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Research ReviewISSN: 2393-1264 · ISSN-L: 2392-9863

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Volume 13, Issue 1, 2026

51 open-access articles. Titles link directly to full-text PDFs; abstracts and metadata follow each entry.

Table of contents

Articles in this issue

  1. Volume 13 · Issue 1 · 2026 · pp. 6-10

    THE NATIONAL CULTURE OF ROMANIANS, A SOURCE OF VALUES, IDEOLOGIES, SYMBOLS FOR ORGANISATIONAL CULTURES

    • Mihaela MARCU
    Keywords
    national cultures; organisational culture; values; ideologies; symbols

    Cite as

    MARCU, M. (2026). THE NATIONAL CULTURE OF ROMANIANS, A SOURCE OF VALUES, IDEOLOGIES, SYMBOLS FOR ORGANISATIONAL CULTURES. Social Sciences and Education Research Review, 13(1), 6-10. https://doi.org/10.5281/zenodo.21036155

    Abstract. The aim of this research is to point out the relation between the national and the organisational culture, starting from the aim according to which the foundations of the organisational culture are given by national cultures. In creating the concept of organisational culture, we have to start from the human being, from its historic existence, from the psychology of a nation, in other words from national culture.

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  2. Volume 13 · Issue 1 · 2026 · pp. 11-20

    CO-EDUCATION IN SPECIAL EDUCATION AND TRAINING WITHIN THE POSTMODERN CONTEXT. TRANSITIONING FROM INSTITUTIONAL FRAMEWORKS TO PRACTICAL APPLICATION IN GREECE.

    • Giavrimis Panagiotis
    Keywords
    Co-education; Educational policy; Disabilities; Special education and training; Inclusive education; Greece

    Cite as

    Panagiotis, G. (2026). CO-EDUCATION IN SPECIAL EDUCATION AND TRAINING WITHIN THE POSTMODERN CONTEXT. TRANSITIONING FROM INSTITUTIONAL FRAMEWORKS TO PRACTICAL APPLICATION IN GREECE. Social Sciences and Education Research Review, 13(1), 11-20. https://doi.org/10.5281/zenodo.21036157

    Abstract. This article describes the education of people with disabilities and/or special educational needs in Greece. From the prevailing situation in Greek education (lack of systematic policies, delays in implementation, absence of clear objectives, petty politics, knowledge-centredness, centralisation of policies), a rhetoric of inclusive education emerges that only superficially aligns with human rights, the demands of the disability movement, and the decisions of international organisations. As Slee (2011) also notes, there is, perhaps, an adaptation of the linguistically expressed policies to the rhetoric of human rights. The contradiction between spoken discourse and implemented policies often serves as a 'buffer' that relieves the demands and needs of social groups. Simultaneously, the state's inability to implement policy, whether due to occasional financial insufficiency or ideological reasons, is highlighted in the redesign of educational structures and the reorientation of education.

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  3. Volume 13 · Issue 1 · 2026 · pp. 21-23

    REGULAR TESTING IN TEACHING ROMANIAN FOR FOREIGNERS

    • NICOLETA MIHAELA ȘTEFAN
    Keywords
    purpose; assessment; communication; teaching; result

    Cite as

    ȘTEFAN, N. M. (2026). REGULAR TESTING IN TEACHING ROMANIAN FOR FOREIGNERS. Social Sciences and Education Research Review, 13(1), 21-23. https://doi.org/10.5281/zenodo.21036159

    Abstract. This paper attempts to present the importance of regular testing in teaching Romanian as a foreign language. As we know, the Romanian preparatory year is dedicated to foreigners who come here to study different scientific domains. We are going to illustrate some theoretical aspects about testing and some information about types of tests according to the moment of the teaching process. The result of any test is aimed at both teachers and students.

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  4. Volume 13 · Issue 1 · 2026 · pp. 24-35

    POSSIBILITIES FOR ENROLLING CHILDREN IN PRESCHOOL INSTITUTIONS AND EARLY LEARNING PROGRAMS FROM THE PARENT'S PERSPECTIVE

    • Marica Travar
    Keywords
    Preschool children; Parents attitudes; Early learning programs.

    Cite as

    Travar, M. (2026). POSSIBILITIES FOR ENROLLING CHILDREN IN PRESCHOOL INSTITUTIONS AND EARLY LEARNING PROGRAMS FROM THE PARENT'S PERSPECTIVE. Social Sciences and Education Research Review, 13(1), 24-35. https://doi.org/10.5281/zenodo.21036163

    Abstract. Due to numerous scientific evidences about the importance and benefits of including children in early learning programs, we conducted a study on a sample of 334 parents of children who in 2024 attended a preparatory program in the year before starting school with the aim of investigating their views on the possibility of including children in the aforementioned programs. Parents' attitudes were analyzed in relation to their sociodemographic characteristics. The results of the research show that the number of children in the family, the order of birth of the child, the place of residence of the family, and the level of education of the parents are important determinants when forming the attitude about the acceptable cost of the child's stay in the institution, while the order of birth of the child is an important determinant of the attitude of the parents about the type of program of early learning in which they would enroll their children. The place of residence of the family proved to be an important determinant when it comes to the reason why the child did not attend preschool institutions earlier. This research has important implications for educational policymakers and practitioners because the Republic of Srpska (Bosnia and Herzegovina) is a country in transition in the Western Balkans.

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  5. Volume 13 · Issue 1 · 2026 · pp. 36-46

    COMORBIDITIES IN ADDICTIVE DISORDERS IN PATIENTS ADMITTED TO THE VOLVER A VIVIR REHABILITATION CENTER IN CIUDAD JUAREZ, MEXICO, AND THE INFLUENCE OF ANTI-DRUG EDUCATION IN TELEMEDICINE.

    • TRASVINA MARTINEZ JORGE ALBERTO
    • RUIZESPARZA FLORES BETSABÉ
    Keywords
    Drugs; Addictive Disorder; Mental Health; Education

    Cite as

    ALBERTO, T. M. J., & BETSABÉ, R. F. (2026). COMORBIDITIES IN ADDICTIVE DISORDERS IN PATIENTS ADMITTED TO THE VOLVER A VIVIR REHABILITATION CENTER IN CIUDAD JUAREZ, MEXICO, AND THE INFLUENCE OF ANTI-DRUG EDUCATION IN TELEMEDICINE. Social Sciences and Education Research Review, 13(1), 36-46. https://doi.org/10.5281/zenodo.21036165

    Abstract. In Juárez City, substance abuse, particularly of methamphetamine, has recently become a serious mental health problem, impacting both individuals and society. Circumstances such as poverty, which has forced mothers to work long hours in the maquiladora industry alongside their fathers, neglecting childcare, and the violence resulting from turf wars between drug cartels, along with the loss of identity caused by its border location and status as a destination for both Mexicans and foreigners, make Ciudad Juárez a city of stark contrasts. In this context, the workload of psychiatrists in this border city, as in the rest of the country, is overwhelming, both in public institutions and in private practice. It is difficult for individuals in rehabilitation centers to access psychiatric evaluations. These types of places are generally not well regulated by health institutions, due to the same saturated system; these places are run by non-professional people where human rights violations may be occurring; there are others where an empirical effort is made to provide treatment that can help people with addictive disorders.

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  6. Volume 13 · Issue 1 · 2026 · pp. 47-57

    DRITA–LUMINA: A LITERARY AND SCIENTIFIC PERIODICAL AT THE DAWN OF THE ALBANIAN PRESS IN ROMANIA

    • Jolanda Lila
    Keywords
    Drita–Lumina; Albanian diaspora in Romania; Albanian literature; written culture; Albanian National Awakening; public sphere

    Cite as

    Lila, J. (2026). DRITA–LUMINA: A LITERARY AND SCIENTIFIC PERIODICAL AT THE DAWN OF THE ALBANIAN PRESS IN ROMANIA. Social Sciences and Education Research Review, 13(1), 47-57. https://doi.org/10.5281/zenodo.21036167

    Abstract. This study examines the literary and scientific newspaper Drita–Lumina, published in Brăila between 1887 and 1888, the first newspaper issued by the Albanian diaspora in Romania. Drawing on the collection preserved as a unique copy in the National Library of Albania, the article clarifies several historiographical issues concerning the newspaper, explores the circumstances surrounding its foundation, the conflict between the Brăila branch and the central leadership of the Drita Society in Bucharest, and analyzes the profile and content of the periodical. The study demonstrates that the newspaper functioned primarily as a space for debate and self-organization within the Albanian community in Romania, rather than as a direct vehicle for the development of Albanian literature.

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  7. Volume 13 · Issue 1 · 2026 · pp. 58-59

    THE MODERN WOMAN IN THE AGE OF ARTIFICIAL INTELLIGENCE: AUTHENTICITY, PERSONAL DEVELOPMENT AND DIGITAL LITERACY

    • Mihaela Florea
    Keywords
    authenticity; femininity; artificial intelligence; adult education; digital literacy; personal development; lifelong learning.

    Cite as

    Florea, M. (2026). THE MODERN WOMAN IN THE AGE OF ARTIFICIAL INTELLIGENCE: AUTHENTICITY, PERSONAL DEVELOPMENT AND DIGITAL LITERACY. Social Sciences and Education Research Review, 13(1), 58-59. https://doi.org/10.5281/zenodo.21036169

    Abstract. The acceleration of digital transformations and the integration of Artificial Intelligence (AI) into everyday activities generate new opportunities for innovation and personal development for adults. For women, who are at the intersection of multiple roles – professional, family and social – smart technologies can help optimise decision-making, strengthen personal autonomy and develop digital skills. The study analyzes the relationship between authenticity, femininity and the use of applications based on Artificial Intelligence from an educational perspective. The paper highlights the role of personal development workshops as a non-formal learning space where women can experience the use of digital technologies for personal expression and skills development necessary for the twenty-first century. A review of the literature suggests that the consistent and critical use of AI tools can sustain the processes of self-knowledge and innovation throughout life, with the condition that AI can sustain the processes of self-knowledge and innovation throughout life development of adequate digital literacy. The conclusions underline the need to integrate the ethical and reflective dimension in the use of emerging technologies for the personal development and education of adults.

