology use their diversity to position and differentiate their postgraduate qualifications. The study adopted a qualitative approach, employing an exploratory technique to gather data from three research managers and two marketing personnel through semi-structured interviews. NVIVO version 12 was used to organise the data that emerged from the interviews; thereafter, the data was interpreted through thematic analysis. The findings indicate that the traditional university’s good reputation including research rankings, course reputation, and alumni, are used for brand marketing communication strategies. Interestingly, the University of Technology uses university rankings and its network with industries and other foreign universities. Furthermore, the findings elucidate that a comprehensive university uses its mission and slogans. In light of these findings, it appears that there is no succinct brand marketing communication strategy for positioning master’s and doctorate qualifications at the three public universities. These findings have implications in relation to the brand communication strategies that are adopted to market these universities. It is recommended that a coherent approach in marketing an institution of higher learning is informed by the distinctness of its offerings.
Copyright (c) 2025 Samkele Konyana, Siyabonga Mxunyelwa
The Age of Financialisation: Bitcoin and the Prospects of a Democratised Monetary System
This article investigates the implications of financialisaton on emerging economies and explores the potential of blockchain technology, specifically Bitcoin, as a tool for financial resilience and economic development. The study highlights how traditional financial systems and reliance on the US dollar for international trade exacerbate economic imbalances and restrict monetary sovereignty in developing countries. The analysis begins with an overview of the challenges posed by the current international monetary system, heavily influenced by dollar hegemony. We argue that the current financial system creates significant trade and capital flow imbalances. We discuss the critical role of financialisaton in these dynamics by showing a paradigm shift from production to finance in global socio-economic and political structures. The use of blockchain technology and cryptocurrencies, such as Bitcoin, is extensively discussed as potential alternative financial mechanisms capable of enhancing economic stability and autonomy. Blockchain technology provides the opportunity to facilitate cross-border transactions without the need for dollar conversion, reducing transaction costs and economic dependency on the dollar.
Copyright (c) 2025 Obadiah Moyo, Malcom Chiororo, Oluwatobi Joseph Alabi
Intersecting Barriers to Girl-Child Education in Northern Nigeria: A Critical and Feminist Assessment of Sustainable Development Goal 4
Ensuring inclusive and equitable quality education and promoting opportunities for lifelong learning for all by 2030 are the objectives of Goal 4 of the Sustainable Development Goals (SDGs). The driving principle of SDG 4 is to provide a transformative, inclusive, and equitable education that serves as a foundation for personal and societal development. However, the intersection of religion and culture complicates the realisation of the SDG 4 goals in Northern Nigeria, where religious and cultural beliefs are intertwined, reinforcing each other and creating barriers to education. Using critical discourse analysis, this study examines how language and power dynamics shape the discourse around education in the region. Through the lens of intersectional feminism, the investigation seeks to develop an in-depth understanding of how different forms of marginalisation can exacerbate and magnify one another, creating unique vulnerabilities that cannot be addressed with generic solutions for girl-children in Northern Nigeria. Findings highlight significant obstacles to girls’ education in the area, including religious and cultural customs like early marriage, religious fanaticism, religious practices like purdah, and gender inequalities. The study emphasises the need for a multifaceted approach that includes national orientation, curriculum development, and compulsory education to improve girl-child education in the region.
Copyright (c) 2025 George Mbara, Suzanne Graham
Traditional Health Practitioners’ Perspectives on the Integration of Traditional and Western Medicine Within South Africa’s Legal Framework
Traditional health practitioners are a diverse group of healthcare providers with a wide range of skills and experience in the field of medicine, including mental health. This study aims to gain a comprehensive understanding of the perspectives of Traditional health practitioners regarding the current legal policy and regulatory framework that governs their practice in South Africa, particularly in relation to mental healthcare. A sample of thirty-seven Traditional Health Practitioners aged 25–80 with a minimum of five years’ experience specialising in mental illness and reside in six villages in Waterberg District Municipality were selected as participants of the study using purposive and snowballing sampling techniques. Data were collected through a semi-structured interview guide and subjected to thematic content analysis. The study findings have been distilled into three overarching themes that encapsulate the multifaceted perspectives of Traditional health practitioners regarding existing national legislation and policy. The integration of traditional and Western health practices offered a great advantage; Traditional health practitioners had unique experiences to offer, particularly in mental healthcare, whilst collaborative initiatives pointed to key challenges. In conclusion, the study highlighted that educating Western health practitioners about the significance of Traditional health practitioners’ policies within the South African context, especially in the area of mental health could add value to the dynamics in the national health system.
