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Item Embargo An exploratory study on the psychosocial experiences of young adults raised by stepparents in the Capricorn District, Limpopo(2026-05-19) Maloba, Esna Mashoto; Manganye, L.; Negota, T.Children raised by stepparents face unique psychosocial development and mental health challenges stemming from the complexities of blended family dynamics. This study delved into these issues, particularly focusing on the context of the Capricorn District. Employing Family Systems Theory and qualitative research approach, the research sought to unravel the intricacies of stepfamily dynamics. In exploring the psychosocial development and mental health challenges of young adults raised by stepparents, a phenomenological research design was employed to delve into the lived experiences of participants and understand their mental health perspectives. Participants were selected using a non-probability method, specifically employing purposive and snowball sampling techniques to gather a diverse range of perspectives. The data collection process involved an interview guide, allowing for both flexibility and structure in eliciting rich narrative accounts from participants. Thematic analysis was applied to the collected data, providing a systematic approach to identifying patterns and themes relevant to the psychosocial wellbeing of young adults in stepfamily settings. The study's key findings showed that initial interactions with stepparents often led to feelings of emotional dislocation, identity challenges, and difficulties establishing secure attachments. Additionally, the effectiveness of communication and the perceived equity within the stepfamily significantly impacted on the participants' long-term self-esteem, mental wellbeing, and their capacity to build trusting relationships.Item Embargo The Strategies to Mitigate Gender-Based Violence Amongst Married Women in the Rural Village of Thulamela Local Municipality, Limpopo Province(2026-05-19) Mavhungu, Maanda; Radzilani, M.; Magadani, H.; Mushwana, M.Gender-based violence is an international epidemic, with South Africa leading the way in the presentation of its various manifestations. Every person, regardless of class, culture, colour, or literacy level, is impacted by gender-based violence (GBV), with women being the most vulnerable victims. It had long since infringed upon women's rights. The study aimed to explore the strategies to mitigate gender-based violence among married women in the rural village of Thulamela local municipality, located in Limpopo Province, South Africa. The population was particularly vulnerable due to the intersection of traditional cultural norms, limited access to resources, and socio-economic challenges that often exacerbated the prevalence of gender-based violence. By focusing on this specific group, the study sought to identify effective, context-sensitive interventions to protect and empower women in these communities. The study was exploratory and qualitative. Purposive and snowball sampling were used to sample 15 participants. Data was collected using semi-structured interviews. Thematic analysis was employed to analyse the data. Ethical considerations were adhered to. The findings revealed that gender-based violence among married women in the rural village of Thulamela Local Municipality was prevalent and manifested in physical, emotional, psychological, and economic forms. Contributing factors included patriarchal cultural norms, unequal power relations, economic dependency, alcohol abuse, limited access to shelters, and slow legal processes. Existing mitigation strategies were found to be insufficient in effectively protecting women and preventing continued abuse. The study recommended strengthening support services by establishing accessible shelters and counselling services within rural communities. It was further recommended that legal processes related to gender-based violence cases be expedited, and that community-based awareness programmes involving traditional leaders, churches, and men be intensified to address harmful cultural norms and promote gender equality.Item Embargo Impact of childhood sexual abuse in adult intimate relationships in Limpopo province, Vhembe District(2026-05-19) Mbengeni, Tshilidzi; Radzilani, M.; Negota, T. D.Childhood sexual abuse (CSA) is a widespread trauma that has a lasting effect on the mental and emotional well-being of survivors, greatly impacting their intimate relationships as adults. The purpose of this study was to investigate how intimate relationships in adulthood are affected by childhood sexual assault. A phenomenological study design was used in conjunction with a qualitative research methodology. The researcher employed convenience and snowball sampling techniques because the subject is delicate. Semi-structured interviews were used to collect data, and to analyze the data, thematic analysis was employed. Additionally, trustworthiness metrics, including transferability and believability, were applied. Ethics were adhered to, including no harm to the participants, informed consent, and confidentiality. The sample size was 13 participants, consisting of both males and females. The findings revealed that most of the survivors struggle with trust and communication, amongst others, when they are in adult intimate