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  8. Volume 13 · Issue 1 · 2026 · pp. 60-73

    LANGUAGE LEARNING DIFFICULTIES IN FILIPINO-BASED SUBJECTS AMONG ENGLISH-DOMINANT PUPILS IN THE PHILIPPINES

    • Fernando D. Hofileña
    • Ruth A. Ortega-Dela Cruz
    • Maria Ana T. Quimbo
    Keywords
    language learning difficulties; Filipino-based subjects; bilingual learners; multilingual learners; early grade education

    Cite as

    Hofileña, F. D., Cruz, R. A. O.-D., & Quimbo, M. A. T. (2026). LANGUAGE LEARNING DIFFICULTIES IN FILIPINO-BASED SUBJECTS AMONG ENGLISH-DOMINANT PUPILS IN THE PHILIPPINES. Social Sciences and Education Research Review, 13(1), 60-73. https://doi.org/10.5281/zenodo.21036171

    Abstract. Despite the growing body of research on bilingual education in the Philippines, limited attention has been given to the reverse bilingual context, specifically, English-dominant learners navigating Filipino as a subject in the early grades. Much of the existing literature focuses on Filipino-dominant pupils acquiring English, leaving a gap in understanding the challenges experienced by young learners whose primary language exposure is English but who are required to develop academic proficiency in Filipino. This study explored the language learning difficulties faced by English-dominant pupils in Grades 1 to 3 enrolled in Filipino-based subjects. Employing a survey research design and validated questionnaires, the research involved a stratified random sample of pupils and a complete enumeration of their Filipino subject teachers in an English-dominant school setting in the Philippines. Findings revealed that students experienced varying degrees of difficulty across listening, speaking, reading, and writing, with speaking being the most problematic. These difficulties, particularly in productive language skills, were shown to hinder active participation and decrease motivation, even within supportive classroom environments. The study emphasizes the importance of instructional designs that not only bridge comprehension gaps but also foster confidence and engagement through expressive language development. It supports the broader call for inclusive language policies and classroom practices that empower young learners in linguistically diverse contexts.

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  9. Volume 13 · Issue 1 · 2026 · pp. 74-82

    THE MEASURE IS THE ARENA: METRICS AS EPISTEMIC INFRASTRUCTURE

    • Dan Valeriu Voinea
    Keywords
    quantification; metrics; epistemic infrastructure; audit culture; Goodhart’s law; research assessment; machine-learning benchmarks; ESG ratings

    Cite as

    Voinea, D. V. (2026). THE MEASURE IS THE ARENA: METRICS AS EPISTEMIC INFRASTRUCTURE. Social Sciences and Education Research Review, 13(1), 74-82. https://doi.org/10.5281/zenodo.21036173

    Abstract. Consequential metrics are commonly described as instruments for representing performance, quality, or progress. This article argues that, once embedded in institutional routines and linked to consequential decisions, metrics are better understood as epistemic infrastructures: durable arrangements of categories, proxies, data systems, interfaces, incentives, norms, and revision authorities through which value is made visible, comparable, and governable. The article asks under what conditions metrics shift from provisional proxies to infrastructures, and what epistemic and governance consequences follow from that shift. Drawing on infrastructure studies, the sociology of quantification, audit studies, global indicator research, and theories of performativity, the article develops a mid-range conceptual framework for this transition. It distinguishes metrics, metric regimes, and metric infrastructures; reconstructs a layered metric infrastructure stack; and identifies a capture process in which proxies, interfaces, incentives, adaptation, and institutional embedding become mutually reinforcing. Comparative discussion of machine-learning benchmarks, citation-based research assessment, and ESG ratings shows that metric infrastructures can coordinate inquiry and improve accountability while also producing proxy drift, false commensuration, epistemic narrowing, governance asymmetry, and lock-in. The article therefore treats metrics neither as neutral representations nor as intrinsically corrosive instruments, but as socio-technical arrangements whose epistemic value depends on how they are designed, governed, revised, and contested.

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  10. Volume 13 · Issue 1 · 2026 · pp. 83-92

    EXPLORING EDUCATIONAL SUPPORT FOR NEURODIVERSE LEARNERS IN RURAL SOUTH AFRICA: AN AUTOETHNOGRAPHIC STUDY

    • Habeeb Omoponle ADEWUYI
    • Joyce DAVHANA
    • Fumane KHANARE
    Keywords
    Neurodiversity; Rural areas; Learner; Perception; Support

    Cite as

    ADEWUYI, H. O., DAVHANA, J., & KHANARE, F. (2026). EXPLORING EDUCATIONAL SUPPORT FOR NEURODIVERSE LEARNERS IN RURAL SOUTH AFRICA: AN AUTOETHNOGRAPHIC STUDY. Social Sciences and Education Research Review, 13(1), 83-92. https://doi.org/10.5281/zenodo.21036175

    Abstract. Supporting neurodiverse learners is grounded in the principles of inclusive education and has increasingly become a global movement. While neurodiversity and associated learning impairments may not be cured, learning outcomes can be enhanced with appropriate support. This study examined the acceptance and support of neurodiversity in rural communities in South Africa. The study was anchored in Maslow's hierarchy of needs theory, examining the needs of neurodivergent learners in a rural context to help them reach their full potential. The 'qualitative research' approach was adopted. Autoethnography was employed as the study's methodology. Data were thematically analysed as the gathered information was transcribed and examined to identify the essential supports available for neurodiverse learners. The results were reported based on the five support themes: (a) awareness at schools, (b) Parent and teacher involvement, (c) Oversized classrooms, (d) Learning materials, and (e) Time allocation and rigid curriculum. The findings indicated that additional efforts are still required to support neurodiverse learners. By amplifying the voices of those directly involved in the education of neurodiverse learners, this autoethnographic study seeks to foster collaboration and sustained change within the education systems of rural communities in the Global South.

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  11. Volume 13 · Issue 1 · 2026 · pp. 93-95

    A RENEWAL OF THE LANGUAGE OF LITERARY COMMUNICATION

    • Ștefan VLĂDUȚESCU
    Keywords
    communication; meaning; discourse; language; AI

    Cite as

    VLĂDUȚESCU, Ș. (2026). A RENEWAL OF THE LANGUAGE OF LITERARY COMMUNICATION. Social Sciences and Education Research Review, 13(1), 93-95. https://doi.org/10.5281/zenodo.21036177

    Abstract. The present study is limited to the effort of communication science to understand, theorize and generically integrate different types of communication that are being renewed. Literary communication is among the most dynamic and effervescent types of communication. It frequently renews its language and its inner thematic curves. As a study material, a volume of poetry is taken that tries to integrate, mainly, the language of computers and, secondarily, elements of AI.

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  12. Volume 13 · Issue 1 · 2026 · pp. 96-101

    TECHNOLOGY, DEVELOPMENT, AND SOCIETY: A CRITICAL REVIEW OF RHODA OKUNEV'S - THE PSYCHOLOGY OF EVOLVING TECHNOLOGY

    • Dalila LALAOUNA
    Keywords
    psychosocial development; children and technology; screen time; parental mediation.

    Cite as

    LALAOUNA, D. (2026). TECHNOLOGY, DEVELOPMENT, AND SOCIETY: A CRITICAL REVIEW OF RHODA OKUNEV'S - THE PSYCHOLOGY OF EVOLVING TECHNOLOGY. Social Sciences and Education Research Review, 13(1), 96-101. https://doi.org/10.5281/zenodo.21036179

    Abstract. This article is about Rhoda Okunev’s book The Psychology of Evolving Technology. The work talks about how social media and new technologies are changing our society. The review highlights the book's unique approach, blending technology history, developmental psychology, and practical advice for managing children's digital lives. Its main contribution is arguing that core human developmental stages, as defined by Piaget and Erikson, are not keeping pace with rapid technological change. This mismatch presents both challenges and opportunities for parenting and education in the digital age. While the review notes limitations, it concludes that the book offers a valuable, accessible, and practical framework for understanding children's engagement with digital technology. Finally, the review found that the work's substance and rigor were sufficient to productively engage academic and professional audiences, even with remarks and critics.

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  13. Volume 13 · Issue 1 · 2026 · pp. 102-115

    HARNESSING ARTIFICIAL INTELLIGENCE FOR SUSTAINABLE CONSUMPTION AND DIETS IN AFRICA’S FOOD SYSTEMS

    • Emmanuel Ndhlovu
    Keywords
    Artificial Intelligence; consumption; food; food systems; sustainability

    Cite as

    Ndhlovu, E. (2026). HARNESSING ARTIFICIAL INTELLIGENCE FOR SUSTAINABLE CONSUMPTION AND DIETS IN AFRICA’S FOOD SYSTEMS. Social Sciences and Education Research Review, 13(1), 102-115. https://doi.org/10.5281/zenodo.21036181

    Abstract. Most Artificial Intelligence (AI) applications in food systems focus on the supply side (production, efficiency). There is a research gap on how AI can effectively influence consumer behaviour to promote sustainable, healthy diets without manipulative or invasive personalised marketing. This article aims to close this gap that has practical and policy implications. This article explores how AI applications can shape and influence sustainable consumption and diets in Africa, identifies the challenges of integrating AI for sustainable consumption and diets, and examines opportunities for integrating AI applications for sustainable consumption and diets. This article is based on qualitative data collected from 26 research and policy experts working on African agriculture and food systems. The data was collected through in-depth interviews between August and November 2025. The findings show that leveraging AI for sustainable consumption and diet in Africa presents a transformative opportunity to enhance food security, improve nutritional outcomes, and reduce environmental impact across the continent. AI applications are particularly vital in addressing the double burden of malnutrition, where undernutrition and obesity coexist, by enabling personalised nutrition, improving supply chain efficiency, and promoting climate-smart agriculture. The article concludes that to maximise impact, relevant stakeholders must develop tailored, low-cost AI solutions and foster public-private partnerships, especially in regions with limited resources.

