Journal of Inquiry Based Activities

Editorial: SoTL Conference Special Issue

Bekithemba Dube — 2025-08-28

Enhancing Education Research Through Cross-Disciplinary Integration: A Systematic Literature Review

David Onen — 2025-08-28

In an era of increasingly complex educational challenges, effective solutions necessitate multi-disciplinary teamwork. The goal of this systematic literature review (SLR) was to identify strategies for encouraging cross-disciplinary collaborations in educational research in order to enhance its societal relevance and transformative impact. The review synthesised findings from 56 peer-reviewed studies published between 2004 and 2024, selected from a pool of 65 sources, including Scopus, Web of Science, ERIC and Google Scholar. The findings revealed that interdisciplinary integration is strengthened by promoting collaborative research teams, engaging community stakeholders, integrating mixed methods, and applying diverse theories to real-world issues. Additional strategies include fostering institutional support, developing interdisciplinary curricula, and leveraging technology. The study concluded that cross-disciplinary approaches offer holistic insights into social issues, fostering innovation and collaboration while addressing gaps often overlooked by single-discipline methods. In this article, a Cross-Disciplinary Educational Research Framework (ICDERF) has been proposed to provide guidelines for researchers to integrate cross-disciplinarity into their work, ultimately advancing educational research practices. This desk research offers novel insights into the benefits of interdisciplinary research, paving the way for more impactful educational solutions.

Promoting Student Engagement Through a Change of Scenery

Maryna Hattingh — 2025-08-28

Promoting student engagement by changing the environment can effectively refresh minds, stimulate creativity, and increase focus. A learning-centred approach works best when teaching creative arts, but space and creativity are imperative to move around. Creative arts are a social subject, and much group work occurs inside and outside the classroom. Using the theoretical framework of Vygotsky's sociocultural theory of cognitive development, we can answer how student engagement in the creative arts classroom can be promoted. It focuses on the interaction and collaboration of teaching and learning that encourages the students to interact with each other and the teacher. A traditional classroom setting limits creativity and freedom. Thus, the educator promotes cooperation and motivates the students by moving the lesson to an outdoor setting. The students find the change of scenery refreshing and look forward to seeing what will happen next. They actively participate in the lesson and participate in the classroom and frequently ask questions. Changing the scenery through physical movement or imaginative setups keeps learning dynamic and fosters higher engagement.

Creating a Graduate Language-Practice Entrepreneur from a Transformative Curriculum Perspective

Mantoa Molete — 2025-08-28

This study posits that entrepreneurship education, when integrated with effective language practice, can empower youth and foster economic growth in South Africa. It challenges the view that university graduates in language practice are primarily oriented towards employment rather than entrepreneurial engagement that support economic growth. The high unemployment rate in South Africa is discussed and underscores the urgent need to reform higher education programmes to integrate entrepreneurial skills as viable alternatives for economic survival. Grounded in bricolage theory – which advocates using locally available resources to address contextual challenges – this qualitative study involved interviews with ten graduate students. This research addressed two primary questions: (1) What are the experiences of language-practice graduates? and (2) How can entrepreneurial skills enhance employment opportunities for these graduates? The findings reveal a shortage of job opportunities for language-practice graduates. Consequently, integrating entrepreneurship into the curriculum is recommended to empower graduates to become job creators rather than job-seekers.

The Role of a Community of Practice During Digitally Simulated Life Science Teaching Encounters: A Reflection on Lessons Learned

Wiets Botes — 2025-08-28

In the field of teacher education, the traditional approach to teacher preparation is not enough to equip life science pre-service teachers with the practical skill sets and pedagogical insights they need to be effective teachers. Life science pre-service teachers often struggle to transition from theoretical coursework to the practical reality of teaching, even during simulated teaching experiences. Therefore, there is a need to introduce digitally simulated teaching encounters within a community of practice to promote the professional development of life science pre-service teachers. The purpose of this study is to investigate the role that a community of practice played during pre-service teachers’ engagement in a digitally simulated teaching encounter. This qualitative case study, guided by Ubuntu theory, describes how the life science pre-service teachers’ engagement in a community of practice prompted authentic, peer-supported and reflective learning opportunities. These learning opportunities helped refine pre-service teachers’ teaching skills, enhance their classroom management and deepen their understanding of the intricacies of delivering high-quality life science education. Future research could include a larger sample size and varied simulated teaching encounters to provide more diverse perspectives on the role of a community of practice during a digitally simulated teaching encounter.

