The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-19 revolution compelled the University of KwaZulu-Natal (UKZN) to migrate to a DC in order to…

This paper discusses the use of technology as enabler for sustaining teaching and learning by reviewing various local and international publications. Since the outbreak of the coronavirus (COVID-19) in 2020, the Departments of Basic and Higher Education in South Africa ordered all institutions of learning to shut down and start using online…

With the closure of educational institutions during COVID-19, some leadership and management teams resorted to technology for online teaching. However, for the teaching practicum (TP) module, the move to online required specially designed interventions, resulting in a variety of different TP COVID-19 configurations. Fortuitously, at the outbreak…

Advancements and developments in technologies have compelled open distance learning (ODL) institutions to evolve through several stages of technological development. In some institutions, the COVID-19 accelerated these stages, and as a result, many educators across the globe are adopting and exploring various digital technologies and tools as…

The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study,…

The COVID-19 pandemic necessitated an abrupt shift to remote teaching, presenting unique challenges for rural Physical Science teachers due to their limited access to technological resources. This qualitative study employed a phenomenological approach to explore the lived experiences of six Physical Science teachers from rural South Africa during…

The pedagogical integration of Information and Communication Technology (ICT) in the contemporary classroom is inevitable and ICT integration in schools is central to this work. This research is based on a larger study whose purpose was to investigate the status of ICT in South African schools and to understand how ICT tools are being used in the…

This paper focuses on the opportunities and challenges associated with the use of artificial intelligence (AI) in academic library operations. In the quest to render fast, effective and efficient services, academic libraries have adopted different technologies in the past. Artificial intelligence technologies is the latest among the technologies…

Information and communication technologies (ICT) have led to the reconsideration of global public policies. In this regard, the creation of universal frameworks has mobilized networks of powerful public, private, and civil society players to scaffold a global agenda on ICT in Education (ICTE), which often combines contradictory rights-based,…

This article addresses whether dialogical, online teaching and learning platforms in higher education can be framed as socially just and decolonized pedagogies at all universities in South Africa (Africa). It is suggested that inclusive pedagogies like dialogue and care on online teaching and learning platforms such as Blackboard, if effectively…

The introduction of progression policy, which prohibits the repetition of a grade to more than once within each of the four phases of Basic Education, was enforced in South Africa in the Further Education and Training phase in 2013, but appropriate strategies which could be applied to support progressed learners are not addressed. This research…

In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher…

It was mentioned that accounting classrooms must keep pace with rapidly changing technology, which is influencing all aspects of our daily lives. This study examined accounting teachers' views on the use of technology in their classrooms during COVID-19. To this end, the researchers employed a qualitative approach and a case study. Data were…

Technology offers pedagogical affordances that can transformteaching and learning in multigrade classrooms to assist in theprocess of teaching and learning. However, it is challenging forteachers to effectively integrate technology into their classrooms,given the complex and dynamic multigrade context. Thetechnological pedagogical content…

This paper explores the concept of e-resilience in educational systems, particularly in Public Affairs Education, in response to the COVID-19 pandemic. We investigate the drivers and challenges faced by actors from an educational system perspective, which is conceptualized by adjusting Bronfenbrenners' ecological model using dimensions of…