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  14. Volume 13 · Issue 1 · 2026 · pp. 116-123

    THE MUSEUM AS INSTITUTIONAL ACTOR: STRATEGIC COMMUNICATION AND NARRATIVE IDENTITY IN THE MEDICAL UNIVERSITY

    • Xenia Negrea
    Keywords
    institutional identity; museum-actor; strategic communication; symbolic capital; institutional narrative; medical professionalism; medical heritage; ANT

    Cite as

    Negrea, X. (2026). THE MUSEUM AS INSTITUTIONAL ACTOR: STRATEGIC COMMUNICATION AND NARRATIVE IDENTITY IN THE MEDICAL UNIVERSITY. Social Sciences and Education Research Review, 13(1), 116-123. https://doi.org/10.5281/zenodo.21036183

    Abstract. This article proposes an analysis of the role played by the university museum in constructing and communicating institutional identity, starting from the concept of the museum-actor – an entity that does not confine itself to preserving heritage, but actively participates in the production of meaning, in symbolic legitimisation, and in the narrative articulation of organisational values. The theoretical anchoring integrates actor-network theory (Latour, 2005), dramaturgical analysis (Goffman, 2007), the theory of symbolic capital (Bourdieu, 2013), models of corporate communication (Cornelissen, 2011; Capriotti, 2013) and the sociology of medical professionalism (Freidson, 1970; Montgomery, 2006; Groopman, 2007). The case study, focused on the Museum of the History of Medicine of the University of Medicine and Pharmacy of Craiova, examines how a museum space can function as a narrative platform, as an instrument of institutional legitimisation, and as a vector of identity cohesion in the contemporary medical-academic context, while simultaneously responding to the tensions between scientific authority and the humanistic dimension of the medical profession.

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  15. Volume 13 · Issue 1 · 2026 · pp. 124-133

    A STUDY OF SMARTPHONE ADDICTION IN RELATION TO SELF-ESTEEM, SOCIOECONOMIC STATUS, AND GENDER AMONG NIGERIAN UNDERGRADUATES

    • Habeeb Omoponle Adewuyi
    • Balqis Olabisi Popoola
    • Babatunde Adewole Ajani
    • Dorcas Oluwakemi Jimoh
    • Bamidele Joke Fowowe
    Keywords
    Smartphone addiction; Self-esteem; Socioeconomic status; Gender difference; Undergraduates.

    Cite as

    Adewuyi, H. O., Popoola, B. O., Ajani, B. A., Jimoh, D. O., & Fowowe, B. J. (2026). A STUDY OF SMARTPHONE ADDICTION IN RELATION TO SELF-ESTEEM, SOCIOECONOMIC STATUS, AND GENDER AMONG NIGERIAN UNDERGRADUATES. Social Sciences and Education Research Review, 13(1), 124-133. https://doi.org/10.5281/zenodo.21036185

    Abstract. This study explored the relationships between self-esteem, socioeconomic status, gender, and smartphone addiction among university undergraduates. A descriptive correlational survey design and a multi-stage sampling method were utilised. The sample consisted of 300 undergraduate students. Data collection employed validated instruments, including the Smartphone Addiction Scale (α = 0.79), the General Self-Esteem Scale (α = 0.90), and the Socioeconomic Status Scale (α = 0.87). Findings revealed that male students (mean = 46.4109) exhibited higher levels of smartphone addiction compared to female students (mean = 41.0621). Significant correlations were found between smartphone addiction and self-esteem (r = .981; p < .05), socioeconomic status (r = .245; p < .05), and gender (r = .071; p < .05). Among these variables, socioeconomic status (β = .235; t = 3.337; p < .05) was the strongest predictor of smartphone addiction, followed by self-esteem (β = .189; t = 2.843; p < .05) and gender (β = -.267; t = -4.014; p < .05). The results emphasised the importance of addressing smartphone addiction, especially for undergraduates, as technology continues to advance and reliance on digital devices grows in society.

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  16. Volume 13 · Issue 1 · 2026 · pp. 134-140

    FROM HETERONOMY TO AUTONOMY: THE DEVELOPMENT OF MORAL THINKING IN CHILDREN IN GENETIC EPISTEMOLOGY

    • ȘTEFAN VIOREL GHENEA
    Keywords
    Heteronomy; Autonomy; Development; Moral thinking; Genetic epistemology; Jean Piaget.

    Cite as

    GHENEA, Ș. V. (2026). FROM HETERONOMY TO AUTONOMY: THE DEVELOPMENT OF MORAL THINKING IN CHILDREN IN GENETIC EPISTEMOLOGY. Social Sciences and Education Research Review, 13(1), 134-140. https://doi.org/10.5281/zenodo.21036187

    Abstract. This article examines the development of moral thinking in children through the lens of genetic epistemology, as formulated by Jean Piaget. It argues that moral judgment is not innate or merely socially transmitted, but progressively constructed through the interaction between cognitive development and social experience. The analysis focuses on key domains such as moral realism, responsibility, lying, and justice, showing a gradual shift from heteronomous morality—characterized by obedience to external rules and evaluation based on consequences—to autonomous morality, where intentions, reciprocity, and cooperation become central. The discussion integrates Piaget’s empirical findings with philosophical perspectives, particularly in relation to the problem of lying and the development of justice. Comparisons with Immanuel Kant highlight the contrast between externally imposed rules and self-legislated moral principles, while connections with Aristotle and John Rawls situate Piaget’s work within broader ethical traditions. The article also contrasts Piaget’s approach with the stage theory of Lawrence Kohlberg, emphasizing the former’s focus on social interaction and practical activity rather than abstract reasoning alone. The central claim is that moral autonomy emerges from cooperative social relations, where norms such as truth and justice acquire meaning through shared practices. Thus, Piaget’s theory provides not only a psychological account of moral development but also a valuable framework for philosophical reflection on the foundations of normativity.

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  17. Volume 13 · Issue 1 · 2026 · pp. 141-148

    FUNDRAISING IN SECTION 21, QUINTILE 1 - 2 NO-FEE SCHOOLS IN THE FREE STATE PROVINCE, SOUTH AFRICA

    • Gawie SCHLEBUSCH
    • Tlale MPOLOKENG
    Keywords
    Financial management; Fundraising in no-fee schools; Section 21 quintile 1–2 schools; Quality of teaching and learning

    Cite as

    SCHLEBUSCH, G., & MPOLOKENG, T. (2026). FUNDRAISING IN SECTION 21, QUINTILE 1 - 2 NO-FEE SCHOOLS IN THE FREE STATE PROVINCE, SOUTH AFRICA. Social Sciences and Education Research Review, 13(1), 141-148. https://doi.org/10.5281/zenodo.21036189

    Abstract. The purpose of this study is to explore how state-provided funds, together with money raised through fundraising, are managed in Section 21, quintile 1 - 2 no-fee secondary schools in the Free State province of South Africa to enhance the quality of teaching and learning. Fundraising is crucial in supplementing the limited financial support received from the state. The study adopts a phenomenological design, which allows the researchers to explore individuals’ lived experiences, behaviours, and the ways in which they understand and carry out their roles. A qualitative approach was used, with open-ended questionnaires administered to a single group of participants – school principals. The sample included 15 principals from Section 21, quintile 1 - 2 no-fee secondary schools situated in three Free State education districts. Data was thematically analysed and reported as such. The findings indicate that many schools still face challenges with fundraising due to limited knowledge, expertise, and skills. Effective and efficient financial and fundraising management is essential to prevent fraud and misappropriation and to promote transparency, openness, and accountability. It also helps to build trust among schools, donors, sponsors, parents, and communities.

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  18. Volume 13 · Issue 1 · 2026 · pp. 149-156

    PEDAGOGIES OF PLAY AND PARTICIPATION: TEACHERS’ PRACTICES IN SUPPORTING NUMBER SENSE IN EARLY MATHEMATICS

    • Roy Venketsamy
    Keywords
    Early Grade Mathematics; Interpretivist Paradigm; Number Sense; Play-based pedagogy; Social Development Theory

    Cite as

    Venketsamy, R. (2026). PEDAGOGIES OF PLAY AND PARTICIPATION: TEACHERS’ PRACTICES IN SUPPORTING NUMBER SENSE IN EARLY MATHEMATICS. Social Sciences and Education Research Review, 13(1), 149-156. https://doi.org/10.5281/zenodo.21036191

    Abstract. Background: Play-based pedagogy represents a fundamental shift from traditional, structured instruction toward a learner-centred approach in early mathematics. Drawing on the philosophies of Fleer and Montessori, this approach posits that mathematical concepts are best internalised through discovery rather than rote learning. Despite its importance, mathematics is frequently perceived as a daunting subject, often instilling anxiety in young learners from an early age. This study argues that framing mathematics as a dynamic "game of numbers" can mitigate this phobia and foster a more positive attitude towards the subject. Guided by Vygotsky’s Social Development Theory, this research explored how social interaction and communication facilitate mathematical understanding. The primary objective of this article is to investigate Grade 1 teachers’ experiences in implementing play-based pedagogy to teach number sense, and to explore how social interaction within play supports young learners’ mathematical understanding, confidence, and positive attitudes toward mathematics. Method: A qualitative approach, situated within the interpretivist paradigm, was employed to investigate the experiences of four Grade 1 teachers from primary schools in Mpumalanga Province, South Africa, regarding the implementation of play-based strategies for teaching number sense. Results: The findings indicate that play-based pedagogy significantly enhances learners' confidence and ease in grasping foundational numerical concepts. Through social interaction, learners developed critical problem-solving skills and showed increased capacity for critical thinking and decision-making. Discussion: The evidence suggests that communicative play serves as a vital channel for mathematical literacy. Therefore, this paper recommends that play-pedagogy be formalised in early grade mathematics to ensure a robust cognitive and affective foundation for future learning.