External Hindrances to the Implementation of Instructional Leadership at Township Secondary Schools

Matsolo Mokhapanyane — 2025-08-28

This empirical paper explores the external hindrances to implementing instructional leadership in township secondary schools. It comes with the background that secondary schools in township settings face external interferences that affect the effective implementation of instructional leadership. The paper employed a Critical emancipatory research approach to inquiry, a transformative paradigm, a qualitative approach, a participatory action research design and critical discourse for data analysis. Focus group discussions were conducted with the school management team, which comprised eight members, including the principal. The participants responded to the following research questions: What are the external hindrances in implementing effective instructional leadership, and how can these hindrances be eluded and dealt with? The findings of this paper show that external bodies such as the local communities, the Department of Education and teacher unions may hinder the smooth running of the school, thus negatively impacting the implementation of effective instructional leadership. Conversely, the findings reveal that non-interference by local communities in the affairs of schools, a reduction in the workload of educators, fewer compliance issues and demands by the Department of Education, and teacher unions having a positive attitude and allowing the management team to lead the school unhindered may contribute more to effective implementation of instructional leadership. Hence, the study recommends effective and transparent communication and open stakeholder engagement. Furthermore, it is recommended that schools establish a collaborative culture where principals, educators, and external bodies regularly engage in reflective practices and data-driven decision-making to enhance teaching and learning outcomes.

Teaching Trigonometry in Alfred Nzo West Education District: Educator Perspective and Challenges

Kereditse Gladys Chake — 2025-08-28

This qualitative case study investigates challenges faced by educators teaching trigonometry in Grade 12 within the Alfred Nzo West Education District, where persistent underperformance is linked to socio-economic and resource limitations. Using a constructivist paradigm, six educators from diverse backgrounds participated in semi-structured interviews. Key issues include reliance on traditional, less engaging methods, limited use of technology, and insufficient, sporadic professional development. Findings suggest that while traditional approaches provide structure, they often fail to foster deep student engagement, whereas technology, when accessible, enhances understanding. Professional development lacks specificity to address the unique challenges of trigonometry pedagogy. The study concludes by recommending increased teacher training, improved resource distribution, and greater technology integration to support teaching effectiveness. These changes could help address educational inequalities in the district, promoting better academic outcomes and learner advancement in trigonometry.

Employing Innovative Learning Management Systems in Higher Education Virtual Exchanges Projects

Nolwazi Qumbisa — 2025-08-28

The Higher Education continues to globalize, the concept of Collaborative Online International Learning (COIL) has emerged for developing cross -cultural competence skills amongst students. This paper examines how innovative Learning Management Systems contribute to the success of COIL projects which enable cross-cultural learning. The study will follow an autoethnographic approach which will reflect on experiences of lecturers involved in COIL projects, supported by informal feedback from participating students. Reflections were gathered across multidisciplinary teaching contexts and analysed based on identifying challenges and effective strategies. The findings articulate on several key themes including the role of interactive LMS in promoting engagement, importance of reliable technical support, and impact of digital literacy disparities. Students emphasize the benefits of using familiar and flexible tools, such as WhatsApp, to maintain communication and build momentum across cultural boundaries. While technological and infrastructural limitations posed challenges, the study indicates how LMS, when properly implemented, can enhance student engagement, assisting in communication, and support collaborative learning across borders. In conclusion it is recommended that there needs to be greater institutional support for educational technology training, adaptable learning environments and pedagogical approaches that prioritize cross-cultural competences.