relationships. While they are in those relationships, there are coping mechanisms that they use to cope, which include journaling of emotions, religious activities, and others that contribute positively to their recovery. Besides the positive ones, some apply short-term coping mechanisms that may have negative consequences; this includes isolation and alcohol use. Additionally, the study found that in rural areas, there is still stigma existing around mental health and a huge shortage of intervention centres for those who have suffered from trauma.Item Embargo Cultural Competence Training and Its Influence on the Service Delivery and Professional Conduct of Psychological Health Workers in Limpopo Province Hospitals(2026-05-19) Singo, Mukovhe; Mphephu, K. E.; Baloyi, V.Cultural competence training has increasingly been recognized as an essential component in improving the quality of psychological health care services in culturally diverse settings. This study examined the influence of cultural competence training on the service delivery and professional conduct of psychological health workers in public hospitals in Limpopo Province. The study aimed to assess how such training enhances cultural awareness, communication, and the ability of professionals to provide culturally responsive care. A qualitative research approach with an exploratory design was employed. Data were collected through semi-structured interviews with 13 psychological health workers, including psychologists, registered counsellors, and psychometrists. The data was analysed using thematic analysis to identify key patterns and insights related to participants’ experiences and perceptions of cultural competence training. The findings revealed that cultural competence training contributes significantly to improved communication, increased cultural awareness, and enhanced patient-provider relationships. Participants indicated that training promotes respect for diverse cultural beliefs and improves professional conduct in clinical settings. However, challenges such as limited training opportunities, language barriers, and lack of institutional support were identified as barriers to effective implementation. The study contributes to the understanding of how cultural competence training can improve mental health service delivery in culturally diverse contexts. It further highlights the need for structured and continuous training programmes to enhance the effectiveness of psychological health workers and to promote equitable and culturally responsive healthcare services.Item Embargo The lived experiences related to the mental health of women who separated with their partners during pregnancy, in Cottondale, Mpumalanga, South Africa(2026-05-19) Thema, Jeaneth Reanetse; Radzilani, M.; Magadani, H. B.Partner separation during pregnancy is a highly distressing experience that places many women at risk of emotional distress. Pregnancy is already a time of significant emotional change, and separation further increases the risk of mental health challenges. Despite this, limited research has explored the lived experiences of women affected in South Africa. This study explored the lived experiences related to the mental health of women who separated with their partners during pregnancy. Guided by an interpretivist paradigm, a qualitative phenomenological design was employed. Purposive sampling was used to recruit eleven black women aged between 20 to 39 in Mpumalanga, who had separated with their partners during pregnancy. Data were collected through semi-structured interviews and analysed using Interpretative Phenomenological Analysis. The findings indicated that pregnancy disclosure often marked a turning point in relationships, with partners initially showing acceptance before withdrawing or rejecting the pregnancy. Participants experienced pressure to terminate, followed by encouragement from family members to continue with pregnancy. Relationships frequently ended through communication cut-off and partner withdrawal, leaving women to continue pregnancy without partner involvement. Separation during pregnancy negatively affected women’s mental health, resulting in emotional distress and stress. Social support from family and friends played an important role in buffering these challenges. Despite emotional difficulties, participants maintained strong emotional bonds with their children and used coping strategies to protect the mother-child relationship. The study concludes that partner separation during pregnancy poses risks to women’s mental health. However, social support and personal resilience promote emotional survival and maternal functioning.Item Embargo Exploring psychosocial factors that affect the mental health of undergraduate university students at a rural university in South Africa(2026-05-19) Vele, Ronald; Mushwana, M. D.; Radzilani, M.The mental health of university students is constantly tested as the students face different challenges, wherein, different factors affecting students’ mental health need to be understood in order to mitigate such grapples. This study explored psychosocial factors that affect the mental health of undergraduate university students at a rural university in South Africa. The study adopted a qualitative approach, and an exploratory research design was employed. The population consisted of undergraduate