-
A TPACK-informed study on equipping pre-service teachers with digital tools, artificial intelligence and open educational resources: Integrated strategies in STEM education
-
Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa
-
Help, my Geography is dying: Understanding and reversing the decline of Geography education in public universities in Nigeria
-
South African Geography educators’ contributions to Geography Education: A perspective from the 35th International Geographical Congress, Dublin City University, Ireland, August 2024
-
Assessment of Geography Grade 10 learners’ environmental attitudes and values in selected secondary schools in Lesotho through the lens of the New Ecological Paradigm
-
Learners' and Teachers' perspectives on the use of code switching in Geography teaching and learning
-
A scoping review of Geography Education Research in South Africa, 2014-2025
-
Land dispossession and reform: An optic into South African Grade 12 Geography textbooks
-
Assessing the integration of content knowledge of selected Sustainable Development Goals into lesson delivery among Geography pre-service and in-service teachers in Gauteng, South Africa
-
Towards pedagogies of distrust: Higher education learning in the age of generative artificial intelligence
-
Barriers and opportunities in implementing climate change education in the FET Phase Geography curriculum in South Africa
-
Representation of Climate Change Adaptation in Geography Education Modules at the University of KwaZulu-Natal (UKZN)
-
The Problematic of Method in Media and Communication Research: Between Traditional Approaches and the Challenges of Artificial Intelligence
-
Using Artificial Intelligence in Beneficiary Data Analysis and Its Role in Improving Library Services
-
Navigating the Artificial Intelligence Frontier: A Multi-Level Policy Enactment Study of Ethiopian Higher Education
-
When the thesis passes but the mind doesn’t: Generative artificial intelligence, proxy regimes and epistemic agency in universities
-
Curriculum as a lived experience: A narrative visual analysis of Education for Sustainable Development in Geography teacher education in Eswatini
-
Interactive exhibits for career awareness: A case study involving secondary school Geography learners in Limpopo, South Africa
-
Geography's ability to interpret topographic maps and orthophotographs, adoption prediction, and learning activities to promote responsible usage in classrooms[1]
-
Imagining a South African Climate Change Adaptation-aligned school curriculum using Generative Artificial Intelligence
-
Classroom plays as narrative texts that introduce preservice teachers to artificial intelligence-related vocabulary in Sesotho and isiZulu
-
The Place of Course Materials in the Design and Delivery of ODL
-
Pre-Service Teachers’ Experiences with Virtual Reality Goggles as a Pedagogical Tool for learning Grade 4 Social Sciences (Geography)
-
A critical reflection on the inclusion of spatial thinking in undergraduate Geography modules: A case study of selected South African universities
