• Universal design for learning and the integration of African Languages : pathways to inclusivity in Higher Education in South Africa 

  Moganedi, Keamogetse (African Perspectives of Research in Teaching & Learning (APORTAL), 2025)

  Universal Design for Learning (UDL) is a flexible pedagogical framework providing equal opportunities for diverse students to succeed. This paper presents a reflective case study on the integration of UDL principles to ...
• Blended learning in Cost accounting 2 to support previously technologically challenged students 

  Gqokonqana, Onke (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Students at the chosen institution mostly come from rural areas and have limited experience with technology as a learning tool. Educational institutions are integrating technology into teaching, making the traditional ...
• Decolonising health sciences : reflections on innovation, epistemic justice, and advancing medical laboratory education in Africa 

  Thembane, Nokukhanya (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Medical Laboratory Science (MLS) education in Africa continues to reflect colonial legacies, with curricula and pedagogies largely shaped by Eurocentric frameworks that often overlook local health realities. This paper ...
• Empowering adult learners through interdisciplinary and inclusive digital recognition of prior learning in higher education 

  Rambharose, Rekha (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Higher education in South Africa is undergoing a profound transformation driven by persistent socio-economic disparities, historical marginalisation, and the rapid expansion of digital technologies. Within this evolving ...
• A bold proposition: a participatory parity approach to radical flexibility in designing a postgraduate diploma 

  Gachago, Daniela; Govender, Shanali; Mayisela, Tabisa; Huang, Cheng-Wen; Hamman, Nadine; Cox, Glenda (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  This article explores the implementation of radical flexibility and social justice principles in the Blended and Online Learning Design (BOLD) programme at the University of Cape Town. Drawing on Fraser's concept of ...
• A reflective shift towards student–staff partnerships for inclusive and decolonial curriculum co-creation in the global South 

  Leni, Lukhona; Reddy, Isae; Cupido, Xena; Pather, Subethra; Sabata, Siyabulela; Mosienyane, Tefo; Ngculu, Zwelibanzi; Petersen-Cloete, Ashleigh; Roberts, Joe-Dean; Gachago, Daniela; Johnson, Deidré; Ngoasheng, Asanda (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  This article offers a reflective account of the forming of the Designing for Social Justice Partnership. The initiative comprised a student–staff partnership to reimagine curriculum, pedagogy, and institutional practice ...
• A speculative synthesis of ubuntu pedagogy and constructivism for inclusive South African higher education 

  Gunkel, Carmen Merle; de Villiers, Courtney Jade (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  South Africa seeks to address transformation in education by wrestling with systemic issues such as unequal resource distribution, accessibility, and issues of social justice resulting from the country’s colonial and ...
• Digitalising the curriculum : teachers’ integration of technological resources into the CAPS framework 

  Nene, Lindokuhle Gary; Sokhulu, Lerato Hlengiwe (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  The rapid development of technological resources has propelled various sectors to adopt digitalised practices. Similarly, the integration of technological resources at the basic education level was rendered inevitable, ...
• The dilemma of corporal punishment for teachers in two South African primary schools 

  Martin, Melanie (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Corporal punishment continues to be used, albeit as a contested and abolished practice in South African schools. Using the theoretical framework of dilemmatic spaces, this article explores the various factors that created ...
• Perceptions of students regarding the use of blackboard in an extended curriculum programme for teaching and learning : a social realist case study at a rural university in the Eastern Cape Province 

  Funda, Vusumzi; Kavi, Bongiwe; Ndlovu, Nomusa; Mpongwana, Konaye M.; Oluwatosin, Bamigboye (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  In today’s digital age, the importance of technology integration in educational systems has increased, with blackboard being one of the learning management systems used. Blackboard plays a vital role in teaching and learning ...
• Self-Regulated learning : a correlate of achievement motivation among senior secondary school adolescents in Nigeria 

  Muhammed, Shuaib Abolakale; Omidire, Margaret Funke (2025)

  Transition to senior high school introduces students to heightened academic expectations, requiring the formulation of effective strategies for achievement. This research investigates self-regulated learning (SRL) practices ...
• Enhancing pedagogy through technology : the perspectives of primary school teachers in selected schools in KwaZulu-Natal, South Africa 

  Gcabashe, Nduduzo Brian; Dludla, Sifiso (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Technology integration is gaining traction in South African primary schools. Therefore, it is important to elicit primary school teachers’ perspectives of technology integration in education. This qualitative study examined ...
• Exploring allied professionals' perspectives on academic development in South African higher education institutions : a social realist case study 

  Nene, Jabulani Owen; Sethusha, Mantsose Jane; Malatji, Khashane Stephen (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  This study examines how allied professionals perceive and experience academic development within a South African university, employing a qualitative case study approach. Data were collected through semistructured interviews, ...
• Analyzing tutor–student communication patterns on whatsapp for educational engagement in higher education 

  Lekota, Tebogo (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  This study investigated the communication patterns that emerge when tutors and students interact via WhatsApp at a South African university. Guided by Computer-Mediated Communication (CMC) theory, the study aimed to explore ...
• Acts of decolonial love in academic literacy: practitioners’ perspectives and transformative practices 

  Sibanda, Brian (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  The concept of decolonial love offers a transformative alternative lens for re-imagining and re-thinking the teaching and learning of academic literacy in South African higher education. Decolonial love challenges ...
• Integrating indigenous games into preservice teachers' decolonised curriculum practice to help understand economics principles 

  Mphuthi, Mochina (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Incorporating indigenous knowledge into curriculum practice is essential for fostering a decolonised approach to education, particularly in the context of Economics Education. This study explores how the Morabaraba game, ...
• Exploring the integration of grade 8 history curriculum through Bernstein’s Theoretical Concepts of Classification and Framing 

  Thulo, Atang (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Curriculum integration has become one of the transformative approaches in modern education systems that aim to foster meaningful, connected learning experiences among students. Instead of teaching subjects as separate ...
• Emotional intelligence dimensions as predictors of secondary school physics students’ academic achievement in Nsukka, Enugu State, Nigeria 

  Orji, Emmanuel I.; Ogbonnaya, Ugorji I. (African Perspectives of Research in Teaching and Learning Journal, 2025)

  Many studies suggest that Emotional intelligence (EI) is a predictor of academic success more than the intelligence quotient (IQ). However, some findings, especially in STEM-based subjects, show mixed evidence. The present ...
• Using diagnostic assessment to determine the goal of the research lesson: a lesson study case 

  Radingwane, Mahlatse; Sekao, David; Sibiya, Mandlenkosi Richard; Moremi, Clinton Koketso (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  Two-tier diagnostic assessment, unlike single-tier diagnostic assessment, is credited for affording teachers a deep understanding of learners’ misconceptions in mathematics, thereby improving teaching and learning. The ...
• Decolonising higher education in South Africa: a review of strategies for enhancing inclusiveness, equity, and diversity 

  Olaitan, Olutoyin (African Perspectives of Research in Teaching and Learning Journal (APORTAL), 2025)

  South African higher education remains deeply influenced by historical inequities and the enduring legacies of colonialism and apartheid, shaping curricula, institutional structures, and patterns of inclusion. This article ...

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