students who were registered at the University of Venda. Participants were selected by means of a purposive and snowball sampling procedure. Semi-structured one-on-one interviews were utilised as a method of collecting data from the participants. To ensure safety, the study adhered to ethical principles which were informed consent, confidentiality and right to privacy, voluntary participation, and anonymity during the period of this research. According to the findings of this study, social integration and campus climate, academic workload and adaptation, lack of funding and delayed allowances, inadequate infrastructure and facilities, favouritism, safety and institutional justice were discovered as the factors affecting the mental health of undergraduate students. Based on these findings, recommendations were made as a way to mitigate the challenges and factors that affect the mental health of undergraduate students.Item Embargo U tambudzwa havhana lushakani ho sedzwa nganea mbili dza Tshivenda(2026-05-19) Maphangwa, Mphumudzeni Leonart; Mathabi, M.; Makhado, A. J.Ṱhoḓisiso iyi yo ḓisendeka kha u sengulusa u tambudzwa ha vhana lushakani ho sedzwa nganea mbili dza Tshivenḓa dzo tou topolwaho dzine dza vha: Nandi ndi shenga (Sigogo, 2016) na Ḽi a kovhela (Mugweṋa, 2015). Thaidzo ya ṱhoḓisiso iyi ndi u tambudzwa ha vhana lushakani zwine zwa vha na masiandaitwa kha vhana vhenevho vhunga zwi tshi vha ṱuṱuwedza uri vha xelelwe nga vhumatshelo na u sa vha na mutakalo wavhuḓi. Ṱhoḓisiso iyi ndi ya ndeme sa vhu nga vhana vha tshi ḓo wana ndamulelo kha u tambudzwa havho lushakani. Ṱhoḓisiso iyi yo shumisa thyori ya Social learning yo tombulwaho nga Bandura (1977) ine ya amba nga ha vhuḓifari kana kutshilele kune muthu a tou ku guda nga u tou lavhelesa kha vhaṅwe vhathu, hu nga vha miṱani kana mivhunduni. Ngona ya ṱhoḓisiso yo shumiswaho ndi ya khwaḽithethivi vhunga ṱhoḓisiso iyi yo bvisela khagala u tambudzwa ha vhana u bva kha nganea mbili dza Tshivenḓa. Kha ṱhoḓisiso iyi ho shuma lushaka lwa ṱhumbulo i si na khonadzeo ya u nanga vhunga muṱoḓisisi o shumisa nganea mbili dza Tshivenḓa dze a tou ḓinangela ene muṋe. Muṱoḓisisi o shumisa ṱhumbulo yo livhaho (purposive sampling) vhunga ho nangwa nganea dzine dza amba nga ha u tambudzwa ha vhana lushakani dzine dza vha Nandi ndi shenga (Sigogo, 2016) na Ḽi a kovhela (Mugweṋa, 2015). Muṱoḓisisi o kuvhanganya data a i sengulusa nga nḓila ya u tou sengulusa maṅwalwa (document analysis) he a shumisa thero dzo fhambanaho (themes) u bva kha idzo nganea mbili dza Tshivenḓa. Ṱhoḓisiso iyi i ḓo ita uri u tambudzwa ha vhana hu fhungudzee kana hu fhele tshoṱhe nahone i ḓo thusa uri vhana vha aluwe vhe na mitakalo na vhumatshelo havhuḓi.Item Embargo Mourning rituals and their psychosocial and rights implications among black middle-aged widows in Collins Chabane Local Municipality(2026-05-19) Hlongwane, Cynthia; Sekgobela, T.Mourning rituals remain widely practiced and are often experienced as meaningful and a burden by widows in South Africa. This study explores the multifaceted impacts of mourning rituals among black middle-aged widows in Collins Chabane Municipality, Vhembe District, and Limpopo Province. The study sought to examine the nature of mourning rituals, assess their social, psychological, economic, and rights-associated effects, and determine culturally respectful responses. The study employed a qualitative research approach and an exploratory design. The study used a non-probability purposive sampling method to recruit 15 Tsonga-widows belonging to the VA Tsonga ethnic group aged 40-59 who had completed mourning for at least 2 years. The semi-structured interviews were conducted in Xitsonga and English, and the data were analysed thematically following the six phases of Braun and Clarke. The study ensured rigor through audit trail, reflexivity, thick descriptions, systematic design, and peer debriefing. Widows described core practices such as prescribed attire, personalised utensils, sitting/seclusion, proof-of-innocence tests, head shaving, cleansing, movement restrictions, and unveiling. The reported effects of mourning rituals included depressed moods, disrupted grieving, constrained religious participation, traumatic memories, social exclusion, surveillance, and financial strain, mainly linked with gender norms and concerns for human rights (privacy, equality, freedom of movement, and dignity). To mitigate harm, some women drew on peer support, religious beliefs, and negotiated modifications. While mourning is essential for cultural beliefs, practices, meaning, and belonging, coercion and harmful practices undermine the well-being and the rights of widows. The study recommends a culturally competent rights-based social work model, including trauma-informed counselling, early bereavement triage, and mediation with faith leaders and elders to adapt practices.Item Open Access Exploring the effects of occupational related stress on employees: A case of selected company in the City of Johannesburg Metropolitan Municipality, Gauteng Province(2026-05-19) Netshitanzwani, Ronewa; Sekgobela, T.; Sibisi, L.Occupational stress is a global concern and a significant threat to the well-being of employees and their mental health. Employees across different professions continue to experience occupational-related stress that has destructive consequences for