The support needs of life orientation teachers in the Further Education and Training Band by Strydom, Verena Zita

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The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia by Butler, Mollie

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A curriculum framework for continuing professional development in culinary studies by Jooste, Susina M.

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Essential management competencies of principals at early childhood development centres by Ronaasen, Jessica

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Social inclusion of learners with autism spectrum disorder within South African primary mainstream schools

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An investigation into partnerships between schools and service provider in an education district by Bailey, Lorraine

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How Disability Inclusion Shapes Student Experiences in Egyptian Public Universities by Maher, Ramez

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Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university by Frick, Beatrice Liezel

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Challenges experienced by special education and learning support educators during the COVID-19 pandemic

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The role of principals and departmental heads as curriculum leaders in fee-paying Gauteng secondary schools

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Tools for learning: a socio-cultural analysis of pedagogy in early reading competency by Harrison, Giulietta Domenica

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Examining Grade 8 mathematics teachers' formative assessment practices within the lesson study cycle

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Mathematics teachers' engagement with textbook : the affordances of lesson study

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School management and the development of professional learning communities : a comparative case study by Ritchie, Carol Jean

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Investigating how South African humanities researchers engage with digital archives by Mtombeni, Khanyisa

“…Despite many South African digital archives having the functionality to discover, browse and search collections, they are missing the features for collaboration, accessing and managing resources. Only 20% of the survey respondents are satisfied with South African digital archives' process of making content easy to find and accessible, whereas 48% of the respondents consider themselves users of complex digital resources, 44% have the knowledge and experience for using Digital Humanities tools and services, and more than 70% find technology to be useful for learning and teaching. …”
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Manifestations of metacognitive activity in an upper undergraduate organic chemistry laboratory

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Supporting Grade R teachers to integrate coding and robotics with mathematical concepts

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