Copyright (c) 2025 Nare Masola, Mpho Maotoana, Karabo Mokgalapa, Nsovo Ngobeni
Factors Influencing Students’ Self-Employment Intentions (SEIs): The Role of Education
Unemployment is a major social, political, and economic problem in the world. This problem negatively affects developed and developing economies. However, there is increasing scientific evidence that suggests most developing economies are severely affected by unemployment. While young people and adults are victims of unemployment, the body of literature suggests that unemployment is higher among the youth. Hence, the government and other relevant stakeholders are immensely challenged to explore alternative solutions to unemployment, particularly youth unemployment. One of the proposed solutions is self-employment. The practicality of self-employment is fundamentally dependent on the pursuit of intentions. This paper positions intention as the major driver towards self-employment. Grounded in the Theory of Planned Behavior (TPB), this paper analyses the factors influencing students’ self-employment intentions. In particular, the paper consolidates evidence on the extent to which level and type (general or specialised) of education influence self-employment intentions and entrepreneurial behavior among students. This study is qualitative as it relies on the corpus literature. Comprehensive literature evidence was gathered from various scholarly databases to address the purpose of this paper. The findings show that age, gender, prior entrepreneurial exposure, family, peers, personal traits, and education are factors influencing SEIs and entrepreneurial behavior among students. Specialised education is more influential on SEIs and entrepreneurial behavior than the level of education. These findings justify the need for entrepreneurship education, which can promote entrepreneurship as a solution to unemployment. Therefore, the education sector must work collaboratively with other relevant stakeholders to promote entrepreneurship education.
Applying PESTEL Factors to Enhance Sustainable OHS E-Learning: A Theoretical Model for Adult and Continuing Education
The purpose of this paper is to apply Political, Economic, Social, Technical, Environmental and Legal (PESTEL) factors to e-learning in Higher Education Institutions (HEIs) with specific reference to sustainability and occupational health and safety (OHS). The use of Massive Open Online Courses (MOOCs) is also indicated. To this end, a theoretical model is proposed for adult and continuing education. The main constructs relating to ODeL and learning are explored through a systematic literature review and SCOPUS analysis. Applicable global directives, academic publications and other relevant documentation informed this analysis. Findings informed a proposed model for applying PESTEL factors to enhance sustainable OHS e-learning, indicating that such model should incorporate the focus areas of Open Distance e-learning (ODeL), the reimagined PESTEL factors, and a SWOT analysis to take cognisance of internal and external factors that can be helpful or harmful. These elements should inform the development of an OHS MOOC, specifically aimed at addressing the targets set in Sustainable Development Goal (SDG) 4, aimed at enhancing adult and continuing education. The research limitations include that this conceptual paper can be developed further by the application of the proposed theoretical model. This theoretical model should be tested and analysed further in a focused research project. The practical implications therefore lie in the proposed model being used to inform sustainable OHS e-learning in HEIs, aimed at achieving the goals and objectives of SDG 4. This paper makes a valuable contribution to the subject areas of OHS, sustainability, e-learning and PESTEL factors by providing a unique foundation to support sustainable OHS e-learning in HEIs for adult and continuing education, with specific reference to lifelong learning opportunities.