Balancing Act: Navigating the Spectrum of Student-Centred and Teacher-Centred Education

Bibin Mohan George — 2025-08-28

This conceptual paper explores the pedagogical tension and potential synergy between teacher-centred and student-centred instructional approaches, particularly within the context of teaching abstract concepts in science and mathematics such as quantum mechanics and calculus. Grounded in the theoretical frameworks of essentialism and constructivism, the study seeks to investigate which pedagogical model—or combination thereof—most effectively promotes foundational understanding and conceptual depth among students. Using a literature review methodology, the paper critically analyses empirical and philosophical studies on the application of these approaches in diverse educational settings. Findings suggest that neither approach in isolation fully supports deep learning of complex content; instead, a hybrid model that integrates direct instruction with active, inquiry-based engagement offers the most promising results. The paper highlights practical examples, such as lesson planning for the Schrödinger wave equation and differentiation, to demonstrate how both paradigms can be blended for optimal educational impact. It concludes with recommendations for implementing balanced instructional strategies to improve conceptual understanding, student engagement, and academic performance in STEM education.

Publication Literacy: Editors’ Advice on the Successful Submission and Acceptance of a Journal Article

Laetus Lategan — 2025-08-28

This article explores the growing practice of publication literacy and presents guidelines on how publication literacy can develop both writing skills and managing article submissions to a journal. “Publication literacy” refers to editors’ contributions to a growing body of knowledge on writing for publication and the accompanied review and publication value chain. It covers the submission, review, and publication processes and confirms whether the “threshold standards” of a journal are met. The advantage of this approach is that it guides essentially what good writing is all about. Content analysis was used to code the review records of 152 articles submitted to a journal over five years. Conventional content analysis was used as the coding categories originated directly from the text data. The data was derived from the two review processes of the journal, namely the editorial review and peer review. The results suggest that publication literacy is a neglected approach in educating and training on science writing. Ignorance of any of these aspects will result in an article not being submitted for peer review, the rejection of an article for publication or the delay in the publication itself. The application of publication literacy within the research education curriculum is suggested based on three core stages.

Enhancing Hybrid Learning Style in a University of Technology: A Lesson from Accounting Post Graduate Certificate in Education Students

Nosihle Veronica Sithole — 2025-08-28

This empirical study aimed to identify strategies for improving the effectiveness of hybrid learning within the Post Graduate Certificate in Education (PGCE) programme in accounting. The PGCE is offered through two modes, full-time and part-time, to accommodate the varying needs and circumstances of students. Full-time students are required to complete the programme in one year and attending lectures during the day. In contrast, the part-time option extends over two years and is flexible, allowing individuals with professional to enroll and lectures held in the afternoons. Despite these options, student attendance remains a challenge across both modes. As a response, lecturers have adopted hybrid learning methods, however, its effectiveness is still relatively low. Therefore, this study was conducted to explore and recommend strategies to strengthen hybrid learning within the PGCE context. The research is grounded in the Complex Adaptive Blended Learning System (CABLES) theoretical framework. It follows a pragmatic paradigm and employs a mixed-methods approach with a pragmatic research design to investigate the issue. A probability sampling technique was used to select 20 PGCE Accounting students for the quantitative component, while five students were purposively selected for semi-structured qualitative interviews. Quantitative data were analyzed using SPSS version 27, and qualitative data were examined through thematic analysis. The results suggest that hybrid learning can be improved through new class configuration that support autonomous learning beyond the classroom. Furthermore, hybrid learning can be enhanced through modality of teaching in blackboard such as using breakaway rooms and discussion without the presence of instructors. Additionally, PGCE students should be allowed to use any accessible ICT resources to enhance hybrid learning. The study therefore concluded that hybrid learning could be effective if students are equipped with balancing two environments of learning (virtual and face to face).

From Student Voices to Praxis: Contextualising the Role of Lecturer Evaluations in Transformative Curriculum Practice

Mochina Mphuthi — 2025-08-28

This study investigates the impact of students’ feedback from lecturer evaluations on curriculum transformation in higher education. Incorporating student voices into curriculum development fosters a more student-centred approach, enhancing engagement and learning outcomes. The aim of this research is to examine how feedback obtained from lecturer evaluations can be used as a tool to promote curriculum changes that respond to student needs and perspectives. Grounded in the frameworks of social realism and critical pedagogy, the study highlights the importance of aligning curriculum with students' lived experiences and involving them as active participants in shaping their education. Social realism emphasises the significance of recognising diverse student contexts, while critical pedagogy advocates for a participatory approach, where student feedback directly influences educational practices. This research was conducted using a mixed-method approach, with data collected from 33 pre-service EMS teachers over two phases: observations and discussions in the first semester, followed by structured lecturer evaluations in the second semester. Thematic analysis revealed key insights, including a strong student preference for interactive and practical learning experiences, as well as the need for a more learner-centred curriculum that enhances critical thinking and engagement. The study concludes that lecturer evaluations, when utilised effectively, are powerful tools for continuous curriculum improvement. Recommendations include developing structured mechanisms in higher education for collecting and implementing student feedback to ensure curriculum responsiveness and foster an inclusive, adaptive learning environment that better serves the needs of students.