themselves, their families, clients, and employers. Despite attempts to address occupational-related stress, employees continue to suffer significantly under their occupational obligations. Occupational stress is a growing problem that affects every employee across professions. Employees are complaining about toxic occupational environments that involve excessive working hours, burnout, anxiety, depression, and panic attacks. Occupational stress arises when the demands of the occupational environment exceed employee’s capacities and their ability to cope. The aim of the study was to explore the effects of occupational-related stress on employee’s mental health: A case of selected company in the City of Johannesburg Metropolitan Municipality, in the Gauteng Province of South Africa. The study adopted a qualitative research approach, with an exploratory design, to gain an in-depth and insightful understanding of the phenomenon. The population consisted of 15 purposively selected employees representing diverse demographic and educational backgrounds. Data was collected through semi-structured face-to-face interviews to ensure inclusivity. The interview guide served as the data collection instrument for the study, while ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. The study employed non-probability sampling to recruit participants. The ecological approach was suitable and employed to provide a foundation and background to the study. Occupationally related stress was found to produce interconnected mental health outcomes, including anxiety, depression symptoms, sleep disturbances, social withdrawal, irritability, and cognitive strain. Common mental health issues, such as emotional fatigue and substance use, further highlighted the depth of occupational-related stress impact. Employees adopted both adaptive coping strategies, such as physical exercise, mindfulness, and social support, and maladaptive strategies, including avoidance and substance use. Leadership support and Employee Assistance Programs (EAPs) were accessed but often perceived as insufficient, with participants emphasizing the importance of face-to-face counselling. The study concluded that stronger wellness programs, effective workload management, and managerial training are essential to address occupational stress. Recommendations included providing on-site mental health support, promoting work-life balance, and introducing recreational and wellness activities to foster resilience and reduce stress.Item Embargo Effects of gender-based violence on young adults within their private and public spaces in Limpopo Province, Mopani District, Maruleng Municipality(2026-05-19) Seokoma, Kota Hope; Mamaleka, M. M.; Nemutandani, V.Gender-based violence is a pandemic that affects a person’s well-being and self-development; it has serious social, emotional, and economic effects. Through developmental social work, social workers are well-positioned to assist victims of GBV, provide counselling and support services, and advocate for holistic healing and recovery for survivors. However, young adults receive less support and attention during social work interventions. The study was approved by the University of Venda Research Ethics Committee to ensure adherence to professional and ethical standards before it commenced. The committee also issued informed consent to protect participants from physical and psychological harm, maintain privacy, and ensure informed consent. The researcher obtained permission from the Station Commander and Center Managers to conduct the study on their premises. The study is qualitative in nature, aiming to explore and have an in-depth understanding of the effects of gender-based violence on young adults. The study employed a phenomenological research design comprising the study sample of 15 participants who had been exposed to gender-based violence in their private and public spaces in Mopani District, in the Maruleng Municipality. A semi-structured interview schedule was used to collect data face-to-face with the participants. A thematic data analysis method was used to analyse the collected data. The findings revealed that young adults exposed to GBV in their private and public spaces are aware of measures to assist, but have little knowledge, are hopeless, and lack trust in service providers. The findings also revealed that service providers in centers, institutions, and NGOs need more training on gender-based violence to have a better understanding and knowledge of how to effectively render support services to the survivors of GBV.Item Embargo Psychosocial effects of gender-based violence on women survivors at Shayandima and Itsani villages in the Vhembe District of Limpopo, South Africa(2026-05-19) Shirinda, Themba Marcus; Mamaleka, M. M.; Sekgobela, T.Gender-based violence (GBV) is a significant social and health concern that endangers women and undermines their psychosocial wellbeing. It is widely recognised as a global pandemic affecting South Africa at all levels: national, provincial, and local. This study focused on examining the psychosocial effects of gender-based violence on women survivors, with the aim of identifying ways to prevent further victimisation and improve support interventions.The study was conducted among women aged 35–50 years living in the Shayandima and Itsani villages within the