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  19. Volume 13 · Issue 1 · 2026 · pp. 157-167

    EFFECT OF MODES OF FINANCING ON STRESSFUL EXPERIENCES OF FIRST YEAR STUDENTS AT UNIVERSITY

    • Peter JO Aloka
    • Oluwakemi B. Ajayi
    Keywords
    Effect; Modes of Financing; Stressful Experiences; First Year; Students; University

    Cite as

    Aloka, P. J., & Ajayi, O. B. (2026). EFFECT OF MODES OF FINANCING ON STRESSFUL EXPERIENCES OF FIRST YEAR STUDENTS AT UNIVERSITY. Social Sciences and Education Research Review, 13(1), 157-167. https://doi.org/10.5281/zenodo.21036195

    Abstract. Transition from secondary school to universities remain a great challenge to the students. Thus, first year students continue to experience adjustment challenges leading to stressful conditions. There is paucity of stressful experiences of first year students with respect to funding options available. The study aimed to examine the effect of modes of financing on stressful experiences of first year students at university in Kenya. The Transactional Model of Stress and Coping by Lazarus and Folkman (1984) served as the foundation for this investigation. The study adopted a causal-comparative research design. The sample size of 198 first year students in Kenya were obtained using stratified sampling method. Data from students in their first year of study at university was obtained using Stressful Experiences Scale. Inferential analysis, with the use of t-test was used to analyze data. The study findings indicated that the scores on overall stress experience levels were significantly higher for self-sponsored students (M = 3.26, SD = 0.34) than for government sponsored students (M = 2.89, SD = 0.82), t(196) = 2.397, p = .017, Cohen’s d = .842. The implications of the findings of the study are that the University management should develop responsive programs to assist first year students who are at risk of stressful experiences.

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  20. Volume 13 · Issue 1 · 2026 · pp. 168-179

    FATIGUE AS A CONTRIBUTING FACTOR TO ROAD TRAFFIC ACCIDENTS IN SOUTH AFRICA: AN EDUCATIONAL SYSTEMATIC REVIEW AND META-ANALYSIS STUDY.

    • Linda MBANA
    • Witness MALULEKE
    • John Kgatla LEKGANYANE
    Keywords
    Accident rates; Contributory factors; Educational curriculum; Fatigue; Road traffic accident; South Africa; Systematic review and meta-analysis

    Cite as

    MBANA, L., MALULEKE, W., & LEKGANYANE, J. K. (2026). FATIGUE AS A CONTRIBUTING FACTOR TO ROAD TRAFFIC ACCIDENTS IN SOUTH AFRICA: AN EDUCATIONAL SYSTEMATIC REVIEW AND META-ANALYSIS STUDY. Social Sciences and Education Research Review, 13(1), 168-179. https://doi.org/10.5281/zenodo.21036197

    Abstract. This study describes the effect of driver fatigue on the frequency and rates of Road Traffic Accidents (RTAs) in South Africa, guided by two primary research questions: (1) What is the impact of driver fatigue on the incidence and rates of RTA in South Africa? (2) What are the implications of road safety interventions? Drawing from five epidemiological studies by Rad, Rosseinnia, Mousavi, Shekari, Kouchakinejad-Eramsadati, and Khodadadi-Hassankiadeh (2024), Useche, Alonso, Cendales and Llamazares (2021), Mekonnen, Tesfaye, Moges and Gebremedin (2019), Bener, Yildirim, Özkan and Lajunen (2017), and Smith (2016) with a combined sample of 4,653 respondents. This research synthesises international data that hold significant relevance for South Africa's socioeconomic and transportation context. The findings consistently indicate that driver fatigue markedly increases the risk of RTA due to impaired cognitive and behavioural functioning, including slower reaction times, poor decision making, and increased risk-taking behaviours. Fatigue is particularly prevalent in transportation sectors characterised by long or irregular working hours, such as the freight and the minibus taxi industry, key components of the South African road network. Additional influencing factors include alcohol consumption, sleep deprivation, and work-related stress, which collectively exacerbate the risk of accidents. The implications for road safety are considerable. The study advocates for a multifaceted intervention strategy that includes regulatory reforms to limit driving hours, enforceable fatigue-specific legislation, investment in rest-stop infrastructure, technological advancements such as driver monitoring systems, and public education campaigns. Furthermore, there is an urgent need for research tailored to the South African context and standardised fatigue measurement tools to inform local policy and enforcement practices. Ultimately, this meta-analysis highlights the critical need to recognise and address driver fatigue as a national road safety priority. Implementing evidence-based interventions tailored to the South African environment will be crucial to reducing fatigue-related accidents and fostering a safer and more resilient transportation system.

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  21. Volume 13 · Issue 1 · 2026 · pp. 180-190

    BRIDGING THE SILENCE: A QUALITATIVE STUDY ON ENGLISH-SPEAKING CHALLENGES IN UNDER-RESOURCED SOUTH AFRICAN CLASSROOMS

    • Manthekeleng Agnes Linake
    Keywords
    Code-switching; English speaking skills; Language of learning and teaching (LoLT); Learner’s motivation; Multilingual classrooms; Under-Resourced

    Cite as

    Linake, M. A. (2026). BRIDGING THE SILENCE: A QUALITATIVE STUDY ON ENGLISH-SPEAKING CHALLENGES IN UNDER-RESOURCED SOUTH AFRICAN CLASSROOMS. Social Sciences and Education Research Review, 13(1), 180-190. https://doi.org/10.5281/zenodo.21036199

    Abstract. Although most students speak an African language as their first language, English has taken over as the primary language of instruction in South African schools. Particularly in settings with limited resources, this mismatch between the home language and the language of learning and teaching (LoLT) poses ongoing difficulties. This study explores the challenges influencing the development of English-speaking skills among learners and teachers in two under-resourced primary schools in the Buffalo City District of South Africa. In multilingual classrooms, where English is used as the language of learning and teaching (LoLT), both learners and teachers experience significant difficulty, particularly in the Intermediate Phase as a critical stage of language and academic transition. Using a qualitative research design, the study collected data through teacher interviews and learner focus groups, with participants selected using purposive sampling. The findings revealed that several interrelated factors hinder English oral proficiency: the shortage of qualified English teachers, limited learner motivation, insufficient speaking and instructional strategies in the classrooms, and frequent teacher code-switching practices. Code-switching, while often necessary for comprehension, was found to limit consistent exposure to English. The study underscores the need for targeted professional development to equip teachers with effective strategies for fostering spoken English in multilingual, resource-constrained settings. Encouraging English use in classroom interactions may gradually enhance both learners' fluency and teachers’ instructional confidence. The study contributes to the broader discourse on equitable language education in disadvantaged primary schools.

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  22. Volume 13 · Issue 1 · 2026 · pp. 191-199

    CONCEPTUALIZING BEHAVIORAL ANTHROPOLOGY

    • Daniela Naidin
    Keywords
    behavioral anthropology; digital cultures; generational cognition; algorithmic environments; adaptive behavior

    Cite as

    Naidin, D. (2026). CONCEPTUALIZING BEHAVIORAL ANTHROPOLOGY. Social Sciences and Education Research Review, 13(1), 191-199. https://doi.org/10.5281/zenodo.21036201

    Abstract. This article proposes a comprehensive conceptualization of behavioral anthropology as an integrated science of human behavior capable of explaining the adaptive patterns emerging in technologically mediated, rapidly transforming societies. Building on foundational contributions from Graves, Bourdieu, Goffman, Geertz, Mauss, and contemporary analyses of digital infrastructures, the study positions behavior as a culturally regulated, socially structured, and cognitively shaped phenomenon situated at the intersection of culture, cognition, and technology. Through a multi-level analytical framework, the article demonstrates how behavioral anthropology provides unique explanatory value across social, political, educational, and economic domains. Particular attention is given to generational transformation, showing how sustained exposure to digital environments, algorithmic ecologies, and AI-driven information flows reshapes cognitive development, communicative norms, and behavioral repertoires. Methodologically, the article integrates ethnography, digital ethnography, behavioral observation, discourse analysis, and mixed methods to capture behavior as an emergent and patterned response to contemporary conditions. The Discussion illustrates how behavioral anthropology explains online performance, misinformation dynamics, symbolic political participation, new learning ecologies, and shifting economic practices in gig and platform economies. The article concludes that behavioral anthropology provides essential tools for societal adaptation in an era defined by technological acceleration, cultural diversification, and intergenerational divergence.

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  23. Volume 13 · Issue 1 · 2026 · pp. 200-211

    INSECURITY AND TEACHERS' JOB DEDICATION IN PUBLIC SECONDARY SCHOOLS IN NORTH-CENTRAL NIGERIA

    • Olugbenga T. Ajadi
    • Chinedu I. Okeke
    Keywords
    Insecurity; Job Dedication; Public Secondary Schools; North-Central Nigeria; Teacher Dedication

    Cite as

    Ajadi, O. T., & Okeke, C. I. (2026). INSECURITY AND TEACHERS' JOB DEDICATION IN PUBLIC SECONDARY SCHOOLS IN NORTH-CENTRAL NIGERIA. Social Sciences and Education Research Review, 13(1), 200-211. https://doi.org/10.5281/zenodo.21036203

    Abstract. Insecurity jeopardizes not only the stability and quality of public secondary education in the North. As a result, this study investigated into how teachers' dedication to their jobs was affected by insecurity in North-Central Nigerian public secondary schools. The study was guided by two research questions and tested one hypothesis. Using a multi-stage sample technique, 800 instructors were selected from three states and the Federal Capital Territory (FCT), whereas 49,365 public secondary school teachers from the North-Central geopolitical zone made up the study population. Multiple regression analysis and descriptive statistics were used to analyze the data, which were gathered via a structured questionnaire. Findings reveal, the most pressing insecurity concerns facing secondary schools are armed robberies, harassment, and kidnappings. The findings also showed that respondents had a poor degree of job dedication, indicating that teachers' dedication to their professional duties is negatively impacted by insecurity. Regression analysis demonstrated that insecurity significantly predicts teacher job dedication. According to the study's findings, strengthening security in and around schools is essential to raising teacher dedication and improve education standards. In order to lessen teachers' susceptibility, the study suggests that security agencies, state governments, and the Federal Capital Territory enhance public secondary schools’ security, particularly in remote locations, and that administrators put safety measures including community policing, emergency response systems, and fencing in place.

