Transforming English Second Language Teaching and Learning Instructional Practices to Sustain Language Development in Africa

Nomasomi Hilda Matiso, Walter Sisulu University

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Abstract

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This paper explores how English Second Language (ESL) instructional practices in Africa can be transformed to sustain language development in the 21st century. Using a qualitative approach, it highlights the impact of limited technological skills and unclear e-learning guidelines post-Covid-19. Findings reveal that pre-pandemic methods no longer support effective language growth, and recommend equipping educators with modern tools like online scaffolding and collaborative platforms to enhance ESL teaching in a digital era.

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Promoting Economic Development in Rural Areas Through Adult and Community Education: Ethnographic 

Research Approach

Avhurengwi Samson Mabade, Walter Sisulu University 

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Abstract

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Focusing on the role of adult and community education in rural contexts, this research explores how tailored learning initiatives can foster self-reliance and drive local economic development. Through a qualitative, ethnographic approach, twelve participants—including civic leaders, business owners, and unemployed graduates—offered insights into training needs and community empowerment strategies. Findings highlight the potential of context-specific education to combat poverty, challenge elite dominance, and enable communities to lead their own transformation.

 

Building Sustainable Community Development Through University-Community Partnerships in the Faculty of Education

Ntsika Dyantyi, Walter Sisulu University

Thobeka Ncanywa (Prof), Walter Sisulu University

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Abstract

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Amid growing efforts to break cycles of poverty and inequality, university-community collaboration is emerging as a powerful driver of sustainable development in South Africa. Drawing on interviews with education faculty at an Eastern Cape university, this qualitative case study highlights how inclusive workshops, youth engagement, cultural sensitivity, and strategic partnerships can help universities respond to local needs. By leveraging institutional resources and community networks, higher education institutions can play a transformative role aligned with both the African Union’s Agenda 2063 and the UN’s Vision 2030.

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Analysing Academic Exclusion in South African Higher Education Institutions (HEI): Causes, Impacts, and Strategic Interventions

Xolile Nokulunga Mashwama (Dr), Walter Sisulu University

Bubele Madubela, Walter Sisulu University

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Abstract

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Confronting the complex realities of academic exclusion in South African higher education, this research adopts an intersectional lens to explore how race, gender, socio-economic status, and ability intersect to shape student experiences. Through a blend of qualitative methods, it reveals how structural inequalities and broader social factors—such as community and government support—compound the challenges faced by marginalised students. The study calls for evidence-based, student-centred interventions, including holistic support programmes, inclusive policymaking, long-term mentorship, and strengthened collaboration between institutions, communities, and government to create more equitable and supportive learning environments.

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Examining the Effects of Writing Centre Intervention on Students' Writing in Selected Higher Institutions

Maxhobandile Ndamase, Walter Sisulu University 

Stenford Matenda, Walter Sisulu University 

Rumbidzai Ncube, Walter Sisulu University 

Yusuf Lukman, Walter Sisulu University 

Beauty Makiwane, Walter Sisulu University 

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Abstract

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Amid growing concerns about students’ struggles with academic writing—especially in contexts where English is not their first language—this research explores the role of a university Writing Centre in supporting student success. Grounded in Vygotsky’s social constructivist theory, the study draws on in-depth interviews and thematic analysis to understand how interactive, adult-guided sessions enhance writing skills. Findings reveal that the Writing Centre significantly improves students’ academic writing abilities, positioning it as a vital resource for student development and retention. The study offers a replicable model for similar institutions aiming to strengthen academic writing in multilingual environments.

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Exploring Lecturers’ Perspectives on New Directions of Mathematics Pedagogical Methods: The Context of Present and Future Uncertainties

Abongile Ngwabe, Walter Sisulu University

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Abstract

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In the wake of Covid-19, mathematics lecturers in the Faculty of Educational Sciences faced major challenges adapting abstract concepts to online teaching formats. Anchored in the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study draws on interviews and questionnaires to explore how educators navigated teaching before, during, and after the pandemic. The findings call for a shift toward self-directed learning platforms tailored to individual needs, and recommend a redesigned mathematics curriculum that supports effective blended teaching—regardless of future disruptions.