Thulamela Local Municipality, in the Vhembe District of Limpopo Province, South Africa. A qualitative, exploratory research design was employed, and purposive sampling was used to select 13 participants who had experienced gender-based violence. Data were collected through face-to-face semi-structured interviews guided by an interview schedule, and thematic analysis was used to analyse the data. The study was guided by Feminist Theory, Trauma Theory, and Learned Helplessness Theory, which assisted in explaining the psychosocial impacts of gender-based violence, its contributing factors, and the delays in reporting cases to relevant authorities. Ethical considerations included confidentiality, informed consent, voluntary participation, avoidance of harm, and protection of participants’ rights throughout the study. The findings revealed that gender-based violence resulted in multiple psychosocial effects, including emotional distress, low self-esteem, social isolation, fear, psychological trauma, and feelings of neglect by service providers following abuse. Participants further highlighted the need for harsher penalties for offenders, increased community awareness, and improved education programmes addressing gender-based violence and its psychosocial consequences.This study contributes to the field of Social Work by providing context-specific insights into the psychosocial experiences of women survivors of gender-based violence in rural communities. The findings offer practical recommendations for strengthening support services, enhancing intervention strategies, and preventing re-victimisation among affected women.Item Embargo Promoting early literacy and reading skills in the Foundation Phase in Klein Letaba Circuit(2026-05-19) Masutha, Antoinette; Makhwathana, R. M.Reading and literacy are imperative in the education of all. It is important to note that literacy is the foundation for learners in schools because it can enhance their learning, implying that improving literacy levels can also help improve numeracy skills. This is supported by Kim (2020:97), who pointed out that improving literacy and numeracy skills is crucial to a child's learning ability to develop fully as an individual. Hence, the purpose of this study was to explore teachers’ teaching strategies to promote early literacy and reading in the Foundation Phase. To achieve this, the study adopted a qualitative research approach where the foundation phase teachers participated in face-to-face interviews. Another method of data collection was observations. For an in-depth understanding of strategies which could be used to promote early literacy and reading, twenty (20) Foundation Phase teachers from primary schools in Klein Letaba Circuit were the sample size of the study. The sampling method adopted was a purposive sampling method. Piaget's cognitive development theory underpinned this study. To analyse data, this study adopted a thematic analysis method. The study found that learners' backgrounds play a significant role in the teaching of early literacy and reading. Because some parents do not engage themselves in learners' home activities. The study also found that learners lack parental support because their parents do not themselves take part in teaching and learning. This study found that teachers require ongoing professional development programmes which will focus on comprehension and phonics to improve teachers’ teaching knowledge. The study also found that using the mother tongue as a language of teaching can be an effective strategy for teaching early literacy and reading. Therefore, this study recommends that teachers should be provided with phonics-based materials tailored to multilingual classrooms, ensuring alignment between English and local language phonemes to reduce confusion.Item Embargo Strengthening the teaching of creative writing skills in English First Additional Language in Grade 3(2026-05-19) Munyai, PfareloWriting is one of the fundamental language skills necessary for teaching and learning. However, writing in English presents significant challenges for Foundation Phase learners. Grade 3 learners often have a limited English vocabulary, which hinders their ability to express themselves effectively in writing. As a result, they struggle to find the right words to convey their ideas, putting them at a disadvantage in Grade 4, where all subjects require English creative writing skills. This study investigated how writing was taught in English First Additional Language to Grade 3 learners. A qualitative research design was employed, incorporating interviews, observations, and document analysis to explore current practices, challenges, and potential opportunities for improvement in this context. The study population comprised all Grade 3 teachers in the Sibasa Circuit. Using a purposive sampling method, three primary schools out of the nineteen in the circuit were selected for participation. Within these schools, six Grade 3 teachers were invited to participate in the qualitative data collection, with two teachers selected from each school, as the selected schools had more than one Grade 3 class. The expected findings are that teachers can support Grade 3 learners in developing their creative writing skills, helping them become more confident and competent English writers while fostering literacy development. Key