Enhancing School-University Collaborations: The Multifaceted Role of Teacher Educators in Pre-Service Teacher Practicum

Pakiso Moeti — 2025-08-28

The purpose of this study was to investigate the role performed by teacher educators in a third space when pre-service teachers are placed for teaching practicum. It is imperative that a study on the current roles performed by teachers in a South African context be investigated. This contention emanates from the critiques which lack coherence in strengthening the connection between theory and practice during pre-service teachers teaching practice. Two domains of knowledge, knowledge-for-practice and knowledge-in-practice are conceptualised to understand the role performed by teacher educators in the third space. This qualitative research used case study methodology to gather data through face-to-face interviews that were semi-structured. An inductive thematic analysis was employed to analyse the data obtained from teacher educators, mentor teachers, and pre-service teachers. This study has found that teacher educators perform multifaceted roles in the third space when pre-service teachers undertake teaching practicum in schools. The ramification of multifaceted roles performed by teacher educators are discussed and the recommendations on how teacher educators ought to operate in professional development schools are provided.

Analyzing Errors and Misconceptions of 11th Grade Learners in Solving Tangent-Chord Theorem Problems: A Case in Tshwane North District Secondary School

Gilbert Kereng Pule — 2025-08-28

This qualitative case study, grounded within the interpretive paradigm, analyzed the errors and misconceptions made by 11th-grade learners when tackling the tan-chord theorem task in Euclidean geometry. Studying Euclidean geometry helps learners develop critical thinking skills, such as constructing arguments and applying logical reasoning. Analyzing facts and diagrams when addressing Euclidean geometry issues helps learners identify appropriate theorems. It focused on exploring, describing, and explaining errors and misconceptions based on Van Hiele’s theory, which was used to understand the geometric reasoning levels of the learners. The study was conducted in a township public secondary school in the Tshwane North District of Gauteng, South Africa, involving 30 Grade 11 mathematics learners as participants. The finding reveals that most learners operated at or below Van Hiele levels 1 and 2, relying primarily on visual cues and memorized procedures rather than conceptual understanding. Errors and misconceptions arose due to the learners’ incorrect angle labeling, flawed assumptions, poor diagram interpretation, and misuse of geometric terminology. Notably, 16,7% of learners showed no understanding of the concept. While 36,7% of learners made repeated statement errors, highlighting systematic challenges in visualization and reasoning. These misconceptions were found to be linked to instructional gaps, overgeneralization of geometric rules, and limited language precision. In response, the study suggests that teachers integrate dynamic visualization tools such as GeoGebra, embed open-ended conceptual tasks, promote collaborative peer learning, and contextualize geometry through real-world applications. These strategies aim to deepen learners' conceptual understanding, strengthen spatial reasoning, and support progression through the Van Hiele levels of geometric thinking.

Exploring Life Sciences Pre-Service Teachers' Competences in Education for Sustainable Development

Gaseitsekgosi Dimakatso — 2025-08-28

This paper explores the competencies of Life Sciences pre-service teachers in Education for Sustainable Development (ESD), following UNESCO's 2030 call to address global sustainability challenges. Effective ESD integration requires teachers to be adequately prepared, yet higher education often falls short in equipping future educators with essential ESD competencies. Using a qualitative, interpretivist approach, the study analyzed semi-structured interviews and micro-lesson observations of four South African pre-service teachers. Thematic analysis revealed two main themes: perspectives on ESD and the facilitation of ESD in Life Sciences through Pedagogical Content Knowledge (PCK). To enhance the trustworthiness of the findings, data triangulation and member checking were employed. Findings indicate limited awareness and pedagogical application of ESD principles among participants, underscoring the need for targeted training and enhanced alignment of teaching practices.