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  24. Volume 13 · Issue 1 · 2026 · pp. 212-221

    EXPLORING CURRENT PRE-SERVICE SCIENCE TEACHER PREPARATION APPROACHES IN ZIMBABWE

    • Alois Matorevhu
    • Hendricks Winston
    • Ntombozuko Duku
    Keywords
    Pre-service science teachers’ views; Contextualise teaching and learning approaches; Diverse teaching and learning environments

    Cite as

    Matorevhu, A., Winston, H., & Duku, N. (2026). EXPLORING CURRENT PRE-SERVICE SCIENCE TEACHER PREPARATION APPROACHES IN ZIMBABWE. Social Sciences and Education Research Review, 13(1), 212-221. https://doi.org/10.5281/zenodo.21036207

    Abstract. Approaches used in preparing pre-service science teachers influence their views of teaching and learning. As revealed by some studies, this assertion is premised on the notion that teachers tend to teach the way they were prepared to teach. Rooted in the interpretivist paradigm, this case study sought to find out pre-service science teachers’ views on approaches used during their preparation in two teachers’ colleges in Zimbabwe. Data were collected through semi-structured interviews with purposively sampled pre-service science teachers and science educators, In addition, focus group discussions with pre-service science teachers, and document analysis were used to gather data. Through coding, emergent themes were interpreted based on the interpretivist paradigm. Findings show that pre-service science teachers viewed approaches used in their preparation to be contextualised to a greater extent, to prepare them for teaching in diverse teaching and learning environments. The study also revealed that even if science educators may be aware of the importance of applying certain approaches like simulations during preparation, limitations like lack of funding and resources may hinder application of such approaches. This suggests that pre-service science teachers should be equipped during preparation, with skills to understand contextual factors which may limit use of certain teaching and learning approaches, in order to make relevant adjustments.

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  25. Volume 13 · Issue 1 · 2026 · pp. 222-231

    SOCIAL WORK AND CRITICAL THINKING ON THE FRONTLINE: IMPLEMENTING A COMMON ELEMENTS APPROACH IN SOUTH AFRICAN SCHOOLS

    • Medwin Dikwanyane Sepadi
    Keywords
    Mental Health; CETA; Schools; Task-Shifting; Implementation; Social Work; South Africa; Adaptation; Systems; Resilience

    Cite as

    Sepadi, M. D. (2026). SOCIAL WORK AND CRITICAL THINKING ON THE FRONTLINE: IMPLEMENTING A COMMON ELEMENTS APPROACH IN SOUTH AFRICAN SCHOOLS. Social Sciences and Education Research Review, 13(1), 222-231. https://doi.org/10.5281/zenodo.21036209

    Abstract. Facing a global youth mental health crisis, this study explores South Africa's innovative school-based implementation of the Common Elements Treatment Approach (CETA). Analysing official data through theoretical lenses of Person-in-Environment, Street-Level Bureaucracy, and Cultural Humility, the research explores how this program delivers care amidst significant constraints. Findings reveal the critical role of non-specialist Learner Support Agents, whose discretionary use of CETA’s flexible modules represents a pragmatic task-shifting strategy that demands constant contextual adaptation. The study highlights the initiative’s deliberate efforts to culturally adapt global guidelines, navigating tensions between model fidelity and local relevance, and between individual-level intervention and unaddressed systemic drivers of distress. It argues that the program exemplifies a form of macro social work practice, shifting professional focus from direct therapy towards designing equitable systems, supervising lay providers, and advocating for sustainable funding and policy change. The study concludes that such innovative, systems-oriented approaches which prioritise contextual critical thinking and resourceful service delivery, are essential for addressing mental health disparities in low-resource settings and must be integrated into modern social work education and practice.

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  26. Volume 13 · Issue 1 · 2026 · pp. 232-234

    INTEGRATING DIGITAL PEDAGOGY INTO TEACHING – THE EXPERIENCE OF TEACHERS TRAINED IN A TRAINING PROGRAM

    • Mihaela FLOREA
    Keywords
    ICT; digital pedagogy; digital skills; lifelong learning; European projects

    Cite as

    FLOREA, M. (2026). INTEGRATING DIGITAL PEDAGOGY INTO TEACHING – THE EXPERIENCE OF TEACHERS TRAINED IN A TRAINING PROGRAM. Social Sciences and Education Research Review, 13(1), 232-234. https://doi.org/10.5281/zenodo.21036211

    Abstract. Romania's European integration process has generated important changes in the field of education, aimed at modernizing the education system and adapting it to European educational standards and policies. In this context, the development of teachers' digital skills is a priority, supported by the implementation of training programs and educational projects financed by European funds. An important role is played by initiatives dedicated to the digitization of education, including those implemented through the National Recovery and Resilience Plan (PNRR). The digital pedagogy training program analyzed in this study had as its main objective the development of teachers' digital skills and the integration of information and communication technologies in the teaching-learning-assessment process. The present study focuses on the presentation of the objectives of the training programme, the activities carried out within it and the results obtained from the participation of teachers in the training activities.

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  27. Volume 13 · Issue 1 · 2026 · pp. 235-249

    ATTITUDE AND BEHAVIOUR OF INFORMAL SECTOR WORKERS TOWARD DIRECT TAXES COMPLIANCE IN NIGERIA: AN EXTENDED THEORY OF PLANNED BEHAVIOUR

    • Wasiu Abiodun MAKINDE
    Keywords
    Informal workers; Direct Taxes; Tax Compliance; Theory of Planned Behaviour (TPB); Direct Assessment

    Cite as

    MAKINDE, W. A. (2026). ATTITUDE AND BEHAVIOUR OF INFORMAL SECTOR WORKERS TOWARD DIRECT TAXES COMPLIANCE IN NIGERIA: AN EXTENDED THEORY OF PLANNED BEHAVIOUR. Social Sciences and Education Research Review, 13(1), 235-249. https://doi.org/10.5281/zenodo.21036213

    Abstract. Tax compliance remains a global challenge affecting both developed and developing nations but is more pronounced in the developing economies. Focusing on the informal sector workers in the Nigerian economy that contributes about 58 percent to GDP but is largely outside the tax net, the study investigates, using an extended theory of planned behaviour by incorporating socio-demographic factors and corruption perception, the tax compliance behaviour gap. Survey research design was utilised through questionnaire administration and applying Cochran sampling techniques to deduce a 240-sample size and purposively selecting informal sector workers such as artisans, hairdressers, traders, bricklayers, Nigerian hairdressers, and event planners across Lagos State, Nigeria, for data collection. The data collected were analyzed using regression and analysis of variances (ANOVA) to examine the relationship between independent, dependent, and moderating variables of the study. The study revealed that attitude towards tax (fiscal accountability and tax fairness), subjective norms (social pressure), and perceived behavioral control (ease of filing and tax awareness) have a positive and significant influence on tax compliance behaviour of informal sector workers in Nigeria. When corruption perception was included, it showed about 53 percent variation in the tax compliance behavior, affirming a hindrance in tax remittance from informal sector workers due to negative perception of government accountability. Also, the study discovered that educational level, occupation, and age of informal sector workers were identified as having a significant influence on tax compliance behaviour, but income level and gender showed no influence on compliance behavior. The study concluded that demonstrating fiscal accountability and enhancing tax education by the government will improve tax compliance behaviour in Nigeria.

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  28. Volume 13 · Issue 1 · 2026 · pp. 250-258

    INTEGRATIVE LITERATURE REVIEW AS A RESEARCH METHODOLOGY IN POLITICAL SCIENCE AND SOCIAL POLICY: FRAMEWORK, APPLICATIONS, AND IMPLICATIONS

    • WIMMY HALIIM
    • VERDY FIRMANTORO
    Keywords
    Integrative Literature Review; Research Methodology; Political Science; Public Policy; Diagnostic Framework

    Cite as

    HALIIM, W., & FIRMANTORO, V. (2026). INTEGRATIVE LITERATURE REVIEW AS A RESEARCH METHODOLOGY IN POLITICAL SCIENCE AND SOCIAL POLICY: FRAMEWORK, APPLICATIONS, AND IMPLICATIONS. Social Sciences and Education Research Review, 13(1), 250-258. https://doi.org/10.5281/zenodo.21036215

    Abstract. Integrative Literature Review (ILR) represents a promising research methodology for development within political science and public policy scholarship, particularly when addressing complex issues involving multiple dimensions and diverse perspectives. This article analyses the methodological framework of ILR, distinguishing it from systematic review and narrative review approaches, and demonstrates its application in the context of multidimensional social policy analysis. Through narrative synthesis of peer-reviewed literature classified into thematic domains, this study evaluates ILR's capacity to integrate diverse findings. Findings demonstrate that ILR provides unique capabilities in integrating qualitative and quantitative literature, identifying patterns of convergence and divergence, and generating analytical frameworks for policy analysts. The implications of this article underscore that ILR is not merely a methodology for knowledge synthesis but also an analytical tool that facilitates evidence-informed policymaking with institutional reform purpose within contexts characterized by complex and multidimensional governance. This article contributes to enhancing methodological literacy among policy researchers and government practitioners, particularly in adopting research approaches that are systematic yet remain flexible in responding to the dynamics of contemporary policy issues.