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Crafting and Operationalising Strategies to Build Cosmopolitans for a Safe and Peaceful School Environment and Community: A Case of a Selected Primary School in Gqeberha, Eastern Cape, South Africa

Lulamile Given Mbetshu, Walter Sisulu University

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Abstract

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Seeking to understand and improve the state of peace and safety at Jarvis Gqamlana Primary School, this qualitative study explores how building cosmopolitan learners can serve as a strategic intervention. Grounded in an interpretivist paradigm and informed by focus group interviews with eight purposefully selected participants, the research uses thematic analysis to uncover both the challenges and potential for positive transformation within the school environment. While findings reveal a concerning picture of safety at the school, they also highlight opportunities for meaningful change through targeted strategies.

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Exploring the Impact of Design Thinking Pedagogy on Fostering Collaboration and Innovation in Higher Education Institution Learning Environments

Ongezwa Ndzabela, Walter Sisulu University

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Abstract

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Exploring the integration of design thinking pedagogy in higher education, this research highlights how applying its principles fosters student collaboration, creativity, and interdisciplinary problem-solving. Drawing from literature reviews, case studies, and empirical data, the study examines both benefits and challenges of embedding design thinking across disciplines. Findings suggest that this approach can transform learning environments and better prepare students for future workforce demands by promoting innovative and collaborative skills.

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A Website Says It All! Language Policy Display of the Public South African Universities

Yolisa Madolo, Walter Sisulu University

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Abstract

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Using Critical Discourse Analysis, this study examines how the language choices on websites of 26 South African public universities reflect—or contradict—their stated multilingual language policies. Despite policies promoting indigenous languages, findings reveal that most university websites predominantly favour English, highlighting a gap between policy and virtual practice. The research sheds light on the power dynamics and ideological tensions embedded in institutional language representation online.

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Learner Dropout in a Selected Rural School at Amathole East Education District in the Eastern Cape Province

Sabelo Bhayi, Walter Sisulu University

Thobeka Ncanywa (Prof), Walter Sisulu University

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Abstract

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Rising learner dropout rates in South Africa’s rural areas prompted an investigation into contributing factors at a school in the Amathole East Education District. Using in-depth interviews with educators, parents, and learners, thematic analysis revealed peer pressure, teenage pregnancy, financial hardship, Covid-19, and poverty as key drivers. The study highlights the negative societal impact of dropout and recommends that schools emphasise education’s importance, promote abstinence, and provide information on contraceptives to prevent unplanned pregnancies.

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Lecturers’ Lived Experiences of Rationalisation and Consolidation of Faculties at Walter Sisulu University: An Autoethnographic Study

Siyabonga Theophillus Pika (Mr), Walter Sisulu University

Khululwa Spelman, Walter Sisulu University

Noxolo Makaula, Walter Sisulu University 

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Abstract

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Amid faculty restructuring at Walter Sisulu University, this autoethnographic study explores lecturers’ experiences of organisational change, focusing on their perceptions, coping strategies, and well-being. Guided by the Bridge’s Transition Model, findings reveal complex socio-psychological dynamics, identity negotiation, and institutional adaptation. By centering lecturers’ narratives, the research underscores the human side of university transformation and advocates for inclusive, stakeholder-informed approaches to change management.

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Rethinking Problem-Based Learning as a Teaching Approach for Technology Education: Prospects and Challenges

Benjamin Seleke, Walter Sisulu University

Nixon J.P. Teis, Sol Plaatje University

Christo J. Els, North-West University

Glen Legodu, University of the Free State

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Abstract

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Addressing underperformance in Senior Phase Technology Education, this study examines the adoption of Problem-Based Learning (PBL) in South African schools within an Ubuntu framework, emphasising collaboration. Using Participatory Action Research and Critical Discourse Analysis, it identifies a widespread lack of PBL awareness among teachers and highlights the need for targeted training. The research advocates for integrating PBL as a pedagogical innovation to enhance problem-solving skills and academic outcomes.

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Students’ Perspectives About Curriculum Transformation in One University in the Eastern Cape

Motsi Qoyi, Walter Sisulu University

Pretty Thandiswa Mpiti, Walter Sisulu University

Bulelwa Makena, Walter Sisulu University

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Abstract

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Curriculum transformation in South African higher education is widely mandated but often misunderstood by students. Through qualitative case study interviews with university students in the Eastern Cape, this research reveals misconceptions and insufficient knowledge about curriculum transformation. The study calls for expanded education and well-organised lessons to improve understanding and support effective implementation across institutions.

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