Seven articles have been published in this issue, and twenty scholars authored/co-authored from six affiliations, and three countries:
Department of Education Studies, Sol Plaatje University, South Africa; Department of Psychology of Education, Department of Educational Foundations, and Department of Gender and Sexuality Studies, University of South Africa, South Africa; Department of Psychology, University of Witwatersrand, South Africa; Department of Curriculum/Education Studies, University of KwaZulu-Natal, South Africa; Department of Educational Foundations and Management, University of Zululand, South Africa; Department of Science Education, Faculty of Education, University of Lagos, Lagos, Nigeria; Department of Psychology, Universitas Indonesia; and Department of Psychology, Universitas Pancasila, Indonesia.
Work-Integrated Learning (WIL) is crucial in exposing pre-service teachers (PSTs) to the realities of the classroom. However, many PSTs face...
This study explored the psychological toll experienced by South African Council for Educators (SACE) investigators responsible for handling...
Mixed empirical findings on pro-environmental behaviour (PEB) spillover, ranging from positive and negative to null effects, challenge dominant...
The attributes of supervisors within educational contexts play a critical role in shaping students’ cognitive development towards lifelong...
Despite extensive research that recognises the potential of Pre-exposure prophylaxis (PrEP) as a highly effective HIV prevention strategy,...
The global adoption of technology in teaching and learning has significantly transformed higher education, with the use of various platforms for...
Biology education increasingly demands innovative approaches that integrate technology, pedagogy, and content to address students’ diverse...