Copyright (c) 2025 Elriza Esterhuyzen, Leonie Louw
COVID-19 Exacerbated Socio-Structural and Behavioural Realities of Girl-Child Development and Education in Selected Rural Eastern Cape Communities
The COVID-19 pandemic significantly intensified pre-existing socio-structural and behavioural challenges faced by girl children in rural Eastern Cape, South Africa, leading to a marked increase in school dropout rates. This study explores the extent and pathways through which the pandemic exacerbated vulnerabilities among girls, employing a mixed-methods participatory action research approach. Quantitative data from 2018 to 2021 in the OR Tambo District revealed a statistically significant rise in girl-child dropout during the pandemic, especially among Grades 8–12. Complementary to this, qualitative data from principals, teachers, school governing bodies, and education officials underscored numerous causes including early pregnancy, substance abuse, poverty and parental fear of COVID-19 transmission. Drawing from Vygotsky’s socio-cultural and Crenshaw’s intersectionality theories, the study shows how overlapping oppressions such as gender, poverty and rurality interacted to disrupt education. Also, stakeholders reported that remote learning was specifically ineffective due to lack of digital access and that rotation of attendance further disengaged learners. Thus, the findings highlight the urgent need for multisectoral, context-sensitive interventions such as school integration programmes, gender-responsive support services, and community-led strategies to address compounded effects of socio-economic disadvantage and crises disruptions. Therefore, the findings show how global crises disproportionately affect marginalised populations and advocates for resilient, educations systems that prioritise the needs of rural girls.
Copyright (c) 2025 Ephraim Kevin Sibanyoni, Nelly Sharpley, Yolisa Majija, Nosipho Mavuso, Sibusiso Mkwananzi
Framing Day Zero: Peace Journalism and the Cape Town Water Crisis as a Communication Model for KwaZulu-Natal
This article aims to explore the potential of peace journalism to address social crises like the Cape Town water shortages of 2017-2018, which was dubbed “Day Zero”. The article draws from media coverage of the water crisis in Cape Town and how it can help KwaZulu-Natal better report conflict-sensitive social issues like water shortages in ways that offer an alternative to sensationalist reporting, which can elicit fear and panic. Adopting a qualitative content analysis and framing analysis, the study advocates for the adoption of peace journalism reportage that emphasises constructive narratives that promote dialogue, cooperation, and sustainable solutions. This paper suggests that peace journalism can help build resilience, foster community solidarity, and encourage responsible water usage practices through more inclusive and solutions-oriented media reporting. The paper calls for the integration of peace journalism principles into media strategies to prevent future crises and promote long-term water security for vulnerable regions.
Copyright (c) 2025 Grace Temiloluwa Agbede, Sam Erevbenagie Usadolo
Assessing the Impact and Challenges of Entrepreneurship Education in a University of Technology in South Africa
In recent years, South Africa has placed significant emphasis on improving educational standards, enabling more young people to meet the qualifications sought by employers. However, despite these advancements, many graduates struggle to secure employment due to a lack of practical work experience and mismatches between their skills and market demands. This manuscript examines the impact and challenges of entrepreneurship education in higher education institutions in South Africa, with a focus on the Faculty of Management Sciences at Durban University of Technology (DUT). The study seeks to explore how entrepreneurship education contributes to economic development, while also identifying the barriers faced by both students and educators in effectively delivering and receiving this education. Utilising a quantitative method approach, the research integrates the Theory of Planned Behaviour (TPB) to assess attitudes, perceptions, and intentions related to entrepreneurship among students and educators. Data was collected through questionnaires, providing a comprehensive understanding of the current state of entrepreneurship education at DUT. The results underscore the critical role entrepreneurship education plays in equipping students with essential skills for business creation and self-employment, thus offering a potential solution to the unemployment crisis. However, the study also reveals significant challenges, including insufficient training materials, a shortage of qualified educators, and a lack of practical, hands-on experience opportunities for students. The study concludes that while entrepreneurship education has the potential to drive economic development and reduce youth unemployment, there is a need for substantial improvements in curriculum design, educator training, and resource allocation. Recommendations are provided to enhance the effectiveness of entrepreneurship education and to better align it with the needs of the current labour market.
Copyright (c) 2025 Thandukwazi Richman Ncube
Impact of Climate Change on Health: Bridging Science, Adaptation, and Communication
Globally, millions are impacted by climate change, which results in extreme weather events, increasing temperatures, and changing disease patterns, posing substantial risks to public health. This study focuses on the multifaceted effects of climate change on health, emphasizing the urgent necessity of integrating science, adaptation strategies, and effective communication to promote resilience. From the exacerbation of pre-existing conditions to mental health challenges, health risks include respiratory diseases, waterborne infections, and heatrelated illnesses. The impact is more severe on vulnerable populations, including the elderly, children, and communities in low-resource backgrounds. Evidence-based policymaking, climate-resilient healthcare systems, and early-warning mechanisms to mitigate health risks are necessary for bridging science and adaptation. In this study, the most effective adaptive responses involve understanding the causes, consequences, interventions, and strategies to mitigate climate-related health risks. The role of strategic communication in promoting behavioural change toward climate-resilient practices, community engagement, and raising public awareness is vital. Informed decisions and protective actions are facilitated by disseminating scientific insights to policymakers and communities through effective communication channels. The study emphasizes the significance of a multidisciplinary approach to protect public health in the context of climate change and promote a more sustainable and healthy future by integrating scientific research and adaptive solutions with communication strategies.