recommendations will include implementing interactive teaching methods, providing targeted support for struggling learners, integrating technology into writing instruction, fostering a supportive learning environment, and offering professional development opportunities for teachers to enhance their language-teaching practices.Item Embargo The Influence of Teachers’ Professional Development in the Teaching of Mathematics in Grade 2 in Sibasa Circuit(2026-05-19) Nekhumbe, Mpheni Xtra; Makhwathana, R. M.; Litshani, N. F.This qualitative research investigated the influence of teachers’ professional development in the teaching of Mathematics in Grade 2 in the Sibasa Circuit. This study addressed a significant gap in understanding how professional development programmes influence teaching practices, shaping learners' mathematical understanding and future academic progress, and teaching strategies of Grade 2 teachers in this context. Guided by an interpretive paradigm grounded in constructivist theory, the study adopted a qualitative research approach. The target population of this study consisted of all Grade 2 teachers in the Sibasa Circuit. Using purposive sampling, three (3) primary schools among the nineteen (19) with the highest number of Grade 2 classes were selected. A purposive sample of six Grade 2 teachers participated in the study, with two teachers drawn from each selected school. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were examined using thematic analysis to identify common patterns and ideas about how professional development affects the teaching of mathematics in Grade 2. The findings indicate that professional development has had a limited influence on enhancing mathematics teaching practices in Grade 2. A greater allocation of time to structured and formal teacher professional development programmes is recommended. This study aimed to contribute to teachers' continuous professional growth.Item Embargo Teachers’ Perceptions of the Usefulness and Ease of Use of Digital Platforms in Foundation Phase Education(2026-05-19) Nyadzani, Ngeletshedzo Advice; Sikhwari, M. G.While digital platforms offer various opportunities to improve the learning experience, it also brought considerable challenges that had to be tackled to guarantee its effectiveness and responsible application in the Foundation Phase (FP). Therefore, this study examined the impact of digital platforms on academic achievement and engagement among foundation phase learners. Technology Acceptance Model underpinned the study. This study applied qualitative research method. The population for this study comprised 9 Foundation Phase teachers and 3 principals. Nine Foundation Phase teachers and three principals were purposively selected from three schools, with three teachers selected per school. Data were collected through face-to-face interviews. Data were thematically analysed. This study applied the Technological Acceptance Model (TAM) as the theoretical framework. The outcome of this study was to help learners, teachers, and parents produce suitable strategies to utilise while using digital platforms as a form of learning material. The recommendations made in this study emphasise the need for early and equitable access to age-appropriate technology, adequate infrastructure, and sustained institutional support to ensure effective technology integration in early childhood education. Together, continuous professional development, further teacher training, and strategic partnerships are essential for maintaining teachers’ technological competence and ensuring the long-term sustainability of technology-mediated teaching and learning.Item Open Access Teaching and Learning Challenges Experienced by Grade 12 Teachers in Rural Schools of Dzondo Circuit, Vhembe District(2026-05-19) Nevuwari, Tshengedzeni; Tshikota, S. L.Rural secondary schooling in South Africa often operates under conditions that differ from those assumed by national curriculum expectations, particularly at the Grade 12 level, where learner performance is closely monitored. Teachers in rural schools work within environments characterised by constrained resources, uneven institutional support and limited continuity between school and community learning contexts. While these challenges are commonly discussed individually, less attention has been given to how they interact to shape classroom practice. This study investigated the challenges faced by Grade 12 teachers in rural schools in Dzondo Circuit of Vhembe District. An interpretivist paradigm and theoretical framework of constructivism helped in the qualitative case study design to explore the lived experiences of the participants to understand how the conditions of context influence teaching and learning. Constructivist framework was appropriate because it recognizes learning to be a dynamic process that is informed by the interaction within the classroom, language, context and interactions between learners and their environment. The data was gathered based on face-to-face semi-structured interviews with fourteen purposely chosen participants which comprised of ten Grade 12 teachers and four Grade 12 learners in four rural secondary schools in Dzando Circuit. The data were thematically analysed to determine the similarity of patterns, meanings and experiences as far as teaching and learning