Journal of Culture and Values in Education

The Fourth Industrial Revolution Adoption: Challenges in South African Higher Education Institutions

Stellah Lubinga, Tafadzwa Clementine Maramura, Tyanai Masiya — Wed, 01 Mar 2023 19:33:54 +0300

The fourth industrial revolution (4IR) adoption in South Africa in higher education institutions (HEIs) has yet to be consistent. Despite the extensive literature on the possible contributions of technology to learners’ development, there is a lack of knowledge on barriers to the higher education sector's adoption of the fourth industrial revolution (4IR) to support teaching and learning. The most highly ranked universities in South Africa have somewhat embraced the 4IR, representing only a fraction of the 26 public universities in the country. The study identified factors hindering the adoption and diffusion of 4IR technologies in South Africa’s HEIs. To address this knowledge gap, we relied on the diffusion of innovation theory as a guide. Using a qualitative approach, we collected data using documentary reviews and analyses of authoritative sources to conceptualise and contextualise 4IR. The findings revealed that 4IR adoption is not only about perceptions but is also influenced by material obstacles like conflicting global views on the 4IR, complexity in conceptualising 4IR, and the digital skills gap in HEIs, among other factors. To address these obstacles and realise the value of 4IR in HEIs, institutions must understand the educational scope associated with 4IR. This can be achieved by conducting more empirical research on the implications of 4IR on the education sector. To address the digital skills gap, institutions must design detailed skills plans to respond to their respective institutions' technological needs, redesign their pedagogical approaches by extending current practices to 4IR, and implement change management.

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Valentine Ukachukwu Okwara, Johan Pieter Henrik Pretorius — Wed, 01 Mar 2023 19:43:44 +0300

This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21^st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

An Interventive Collaborative Scaffolded Approach with a Writing Center On ESL Students’ Academic Writing

Lulama Mdodana-Zide, Tafirenyika Mafugu — Thu, 18 May 2023 09:59:46 +0300

The expected transition in higher education from students’ school-level assignments to university-level assignments provides challenges and development prospects for students and the academic world. Academic support programs have been introduced in South African higher universities to assist under-prepared university students to benefit from lectures, writing centers, and tutorials. However, the problem of poor academic writing by university students persists. The study aimed to examine students’ academic writing difficulties. English Second Language (ESL) students’ university-level writing experience, and the impact of a collaborative approach between a lecturer and a South African university writing center, to support ESL students with their academic writing, was explored. The study used the Scaffolding theory as a lens. The mixed methods approach was used, with data collected in three phases, comprising a pretest, posttest, and questionnaire. A sample of 216 first-year Senior Phase and FET students were chosen. Findings revealed that ESL students experienced challenges in academic writing skills such as structure, organization, coherence, table of contents, paraphrasing, referencing, and in-text citations. The collaborative intervention between a lecturer and the writing center assisted students to progress in their academic writing. The paper recommends exploring more collaborative strategies between lecturers and writing centers, to optimally support students.

The Effect of Using Educational Mapping as a Game in Teaching English Language on University Students' Motivation

Saddam Riad Kobari, Fayez Mahamid, Mohamed Shaheen — Tue, 23 May 2023 17:24:29 +0300

This study interrogated the effect of using educational mapping in teaching English language on university students' motivation. A quasi-experimental design (training program), along with a quantitative approach, was used. The study was implemented at Al-Quds Open University in Palestine .The participants comprised 36 master's degree students who were randomly divided into two equal groups: controlled (n=18) and experimental (n=18). The experimental group was taught by using educational mapping while the controlled group was taught by using common and traditional methods of teaching English language. The study questions were: 1) Are there statistically significant differences in students' means responses of English language motivation due to group? 2) Are there statistically significant differences in students' means responses of English language motivation due to gender? The data were analyzed by using SPSS, ANCOVA and MANCOVA. The results of the study showed that using educational mapping in teaching English language positively influenced university students' motivation. In addition, the results of the study indicated that there were no statistically significant differences in students' means responses of motivation according to the variable of gender. Thus, the study recommended using educational mapping as a game to foster students' motivation.