Copyright (c) 2025 Idowu David Ibrahim, Abimbola Olorunsogo Aniki, Nkosilathi Zinti Nkomo, Abednigo Jabu Mbatha
Citizens' Perspectives of AI Adoption in Taxation and Its Effects on Long-Term Voluntary Tax Compliance and Socio-Cultural Norms in Botswana
The government of Botswana continues to face the unprecedented challenge of tax noncompliance. In response to tax noncompliance, the Botswana Unified Revenue Service proposed the fusion of AI into the domain of tax. For the revenue service authority to discover the potential benefits of AI, the impact of adopting AI in the domain of taxes on long-term compliance behaviour must be thoroughly investigated. This study aimed to determine the influence of AI on long-term compliance and sociocultural norms in Botswana. This study employs a qualitative research approach; utilising data collected from interviews to delve into citizens’ perceptions regarding the diffusion of AI into the tax system and its effect on tax compliance and sociocultural norms. The qualitative data collected was analysed through thematic analysis. The findings of this study suggest that the deployment of AI in the tax domain has the potential to positively influence voluntary tax compliance in Botswana, as perceived by the participants. However, the introduction of AI may also lead to disruptions in sociocultural cohesion, with stakeholders expressing concerns about its broader social impact. This study contributes to the ongoing debate on AI and taxation by developing a ‘four pillars of the harmonised artificial intelligence framework’, which facilitates the adoption of AI in the tax domain.
Copyright (c) 2025 Edmore Munjeyi, Danie Schutte
Migration, Displacement and Belonging: A History of the Tembo Mvura People, Northern Zimbabwe
Debates on who arrived in Kanyemba first have been central in many aspects of everyday life in the Kanyemba community. This study examines the history of the Tembo Mvura people in northern Zimbabwe, from the pre-colonial period to 1980. They have been subject to displacement, migration, and resettlement due to the actions of Portuguese prazeros and the Chikundas, who resided in the valley. This ethnographical paper uses oral histories and archival documents to provide an understanding of the history of the Tembo Mvura. Oral histories collected through interviews with community members provide valuable insight into the community’s experiences and perspectives. Archival documents from the colonial period were used to gain a deeper understanding of the political and social context of the time and how the Tembo Mvura people were affected. The study argues that the Tembo Mvura arrived first in Kanyemba, but their voices have not been heard in discourses of belonging and autochthony. The study challenges the Chikunda trajectory and identity stereotypes about the community that have been perpetuated as historical truths. This study reinserts the Tembo Mvura history into the historical trajectory of the Kanyemba area, addressing topical subjects and themes of belonging, identity, migration, and settlement.
Understanding the Digital Transformation of the South African Music Industry: A Multidisciplinary Approach
The South African music industry is undergoing a significant transformation driven by digital technologies that are reshaping how music is created, distributed, and consumed. These developments present unique challenges that demand a holistic understanding of legal, business, and technological dimensions. This article explores the impact of digitalisation on key areas such as legislation, contracts, and business practices in the South African context. To provide a structured analysis, the study draws on three theoretical lenses: legal theory, which addresses complexities around copyright, contract law, and intellectual property rights; business theory, which examines evolving revenue models and market dynamics influenced by digital consumption; and technology theory, which considers the role of digital platforms in transforming music production, distribution, and marketing. The research employed a qualitative methodology, using a critical desktop literature review to investigate how piracy and illegal downloading are affecting the industry. This approach enabled a deep engagement with existing academic sources and provided a foundation for exploring current policy gaps. The study adhered to PRISMA guidelines, following a systematic process of searching, screening, and analysing literature across major databases. The findings highlight the pressing need for stronger legal frameworks, more adaptive business strategies, and greater investment in technological infrastructure. Addressing these areas is crucial for the sustainability and growth of the South African music industry in the digital age. In conclusion, the study emphasizes the need to align policy and practice with digital innovation, the industry can better support its artists and stakeholders in a rapidly evolving landscape.