dilemmas are concerned in the selected rural schools. The findings show that teaching and learning difficulties are not isolated classroom problems but the result of interacting structural, institutional and socio-cultural conditions. Resource availability, classroom organisation, community attitudes and language mediation collectively influence learner participation and instructional practice. Consequently, teaching shifts from curriculum facilitation to management of contextual constraints, and learner engagement reflects perceived educational value as much as pedagogical clarity. The study backs up previous studies that have found that rural schools are not only short, but they are also overcrowded and lack parental involvement and professional support. However, what it does provide at first, is that these issues in the Dzondo Circuit converge to affect Grade 12 teaching and learning. As demonstrated in the research, the issues of the teachers are not as simple as classroom problems, but they are sysItem Embargo Challenges faced by educators in the implementation of inclusive education in selected secondary schools of Vhembe East District(2026-05-19) Khomunala, Nnyambeni Violet; Tshisikhawe, M. P.This study investigated the challenges educators face in implementing inclusive education in selected secondary schools in the Vhembe East District. Set against both global and local human rights movements advocating for equitable education, inclusive education has become a key priority in preparing learners to participate meaningfully in an increasingly interconnected and fast-changing global economy. However, in rural South African contexts such as Vhembe East, these global expectations intersect with deeply rooted local challenges, including limited resources, inadequate infrastructure, and insufficient teacher training. South African educators are required to implement a new curriculum, embrace learner diversity, and advance inclusive education practices, often with little or no formal training, support, or practical knowledge. These constraints are particularly pronounced in rural areas, where systemic inequalities further hinder effective implementation. An interpretive research paradigm was adopted to understand the contextual realities of the participants. The study employed a qualitative approach, using a case study design to address the research questions. Two principals and fourteen educators were purposefully selected from two secondary schools in the Vhembe East District. The selection of schools was based on criteria such as the availability of inclusive resources, trained educators, accessible infrastructure, learner diversity, supportive leadership, and evidence of inclusive policy implementation. This ensured a comprehensive understanding of how inclusive education is practiced across different school contexts. Data were collected through open-ended, face-to-face individual and focus group interviews, and analysed using thematic analysis. The findings revealed that many educators have limited access to ongoing professional development in inclusive education, which negatively impacts their confidence, specialised knowledge, and practical skills. Furthermore, inadequate and inaccessible school infrastructure, such as the absence of ramps, adapted toilets, and appropriate classroom spaces, emerged as a significant barrier. The study concludes that while inclusive education is a global and national priority, its successful implementation in rural South African schools requires targeted interventions. These include improved resource allocation, continuous teacher training, and stronger institutional support systems. The findings contribute to policy development and offer practical recommendations to enhance inclusive education in similar contexts.Item Embargo Managing diversity as an aspect of promoting inclusitivity in classroom: focus on learner's abilities(2026-05-19) Khosa, Tintswalo Charlotte; Litshani, N. F.; Bessong, AROThe main aim of the study was to explore strategies to manage diversity, promote inclusivity, and improve access to learning and teaching for learners with diverse learning abilities. In today's increasingly diverse educational environments, schools face the challenge of creating inclusive spaces that cater to learners from various cultural, linguistic, and socioeconomic backgrounds, as well as those with different cognitive and learning abilities. This study identified and evaluated effective strategies for managing diversity and promoting inclusion in schools, particularly focusing on children's varying learning abilities. Employing a qualitative research design, the study explored the lived experiences of 8 educators, 5 principals, and 2 coordinators through in-depth interviews, focus groups, and classroom observations to gain a deeper understanding of the effectiveness of inclusion strategies in diverse school settings. Grounded in Vygotsky's Social Constructivist Intelligence, the study emphasises the importance of social interaction within the classroom. Conducted within a constructivist paradigm, the study sought to understand the complexities of inclusivity from the perspectives of those directly involved in the educational process. The qualitative data was analysed thematically to identify key patterns and insights related to the challenges and successes