Difficulties and Coping Behaviors in Interpersonal Relationship Formation among Japanese Students in France: Implications for Cross-Cultural Social Skills for Studying Abroad in France

Yuri Okunishi, Tomoko Tanaka — Fri, 02 Jun 2023 19:40:05 +0300

This study examined cross-cultural difficulties experienced by Japanese students in France and their coping strategies. This study consists of 2 parts: in Study I, difficulties in interpersonal relationship formation and coping strategies were explored from the perspective of Japanese students in France. In Study II, Japanese students’ coping behaviors in France were evaluated from the hosts’ perspective. Additionally, expected coping behaviors in specific sociocultural contexts were examined. Data were obtained through questionnaire surveys and interviews. Study I demonstrated that interpersonal difficulties fell under three major categories: assertiveness, sociability, and schedule fluidity. These comprise eleven medium and four minor categories. In Study II, active coping, in which a guest student actively attempted to address a challenge, and receptive coping, in which a guest accepted the host’s behavior and perspective, received high evaluations. Finally, the use and teaching of cross-cultural social skills with French people are discussed.

Cultural Competency of Clinical Students in a Caribbean Medical School

Dev Kumar Shah, Yuliya Modna, Jamil Ibrahim — Sat, 03 Jun 2023 09:54:41 +0300

We aimed to find out the clinical students’ scores on cultural competencies and its different components (awareness and sensitivity, behavior, patient-centered communication, practice orientation, and self-assessment); to check the correlation between different components of cultural competency; and to examine the influence of students’ demographic characteristics on their cultural competency. A 48-item Schwarz’s Healthcare Provider Cultural Competence Instrument (HPCCI) comprising five scales was used to measure the cultural competency of Trinity Medical Sciences University students in clinical years. The descriptive statistics, Pearson’s correlation, and multivariable regression analysis were done using SPSS. The students obtained 81.8% in overall cultural competency, 83.3% in awareness and sensitivity towards cultural competency, 75.8% in behavior, 82.6% in patient-centered communication, 83.3% in practice orientation, and 92% in self-assessment of cultural competency. A significant positive correlation was found among different scales of HPCCI with some exceptions. Age, gender, race, school semester of study, and birth country of students and their fathers were found as independent predictors for different components of cultural competency measured. The medical students’ awareness/sensitivity toward cultural competence, concerning behavior, their patient-centered communication, and practice orientation skills need attention and have to be a driving point in the planning, developing, and implementing focused effective cross-culture curricula to better prepare the medical students for the benefit of diverse patients and communities they will serve.

The Unnoticed Few: Exploring the Challenges Confronting International Students and Staff at a Rural University in South Africa

Bonginkosi Hardy Mutongoza, Babawande Emmanuel Olawale — Wed, 21 Jun 2023 22:31:40 +0300

Globalisation and international student and staff mobility are not new phenomena, and South African universities have been fairly successful in the recruitment of internationals – particularly from other African countries, yet the challenges associated with internationalising universities remain persistent. This study sought to examine the challenges faced by international students and staff at a rural university in South Africa. We relied on a qualitative research approach which enabled us to rely on semi-structured interviews with international students, staff, and managers from the university’s International Office. The findings revealed that while some of the opportunities for studying and working abroad are to widen one's horizons and experience new cultures, international students and staff often experience difficulties such as language barriers, culture shocks, mental health issues, and financial pressures when adapting to their new context. We recommended that there be behavioural interventions, cultural interventions, and also financial support for student and staff expatriates.

Freirean Utopian Didactic: A Retrospective View of Education in the South African Education Environment

Doniwen Pietersen, Bernadictus Plaatjies — Wed, 21 Jun 2023 22:43:28 +0300

This study investigates how the utopian didactic in education can be achieved in South Africa. It is foregrounded by Brazilian educator Paulo Freire’s collective and forward-looking dreams about what education, in the shattered sense of the “now”, can look like if teachers and students participate democratically in the learning process. Education, in a general sense, is a form of learning in which knowledge, skills and habits are transferred and nurtured from one generation to the next. But, in the Freirean utopian didactic, education involves so much more than the mere transfer of knowledge. It is about transformation, both internal (the individual) and external (society). By allowing students to critically reflect and engage in honest dialogue with their teacher, education can lead to social injustices being challenged and, hence, being overcome. Freire’s utopian vision of education is one in which hope and imagination are celebrated in the quest for a better world. This vision is sorely lacking in South African educational environment today, which is still bruised by decades of inequality. Using a literature review, this conceptual article explored whether a Freirean utopian didactic can be applied to the current education system in South Africa and bring about the much-needed transformation. We have examined whether a utopian education can be considered a basic right in South Africa, according to the Constitution, and whether it can be applied more broadly to the African continent. For education to meet the needs of all learners in the education system, a utopian education system based on quality educational skills, values and equal distribution of resources is highly recommended.