Construction Project Budget Overruns: Attributes of Stakeholders to Scope Changes in South Africa
Joint project interdependency complexities between diverse project stakeholders in the project life cycle are implicated as a major cause of budget overruns. In particular, the literature reveals that scope changes emanating from various stakeholders’ interests or attributes are a key contributing factor to budget overruns. However, there is limited research and a lack of available literature on various stakeholders’ contributions to scope changes. Therefore, this study sought to establish various stakeholders’ contribution to scope changes. A qualitative research design was adopted, utilising semi-structured interviews to collect data from thirteen construction project managers. NVivo was used to analyse transcribed responses. It emerged that clients, architects, quantity surveyors, end-users, consultants, contractors, government, political office bearers and community were the most prominent construction project stakeholders contributing to scope change-related cost overruns. Misinterpretation of the client’s needs, incompetence of construction practitioners, political influence and construction mafia interference were found to be major causes of scope change-related cost overruns. It is recommended that experienced construction practitioners are selected for project scoping. Furthermore, construction project practitioners involved in decision-making should accurately understand diverse stakeholders’ interests and work cooperatively with them in resolving scope change-related cost overruns. Government intervention is required to resolve construction mafia interference at construction sites.
Editorial: Education and Advances in the Fourth Industrial Revolution
The Fourth Industrial Revolution was touted to transform human ecology as a whole and the world of work in particular. Fomunyam (2019) posited that more than three hundred million jobs would be lost to automation and other innovations. This means that a good number of graduates would never be able to find a job. Fomunyam (2020) adds that academics need re-engineering the curriculum and all that matters about it in the bit to be responsive. Responsiveness is of prime importance for all aspects of education because without it, education would not be fit for purpose and would lack value for money which are key hallmarks of quality. How are academics responding to the advances or innovation brought about by the fourth industrial revolution in all fields of education? How is education shaping or fostering advances in the fourth industrial revolution? What must be done to ensure that graduates develop skills which would still be valuable in the market place? Schwab (2016) argue that with the advent of the fourth industrial revolution, the type of skills value would shift from hard to soft skills. How have universities adjusted to these demands to ensure that graduates who are being trained are not obsolete both in the now and in the future. These amongst others are questions which have been answered. This special issue seeks to explore these issues from all disciplines in education, with particularly attention to interdisciplinary research to explore how education is being shaped or adapting to the advances made by the fourth industrial revolution and it is in-turn shaping the revolution.
Editorial: Humour in South African Literatures and Cultures from Apartheid to the Present
Different theorists of humour have attempted to define humour with very little success. In fact, the more they have sought to define it, the more humour evaded definition, technically poking fun at all those seeking to fix it to a definition. This probably explains why French philosopher, Henry Bergson (1900: 3) refused to define humour arguing that “we shall not aim at imprisoning the comic spirit within a definition” because it is “a living thing”. In Bergson’s formulation, humour was “a living thing” conterminous with human ontology itself. This idea is latter picked up by Russian linguist, Mikhail Bakhtin (1984: 66) who insisted that “certain essential aspects of the world are accessible only to laughter”, elevating laughter from the domain of entertainment to that of reason and intellectual enquiry. Bakhtin’s idea of the carnival demonstrates not only the power of cultural performances and texts to subvert, interject and interrupt power but also the ambivalent relationship between official and popular discourses. Most philosophers of humour from Aristotle to Freud have theorized it as a mode of power and aggression. The question that this special issue seeks to tease out is how South African literatures and cultures have deployed humour as an aesthetic and/or narrative framework over the years, from apartheid to contemporary times. Since humour is usually associated with entertainment, there is an assumption that pain and suffering are anti-thetical to humour. In his book On the Postcolony, Achille Mbembe (2001) has suggested that the laughter of the oppressed is not necessarily a form of resistance since it takes place within the confines of a world created and sanctioned by the oppressor. How would South African literatures and cultures respond to this conclusion?