of implementing inclusivity practices. The anticipated findings provided detailed accounts that informed recommendations for enhancing the capacity of schools and educators to create more inclusive learning environments. These recommendations emphasise the need for ongoing professional development, the adaptation of teaching practices, and policy support to foster effective and meaningful inclusion in education.Item Open Access The influence of learners socioeconomic habitat on academic performance: a case of selected primary schools in Vhembe East District, Limpopo Province, South Africa(2026-05-19) Tshisikhawe, Tshifaro Plantina; Runhare, T.; Tshiovhe, T. E.The socioeconomic habitat of learners play a pivotal role in shaping their academic performance, especially in the early educational stages. The study's aim was to explore the influence of learners’ socioeconomic habitat on academic performance The research focused on key socioeconomic factors, such as household income, parental education levels, employment status, access to educational resources, and living conditions. The ecological systems theory underpinned the study, employing the interpretivist paradigm with an ethnographic research design. Purposive sampling was used to select participants from two primary schools, and the sample comprised 58 participants (2 principals, 2 departmental heads (DHs), 2 register teachers, 2 subject teachers, 40 learners, and 10 parents). Data was collected through face to face and focus group interviews and observations, and the collected data was analysed thematically, through coding. The main findings revealed that learners from low SES backgrounds faced multiple, interrelated challenges that negatively affect their academic engagement and performance. Learners from low SES lacked adequate parental academic and learning material support due to low educational and financial constraints, limiting access to essential learning resources. The study further revealed that educated parents provided academic support and recognised that education is a shared responsibility involving parents, learners, and teachers, and that collaboration among these three stakeholders is essential for effective learning. The findings also revealed a lack of essential facilities, such as adequate classrooms, libraries, halls, laboratories, and playgrounds, limiting both academic and extra-curricular development at the study sites. However, findings revealed that Saturday classes, after-school care or drop-centres could help learners from low SES to improve academically. The study recommends that events like parents’ day, fun days, casual days, sports days and career days should be introduced for learners to enjoy being at school. During these events, learners from low SES can socialise and play together with others to build their self-esteem and learn more effectively. Based on the main findings, the study further recommends that the government and school authorities should develop policies that foster parental involvement in their children’s education, and provide adequate infrastructure, such as classrooms, libraries, playgrounds, and technological equipment for schools, so that learners from low-income backgrounds can also academically benefit from the rich school environment.Item Embargo A Human Rights Framework Analysis of Climate Change Adaptation Policies and Laws in South Africa and Nigeria(2026-05-19) Ramabaga, ThusoClimate change continues to exacerbate human rights vulnerabilities worldwide, including in Africa, with South Africa and Nigeria, despite having minimal historical emissions, experiencing intensifying floods, droughts, heatwaves, and environmental degradation that threaten rights to life, health, water, food, housing, and equality. Although both states have adopted climate adaptation policies and legislation, it remains unclear whether these instruments genuinely integrate the human rights principles and standards necessary to confront these escalating risks. This study engages with international human rights instruments to develop a human rights framework for climate adaptation, grounded in universality, equality, participation, accountability, and the substantive protection of rights affected by climate change. Using a doctrinal and comparative approach, the study demonstrates through its analysis that existing adaptation policies and legislation on adaptation provide only superficial and fragmented recognition of human rights, lacking the normative clarity and operational depth required to safeguard vulnerable populations. Consequently, rights protection is weakened, climate-induced threats are magnified, and the absence of explicit human rights anchoring generates heightened risks of state inaction and maladaptation. The study argues that climate adaptation, with a focus on human rights, must be pursued to achieve adaptation objectives. As shown, several constitutional values, including the Justiciability of socio-economic rights, may provide a coherent framework for implementing rights-based climate adaptation. In particular, while there are mutual lessons to be learnt, South Africa's well-grounded constitutional framework, anchored in justiciable socio-economic rights, environmental protection, and access to justice, offers an instructive model for Nigeria in strengthening its adaptation governance.