No. 101 (2025)

Articles

• Editorial

  Labby Ramrathan

  1-2

  • PDF

• A ten-year bibliometric analysis of technology integration in South African higher education (2013 2023)

  Loquitur Maka, Jabulile Zamokuhle Manyike, Msimelelo Buyisile Nkohla, Thulani Ningi, Jenny Potsiso Mokhaukhau

  3-21

  • PDF

• Infrastructural challenges impeding the integration of Information Communication Technology in South African Schools: The case of Bushbuckridge, Mpumalanga Province, South Africa

  Phiwayinkosi R Gumede, Andiso Ngobe

  22-38

  • PDF

• The journey to developing a coding and robotics Whole Brain® curriculum for grade 4

  Soené Botha, Maryke Anneke Mihai, Pieter Hertzog du Toit

  39-58

  • PDF

• Embracing learners’ cultural identity in the early years to enhance education for sustainable development

  Appolonia Masunungure, Prosper Lunga, Pateka Pamella Jama

  59-77

  • PDF

• Distinguishing Dyslexia from foundational delay: Post Covid reading outcomes in a high-needs South African school

  Sandra Stark, Salomé Geertsema, Mia le Roux, Marien Alet Graham

  78-110

  • PDF

• Towards a decolonial pedagogy: Building trust and daring to be vulnerable

  Kathy Luckett, Amanda Hlengwa

  111-132

  • PDF

• Normalising newness: Towards a model for facilitating the transition of newly qualified teachers

  Rochelle Kapp, Mikhaila Steenkamp, Kate Angier, Judy Sacks, Hannah Carrim, Melanie Sadeck

  133-149

  • PDF

• Perceptions of writing development among postgraduate students: The role of academic writing retreats at the Durban University of Technology

  Vaneshree Govender, Kunle Oparinde, Sithabile Thungo

  150-167

  • PDF