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  29. Volume 13 · Issue 1 · 2026 · pp. 259-271

    COOPERATION FOR SUCCESS: THE ROLE OF COLLABORATION IN BOOSTING TEACHING QUALITY AND STUDENT ENGAGEMENT IN ADDIS ABABA'S PRIVATE SCHOOLS

    • Easaw Alemayehu ASSEFA
    Keywords
    Collaboration; Impact; Teaching; Quality; Sustainable

    Cite as

    ASSEFA, E. A. (2026). COOPERATION FOR SUCCESS: THE ROLE OF COLLABORATION IN BOOSTING TEACHING QUALITY AND STUDENT ENGAGEMENT IN ADDIS ABABA'S PRIVATE SCHOOLS. Social Sciences and Education Research Review, 13(1), 259-271. https://doi.org/10.5281/zenodo.21036217

    Abstract. The purpose of this article is to examine the existing cooperation among teachers, school directors, and parents in private schools located in Addis Ababa and its relationship to teaching effectiveness and students’ attitudes. The study aims to explore how such collaborations operate, identify cultural factors, and determine the resources necessary for cooperation within educational institutions. A quantitative self-administered questionnaire was distributed to 350 teachers (175 male and 175 female) from 25 private schools in Addis Ababa, Ethiopia. Participants responded to questions regarding their experiences with collaborative practices, access to professional development, and engagement of parents and community members. The survey results indicate a positive attitude towards collaborative practices, with respondents recognizing the structured approach to professional development and parental participation. However, concerns were noted regarding a lack of resources and the need for staff development. Cultural attitudes were found not to be a barrier, while school leadership emerged as having a significant influence on collaborative efforts. This study highlights the importance of fostering sustainable practices between institutions to enhance teaching standards and improve student performance. It suggests that school administrations should allocate more resources to collaborative initiatives, enhance professional development programs, and actively engage community members in collaborative efforts. This study contributes to the existing literature by presenting qualitative findings regarding collaboration in private schools in Addis Ababa. It emphasizes the necessity of involving the community and sharing information to strengthen cooperation among educational stakeholders, ultimately leading to a better learning climate for students.

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  30. Volume 13 · Issue 1 · 2026 · pp. 272-278

    ROAD TRAFFIC INJURIES AND RISK FACTORS IN LAGOS STATE, NIGERIA

    • Augustus Orowhigo ATUBI
    Keywords
    traffic injuries; risk factors; road; traffic violations; road conditions; Lagos state

    Cite as

    ATUBI, A. O. (2026). ROAD TRAFFIC INJURIES AND RISK FACTORS IN LAGOS STATE, NIGERIA. Social Sciences and Education Research Review, 13(1), 272-278. https://doi.org/10.5281/zenodo.21036219

    Abstract. This study determines the characteristics of Road traffic injuries (RTIs) among Lagos drivers and examines the human behavioural and environmental risk factors associated in occurrence of RTIs. This cross-sectional survey was conducted in the primary health care centers during the period of May-November 2025. A random sample of 1700 Lagos drivers was approached and 1375 drivers responded and agreed to participate in the study (81%). Face-to-face interviews was conducted by trained research assistants based on questionnaire. This study revealed that of the studied Lagos drivers (1375), (19.7%) of them were injured. Young drivers in the age group (25-34) years were more involved in RTIs (42.2%). The RITs occurred more among male drivers than females (p< 0.002). Among the injured drivers, those involved with traffic violations especially with over speeding (36.7%) and traffic light violations (13.3%). Lagos drivers were more injured from over speeding (22.6%) and overturn skid (16.1%). Head injuries were reported more from light vehicle crashes (50%) and next injuries from Hilux, Buses and SUVs crashes (36.4%). The study findings revealed the high risk of RTIs was among young male drivers in the age group (25-34) years. It showed that human behavioural factors represent one of the main causes of RTIs such as excessive speed and use of mobile phones. Also, some of the environmental factors associated in the occurrence of RTIs occurred mostly due to bad roads (75.6%), road traffic crashes at‘t’’ junctions (54.2%) and during the rainy season (80%).

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  31. Volume 13 · Issue 1 · 2026 · pp. 279-287

    ASSESSING THE EFFECTS OF LOADSHEDDING ON THE SUSTAINABILITY OF SMALL BUSINESSES: A SOUTH AFRICAN PERSPECTIVE

    • Tebogo Sylvia Matlou
    • Mahlodi Daniel Raphiri
    • Mohale Ernest Selelo
    Keywords
    Loadshedding; sustainability; small businesses; South Africa.

    Cite as

    Matlou, T. S., Raphiri, M. D., & Selelo, M. E. (2026). ASSESSING THE EFFECTS OF LOADSHEDDING ON THE SUSTAINABILITY OF SMALL BUSINESSES: A SOUTH AFRICAN PERSPECTIVE. Social Sciences and Education Research Review, 13(1), 279-287. https://doi.org/10.5281/zenodo.21036221

    Abstract. The paper investigated the effects of loadshedding on the sustainability of small businesses. The paper argues that one of the primary issues facing the country's small businesses is loadshedding, which has an adverse effect on their daily operations and forces some of them to shut down. Due to their inability to purchase backup power solutions such as generators to maintain business and operations as usual, small businesses such restaurants, barbershops and grocery stores are under a lot of pressure from loadshedding, resulting in dissatisfied clients and increased operating costs. The truth is that small businesses are still required to pay for necessary business expenses and to compensate their staff members even if they are unable to function and make a profit. The paper adopted a literature-based methodology to review secondary sources and to gain a comprehensive understanding of how loadshedding affects small businesses sustainability. The paper found that small businesses rely heavily on a consistent and stable supply of electricity, therefore, loadshedding results in disruption of their operations, decrease in sales and increase in costs. Additionally, loadshedding hinders internet and Wi-Fi connectivity, which is problematic for small businesses moving to digital platforms. The study recommended that small businesses follow Eskom's phased and timed loadshedding plans to prepare for loadshedding. By following the scheduled stages of load, small businesses can mitigate the effects of power-supply disruptions on their operations by anticipating and taking preventive measures. Small businesses can opt for business interruption insurance that only covers the fixed expenses incurred by the business during its unavailability for operations. The paper also recommends the use of solar panels and generators to sustain the small businesses.

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  32. Volume 13 · Issue 1 · 2026 · pp. 288-295

    THE AFTERMATH OF THE COVID-19 PANDEMIC ON FAMILIES IN POLOKWANE, SOUTH AFRICA

    • Dillo Justin Ramoshaba
    • Selelo Frank Rapholo
    Keywords
    COVID-19; Pandemic; Families; Natural Disasters; South Africa

    Cite as

    Ramoshaba, D. J., & Rapholo, S. F. (2026). THE AFTERMATH OF THE COVID-19 PANDEMIC ON FAMILIES IN POLOKWANE, SOUTH AFRICA. Social Sciences and Education Research Review, 13(1), 288-295. https://doi.org/10.5281/zenodo.21036223

    Abstract. Several studies show that during natural disasters, individuals within some families face challenges such as exacerbation of existing family problems or new difficulties accompanied by stress related to job loss, injury or illness, and parenting concerns. It is from this background that the researchers developed a hunch to explore the aftermath of the COVID-19 pandemic on families in Polokwane, which is in the Limpopo Province of South Africa. The researchers adopted a qualitative approach wherein a case study design was used to explore the aftermath of the COVID-19 pandemic in the selected families. Convenient and Snowball sampling techniques were used to select the respondents. Data was collected through semi-structured interviews to gain in-depth information from the respondents. Thematic content analysis was used to analyse the data. The findings of the study show families were disoriented due to issues such as loss of family bonds, Job loss, and domestic violence. The study provides conclusions and recommendations.

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  33. Volume 13 · Issue 1 · 2026 · pp. 296-303

    CURBING DIGITAL DIVIDE IN EDUCATION THROUGH LEVERAGING ACCESS TO DIGITAL LEARNING IN MARGINALISED COMMUNITIES IN CHRIS HANI WEST

    • BEAUTY ZINDI
    Keywords
    digital divide; digital inclusion; digital learning; Chris Hani West; education; marginalised communities

    Cite as

    ZINDI, B. (2026). CURBING DIGITAL DIVIDE IN EDUCATION THROUGH LEVERAGING ACCESS TO DIGITAL LEARNING IN MARGINALISED COMMUNITIES IN CHRIS HANI WEST. Social Sciences and Education Research Review, 13(1), 296-303. https://doi.org/10.5281/zenodo.21036225

    Abstract. The digital divide remains a persistent challenge in South Africa’s education system, disproportionately affecting learners in rural and marginalised communities. This article examines strategies for curbing the digital divide through leveraging access to digital learning in Chris Hani West, a predominantly rural district in the Eastern Cape Province. The study explores key barriers to digital inclusion, including limited access to digital devices, high costs of internet connectivity, inadequate ICT infrastructure, language and accessibility constraints, and weak policy implementation at school and district levels. Drawing on a qualitative desktop-based review of academic literature, government reports, and relevant case studies, the article analyses how these challenges constrain equitable access to digital learning opportunities. The study further highlights the socio-economic and cultural factors that shape digital adoption and usage among learners and households in marginalised communities. The findings underscore the need for coordinated context-sensitive interventions such as affordable connectivity solutions, device provisioning programmes, infrastructure investment, multilingual and accessible digital content, and stronger institutional support for ICT integration in education. The article concludes that leveraging digital learning effectively in Chris Hani West requires not only technological solutions, but also inclusive policies and sustainable partnerships aimed at promoting equity, digital literacy, and long-term educational transformation.

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  34. Volume 13 · Issue 1 · 2026 · pp. 304-311

    AN ASSESSMENT OF EDUCATIONAL FACILITIES IN OZORO AND ITS ENVIRONS

    • Victor Finapaye PERETOMODE
    • Onamrewho Favour ATUBI
    Keywords
    Educational Facilities; Ozoro; Primary Schools; Secondary Schools; Teachers; Private and Public Schools; and Delta State.

    Cite as

    PERETOMODE, V. F., & ATUBI, O. F. (2026). AN ASSESSMENT OF EDUCATIONAL FACILITIES IN OZORO AND ITS ENVIRONS. Social Sciences and Education Research Review, 13(1), 304-311. https://doi.org/10.5281/zenodo.21036227

    Abstract. The availability and adequacy of educational facilities are pivotal to the achievement of educational goals, aims and objectives through meeting the physical and psychological needs of both learners and teaching staff. Therefore, this article investigated the educational facilities in Ozoro as well as those in its environs. The article employed observational research, to assess the state of educational facilities, it also collected primary and secondary data from the education ministry in Isoko North Local Government Area, where Ozoro is located. The findings were presented with tables and bar charts. The findings reveal that there are limited public educational facilities in the area, as there are more private schools than public ones. The authors also discovered a low number of support or non-teaching staff, to the extent that the communities have to employ and pay their own set of teachers, to argument those employed by the government. However, there is a low teacher-pupil/student ratio, with the exception of public primary schools. Therefore, the article recommended that government should overhaul the educational facilities in the area, physical infrastructure of public primary and secondary schools should also be renovated, while new ones should be provided.