Twinned Teachers’ Mathematical Discourse Using Problem-Solving

Tšhegofatšo Phuti Makgakga — Thu, 22 Jun 2023 06:42:02 +0300

Discussing and debating mathematical ideas through integrating natural and mathematical language is vital for conceptual understanding and ultimately for learner performance. In schools with low performance, it is likely that teaching mathematics follows an approach largely involving rote learning. In rural Limpopo where schools are isolated, professional development takes the form of twinning, where a well-functioning school twins with a school in need. In this study two teachers twinned to teach algebraic word problems to Grade 11 to improve learner performance through a problem-solving approach. A central aspect of the study was attention to discourse informed by the commognitive framework, where both natural language (learners home language and the language of instruction) and language of mathematics spoken by the teachers and encouraged in the learners, was the focus. This quasi-experimental design was implemented to examine the effect of the twinned teachers discourse in a class where English, the language of instruction, was a second language. In the study a pre-test and post-test were administered to the experimental group of 34 learners, and to a comparison group of 40 learners. The study aimed at testing the hypothesis that the twinned mathematics teachers’ discourse using a problem-solving approach informed by the commognitive framework has a significant effect on learner performance in algebraic word problems. In summary, using the commognitive framework in implementing problem-solving approach with the twinned teachers’ mathematical discourse had significant effect in improving learner performance of algebraic word problems in the target group.

Language Education and Artificial Intelligence: An Exploration of Challenges Confronting Academics in Global South Universities

Sive Makeleni, Bonginkosi Hardy Mutongoza, Manthekeleng Agnes Linake — Wed, 05 Jul 2023 12:15:17 +0300

While the global South universities have made significant strides in adopting digital technologies, there remain huge gaps, particularly when it comes to the acceptance of artificial intelligence (AI) in institutions of higher learning. As such, this study sought to explore global South academics’ reported AI-related challenges in the language education domain from published literature. To achieve this, the researchers employed a literature review methodology which entailed meticulous searches for published literature using key words. The challenges reported in literature revealed four broad challenges namely limited language options, academic dishonesty, biases and lack of accountability, and laziness among students and lecturers. Based on these findings, the study recommended that there be an urgent prioritisation of the development of AI-based language education tools that are specifically tailored to the needs and contexts of learners in the global South. The study also recommended the development of accessible and affordable AI-based language education tools, that will promote the development of digital literacy skills among educators and learners in the global South.

Exploring the School Management Team’s Perspectives about the Challenges of Addressing Learner-on-teacher Violence in Secondary Schools: Implications for Invitational Leadership

Sekitla Daniel Makhasane, Nomase Sarah Majong — Wed, 12 Jul 2023 00:31:00 +0300

Addressing learner-on-teacher violence remains a severe challenge to school management teams (SMTs) worldwide. School violence is a worldwide issue, and it also seems to be getting worse in South Africa, where it is not sufficiently reported or addressed. Thus, the study aims to explore SMTs' perspectives on the challenges of managing learner-on-teacher violence in selected South African secondary schools. The paper adopted the Invitational Leadership theory to guide and interpret the findings. A qualitative approach and a multiple case study design were used to draw attention to leadership challenges in addressing learner-on-teacher violence in secondary schools. Eight participants were purposively selected for the study. The data was generated through one-on-one semi-structured interviews) with principals, heads of departments (HODs), and teachers. Data were analyzed using thematic analysis, and four themes emerged. The findings revealed challenges SMTs face when addressing learner-on-teacher violence include inadequate policies, lack of parental involvement, insufficient departmental support, and lack of support from other stakeholders. Therefore, this paper recommends that the DBE capacitates school leaders in reviewing policies and supports them in implementing them.