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  35. Volume 13 · Issue 1 · 2026 · pp. 312-319

    TEACHERS' VIEWS REGARDING CHALLENGES AFFECTING THE READING ABILITIES OF GRADE 9 ENGLISH FIRST ADDITIONAL LEARNERS IN SOUTH AFRICAN PUBLIC PRIMARY SCHOOLS

    • BLOM E. KONDLA
    • GREGORY ALEXANDER
    Keywords
    Reading abilities; Social-constructivist theory; English First Additional Language; Grade 9 learners; Public primary schools

    Cite as

    KONDLA, B. E., & ALEXANDER, G. (2026). TEACHERS' VIEWS REGARDING CHALLENGES AFFECTING THE READING ABILITIES OF GRADE 9 ENGLISH FIRST ADDITIONAL LEARNERS IN SOUTH AFRICAN PUBLIC PRIMARY SCHOOLS. Social Sciences and Education Research Review, 13(1), 312-319. https://doi.org/10.5281/zenodo.21036229

    Abstract. This paper explores teachers' views on the challenges affecting the reading abilities of grade 9 English First Additional (EFAL) learners in South African primary schools. Reading skills play a critical role in education, as they impact all areas of learning. Learners who struggle with reading often face significant academic hurdles, resulting in poor performance in their studies. Grade 9 learners were believed to have faced setbacks during the COVID-19 pandemic in South Africa, as numerous disruptions and absenteeism plagued government schools. Many of these learners, who were in grade R during the pandemic, may not have received the required reading instruction. Underpinned by Socio-Constructivist Theory, specifically Vygotsky's Social Cognitive Theory of Learning, group discussions as a qualitative data-gathering tool were employed to ascertain 8 teachers' views on the challenges affecting the reading abilities of grade 9 learners. Key findings from a thematic analysis reveal that grade 9 EFAL teachers encounter challenges regarding parental involvement, overcrowding, resources, the curriculum, and teacher training and professional development when teaching EFAL. The study recommends inclusive catered strategies to improve the reading abilities of grade 9 EFAL learners. Initiatives to promote parental and teacher involvement in improving learners' reading abilities are encouraged.

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  36. Volume 13 · Issue 1 · 2026 · pp. 320-325

    CREATIVE WRITING AND MEDICAL STUDENTS – AN ESP CHALLENGE FOR CREATIVITY

    • OANA BADEA
    Keywords
    Creative writing; ESP; medical students

    Cite as

    BADEA, O. (2026). CREATIVE WRITING AND MEDICAL STUDENTS – AN ESP CHALLENGE FOR CREATIVITY. Social Sciences and Education Research Review, 13(1), 320-325. https://doi.org/10.5281/zenodo.21036231

    Abstract. Creativity is the process of giving birth to new things, ideas, and solutions which may not necessarily have existed before. Writing in English is mainly significant for improving creative and critical thinking skills. Some medical students, for example, struggle in creative writing in English as a foreign language due to the negligence of this skill in the ESP courses. Thus, the present study makes a significant contribution to the ESP literature because it investigates ESP students’ perceptions about creative language, particularly during their medical English courses and provides recommendations for improving the skills of creative writing in the future. This study aimed at investigating the students’ perception on medical English creative writing, and to find out how it can help teachers and material developers to develop creative writing activities in their ESP courses. Furthermore, this study aimed at raising teachers, students, and material writers’ awareness about the importance of creative writing in ESP courses, in general, and in medical specialized English language, in particular.

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  37. Volume 13 · Issue 1 · 2026 · pp. 326-334

    BARRIERS TO LEARNING IN AN INCLUSIVE EDUCATION ENVIRONMENT, CAPRICORN DISTRICT, LIMPOPO PROVINCE

    • Marubini Christinah Sadiki
    • Tebogo Jillian Mampane
    Keywords
    Inclusive Education; Overcoming Barriers; Environment; Equity and Social Justice; Systemic

    Cite as

    Sadiki, M. C., & Mampane, T. J. (2026). BARRIERS TO LEARNING IN AN INCLUSIVE EDUCATION ENVIRONMENT, CAPRICORN DISTRICT, LIMPOPO PROVINCE. Social Sciences and Education Research Review, 13(1), 326-334. https://doi.org/10.5281/zenodo.21036233

    Abstract. This paper examines the ongoing barriers to learning within inclusive education environments, to promote equitable access and meaningful participation for all learners. Rooted in the principles of equity, diversity, and social justice, inclusive education aims to create learning environments where every learner, regardless of ability, background, or identity, can thrive. Despite this ideal, systemic challenges, such as rigid curricula, insufficient educator training, socioeconomic inequalities, and prevailing attitudinal biases, continue to obstruct full inclusion. Utilising current research, policy reviews, and case studies from various educational settings, the paper highlights both structural and pedagogical factors that contribute to the marginalisation of learners. This study advances the understanding of overcoming barriers to learning within inclusive education environments. Ultimately, it asserts that addressing these barriers is not only a technical challenge but a moral obligation, demanding a collective effort to transform education systems into inclusive spaces of belonging, empowerment, and opportunity for all.

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  38. Volume 13 · Issue 1 · 2026 · pp. 335-340

    INSIGHTS ON CULTURAL ECOSYSTEM SERVICES IN POST-COLLIDER DEVELOPMENT IN ADDIS ABABA: PERSPECTIVE ANALYSIS

    • Chali Etefa Taye
    Keywords
    cultural ecosystem service; Collider development; Recreation; wellbeing; urban

    Cite as

    Taye, C. E. (2026). INSIGHTS ON CULTURAL ECOSYSTEM SERVICES IN POST-COLLIDER DEVELOPMENT IN ADDIS ABABA: PERSPECTIVE ANALYSIS. Social Sciences and Education Research Review, 13(1), 335-340. https://doi.org/10.5281/zenodo.21036235

    Abstract. Urban collider development is found as the most important initiative to rehabilitate and develop cultural ecosystem services in Addis Ababa. The Cultural ecosystem services resuscitated subsequent collider developments have been attracting the attention of residents and people in the country. It is also a radically uplifting image for Addis Ababa. From the Semi-structured interview conducted and data obtained from the convenience non-probability sampling techniques involving 60 interviewees, our thematic analysis reveals that post-Addis Ababa collider development, the provision of cultural ecosystem services increases (Parks, reading areas, green space, etc.). The finding demonstrated that the accessibility and availability of recreational areas increased since the collider development project was implemented in Addis Ababa. So the previous lack of facilities is now addressed, the restorative nature of the green area is observed, and people get open space for sectional purposes. The preference for cultural ecosystem services also differs among visitors depending on their purpose, importance, and impressions. It is also suggested that the issue of governance and sustainability of the quality and beauty created needs to be given serious attention.

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  39. Volume 13 · Issue 1 · 2026 · pp. 341-349

    STUDENTS’ COHESION AND VOICE ENGAGEMENT DYNAMICS IN NIGERIAN UNIVERSITY CLASSROOMS FOR EFFECTIVE TEACHING AND LEARNING

    • Ikmat Olanrewaju JUNAID
    Keywords
    Students’ cohesion; Voice engagement; Classroom dynamics; Employability.

    Cite as

    JUNAID, I. O. (2026). STUDENTS’ COHESION AND VOICE ENGAGEMENT DYNAMICS IN NIGERIAN UNIVERSITY CLASSROOMS FOR EFFECTIVE TEACHING AND LEARNING. Social Sciences and Education Research Review, 13(1), 341-349. https://doi.org/10.5281/zenodo.21036237

    Abstract. Recent complaints from employers of graduates from Nigerian Universities largely concern their employability. Although, several studies have been conducted on factors responsible for effective teaching and learning in university classrooms, it seems much have not been done on students’ cohesion and voice engagement in Nigerian university classrooms, which calls for critical investigation, in order to ensure the achievement of predetermined educational goals at the university level. The researchers, therefore, investigated students' cohesion and voice engagement dynamics in Nigerian universities’ classrooms to enhance effectiveness in teaching and learning. Non-experimental design of correlational research was adopted. Multistage sampling procedure was employed to select samples for the study. Two geo-political zones (Northcentral and Southwest) were selected using a stratified random sampling technique. Two public universities (one Federal and one State) and seven faculties were randomly selected from each selected geo-political zone. A total of 1,679 undergraduates were selected using proportionate-to-size sampling. Students’ Cohesion and Voice Engagement Dynamics Questionnaire (SCVEDQ) designed and validated was used for data collection and its reliability yielded 0.79. Data was analysed using Partial Least Square Structural Equation Modeling PLS-SEM. Results indicated that a significant causal relationship exists between students’ cohesion and self-esteem β=0.195, t=2.017, p<0.05); students’ cohesion and self-efficacy (β=0.35, t=3.11=2, p<0.05). Voice engagement has a causal linkage with students’ self-concept (β=0.54, t=5.85, p<0.05) and self-esteem (β=0.72, t=10.36), p<0.05). It is recommended that education stakeholders should develop a curriculum that will foster interaction and embrace cohesion and voice engagement among students and lecturers alike.

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  40. Volume 13 · Issue 1 · 2026 · pp. 350-359

    READING BETWEEN DIGITAL LINES: TOWARD A PRAGMATICS OF AMBIGUITY AND DISCURSIVE RESPONSIBILITY ONLINE

    • Mohamed Nar
    • Echahid Cheikh Larbi
    Keywords
    digital pragmatics; poly-interpretability; online interaction; discursive responsibility; pragmatic literacy

    Cite as

    Nar, M., & Larbi, E. C. (2026). READING BETWEEN DIGITAL LINES: TOWARD A PRAGMATICS OF AMBIGUITY AND DISCURSIVE RESPONSIBILITY ONLINE. Social Sciences and Education Research Review, 13(1), 350-359. https://doi.org/10.5281/zenodo.21036239

    Abstract. This research examines how, in ordinary digital interactions, a completely banal message can suddenly drift, slip, and multiply. One may begin with a simple request or question and end up facing a cascade of comments, divergent readings, and rapid judgments. Based on a corpus composed of public threads from social networks, the study shows how users attempt to reconstruct context with very limited resources: a blurred photo, an emoji, an exclamation mark. Intentions are inferred, identities are assumed, and group norms are reaffirmed or contested. Misunderstandings are no longer accidental; they become the ordinary engine of exchange, prompting escalation, positioning, and the sudden formation of coalitions. Compensatory strategies—such as swift apologies, reformulations, and brief disclaimers—reveal an ongoing effort to maintain face within an unstable interactional space. On the basis of these observations, the article proposes a simple yet urgent pedagogical orientation: training learners to read, reread, and anticipate possible interpretations in order to develop genuine digital pragmatic literacy—more cautious, more aware, and more responsible.

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  41. Volume 13 · Issue 1 · 2026 · pp. 360-370

    DEVELOPING AN INCLUSIVE CLASSROOM ENVIRONMENT FOR ADULT LEARNERS WITH DISABILITIES: AN EXPLORATION OF ACCOMMODATIONS AND ACCESSIBILITY IN CAPRICORN DISTRICT COMMUNITY LEARNING CENTRES

    • Nkarhi. E. Mathebula
    • Tsakani H. Mathebula
    • Mohammed X. Ntshangase
    • Marubini C. Sadiki
    • Michael M. Buthelezi
    Keywords
    Inclusive education; Adult learners with disabilities; Accessibility; Community Learning Centres; Capricorn District

    Cite as

    Mathebula, N. E., Mathebula, T. H., Ntshangase, M. X., Sadiki, M. C., & Buthelezi, M. M. (2026). DEVELOPING AN INCLUSIVE CLASSROOM ENVIRONMENT FOR ADULT LEARNERS WITH DISABILITIES: AN EXPLORATION OF ACCOMMODATIONS AND ACCESSIBILITY IN CAPRICORN DISTRICT COMMUNITY LEARNING CENTRES. Social Sciences and Education Research Review, 13(1), 360-370. https://doi.org/10.5281/zenodo.21036241

    Abstract. Inclusive education has been a sustaining value in South Africa’s adult and community education sector; yet adults with disabilities seem to encounter major barriers when they try to participate effectively in Community Learning Centres especially in rural and less privileged areas. Through a qualitative approach, this research looks at the development of an inclusive classroom environment by investigating what accommodations and accessibility practices exist for adult learners with special needs in Community Learning Centres in Capricorn District, Limpopo Province. To explore to what extent institutional conditions, teacher practices, as well as classroom interactions influence students' experiences, the study is informed by the perspectives of inclusive education, as well as disability studies. Data were collected through semi structured interviews with adult learners with disabilities, adult educators and centre managers, the interviews were complemented by non-participant classroom observations and document analysis. Thematic analysis revealed four major overlapping themes: it was found that the physical and infrastructural accessibility persistently cause great inconvenience; then the teaching methods and assessment accommodations are variably adjusted; furthermore, there is a lack of readiness of educators to teach inclusively, and finally the support for disability inclusion from the institutions is limited. The results show that the implementation of inclusive education in the classroom is still far from the policy ideals of the same and often inclusive education depends more on the willingness and initiative of the individual teacher than on the support of the whole institution. The lack of resources, the absence of proper assistive instruments, and the limited professional development opportunities keep the implementation of inclusive education at a low level. Nonetheless, the examples of flexible instruction, students helping each other, and students’ capability evidence the possibility of creating more inclusive adult education settings. In light of these findings, the author suggests that in order to make inclusion more effective in the Community Learning Centres it calls for a long term commitment from the institutions, regular training for educators, physical and curriculum accessibility and approaches that involve adult learners with disabilities as helpers of their education thus jointly providing national lifelong learning opportunities that are fair.

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  42. Volume 13 · Issue 1 · 2026 · pp. 371-380

    CORPORATE RESTRUCTURING AS AN INSTRUMENT TO ENHANCE SERVICE DELIVERY IN THE SOUTH AFRICAN POST OFFICE IN THE WATERBERG DISTRICT: A CASE OF THE LIMPOPO PROVINCE, SOUTH AFRICA

    • Kgotola Charles Khotsa
    • Mocheudi Martinus Selepe
    Keywords
    Restructuring; Corporate; Performance Management; Performance Management System; Revenue; Sustainability; and Service Delivery.

    Cite as

    Khotsa, K. C., & Selepe, M. M. (2026). CORPORATE RESTRUCTURING AS AN INSTRUMENT TO ENHANCE SERVICE DELIVERY IN THE SOUTH AFRICAN POST OFFICE IN THE WATERBERG DISTRICT: A CASE OF THE LIMPOPO PROVINCE, SOUTH AFRICA. Social Sciences and Education Research Review, 13(1), 371-380. https://doi.org/10.5281/zenodo.21036243

    Abstract. Globally, Post Offices are experiencing a serious decline in mail volume as well as profit margins. Statistics conclusively show that Post Offices suffered a net loss of R2.5 billion in the 2020–2021 fiscal year, a loss of R1.5 billion in the 2021–2022 fiscal year, and an operating loss of R561 million in the 2022–2023 fiscal year. As a case in point, the South African Post Office (SAPO) is no exception. This article argues that corporate restructuring positively impacts the performance of the South African Post Office. To address this undesirable situation, this article evaluates the impact of restructuring on service delivery at the South African Post Office. This article is based on a study conducted at the South African Post Office in the Waterberg district, which is in the Limpopo province of the Republic of South Africa. Although SAPO endorsed restructuring as a strategy to increase performance, the strategy was found not to be effective, as the entity continuously lost revenue. These findings lay the groundwork for the effective implementation of the South African Post Office restructuring process. The study found that restructuring has a positive impact on service delivery and productivity levels of the South African Post Office. To improve service delivery, the study recommended that restructuring be given priority to bring the ailing entity to stability and sustainability. The study used a mixed-methods approach to collect data. For quantitative data, a questionnaire was used, and for qualitative data, semi-structured interviews were used to solicit data from participants. To select customers, a systematic sampling technique was used, and to select employees, a purposive sampling technique was used. Many of the respondents strongly agreed that corporate restructuring is essential in improving the performance of the Post Office. The article concludes by providing suggestions for the proper implementation of the restructuring process.

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  43. Volume 13 · Issue 1 · 2026 · pp. 381-390

    FOSTERING ACTIVE CITIZENSHIP THROUGH EXPERIENTIAL LEARNING IN CIVIC EDUCATION:INSIGHTS FROM SELECTED SECONDARY SCHOOLS IN NAKONDE DISTRICT,ZAMBIA.

    • Kawila Chanda
    • Dingase. E Mtonga
    Keywords
    Active Citizenship; Civic Education; Competency-based Curriculum; Experiential Learning; Zambia

    Cite as

    Chanda, K., & Mtonga, D. E. (2026). FOSTERING ACTIVE CITIZENSHIP THROUGH EXPERIENTIAL LEARNING IN CIVIC EDUCATION:INSIGHTS FROM SELECTED SECONDARY SCHOOLS IN NAKONDE DISTRICT,ZAMBIA. Social Sciences and Education Research Review, 13(1), 381-390. https://doi.org/10.5281/zenodo.21036245

    Abstract. This study investigated how experiential learning strategies in Civic Education foster active citizenship among learners in four selected secondary schools in Nakonde District,Zambia.Drawing on a qualitative descriptive case study design within an interpretivist paradigm,the study involved 32 participants comprising eight Civic Education teachers and twenty-four Grade 12 learners.Data were generated through classroom observations,semi-structured interviews and focus group discussions and were analysed thematically.The findings revealed that experiential learning strategies contribute significantly to the development of active citizenship competencies by deepening learners’ civic awareness and understanding,enhancing essential civic skills and cultivating civic dispositions such as environmental stewardship.However,variations in implementation intensity influence the depth of active citizenship formation across schools.The study concludes that experiential learning strategies transform Civic Education from knowledge transmission to competence-based civic formation.Its transformative potential,however,depends on structured integration,institutional support,and sustained opportunities for reflective civic engagement.By providing context-specific evidence from a resource-constrained rural setting,the study contributes to scholarship on experiential civic education.Recommendations include institutionalising systematic experiential learning frameworks and the strengthening of school-community partnerships to enhance authentic civic participation.

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  44. Volume 13 · Issue 1 · 2026 · pp. 391-404

    THE REVERBERATIONS, AFTER-EFFECTS, AND REPERCUSSIONS OF COVID-19: UNMASKING THE LEARNING GAPS PLUNDERING, RAVAGING AND RUINING LEARNERS IN SELECTED ZIMBABWEAN SCHOOLS

    • Chrispen Chiome
    Keywords
    Immigrants/refugees; inclusion; Greek Secondary education; Educators

    Cite as

    Chiome, C. (2026). THE REVERBERATIONS, AFTER-EFFECTS, AND REPERCUSSIONS OF COVID-19: UNMASKING THE LEARNING GAPS PLUNDERING, RAVAGING AND RUINING LEARNERS IN SELECTED ZIMBABWEAN SCHOOLS. Social Sciences and Education Research Review, 13(1), 391-404. https://doi.org/10.5281/zenodo.21036247

    Abstract. The cumulative impact of pandemic-induced school disruptions and shutdowns has been unprecedented. Numerous reverberations, after-effects, and repercussions of COVID-19 devoured many learners. This led to countless learning gaps that plagued, ravaged, and ruined the students. This prompted this convergent parallel design-informed, mixed methods research that used a systems framework to unearth and present layered, multi-faceted results. These results divulged and revealed the complexities of the impacts of COVID-19 in plundering, ravaging, and ruining the lives of learners through learning gaps. Seven schools whose students’ performance in public examinations took a nosedive after COVID-19 were purposively sampled. Five teachers whose classes experienced a comparatively large decline in pupil performance, from each of the seven schools, participated in the research. Key findings unearthed are that students were being ravaged and ruined by learning gaps that include Test or knowledge competence gaps, stimulation or inspiration or enthusiasm gaps, social systems or environmental gaps, and others. These schools were caught by COVID-19 unprepared, flatfooted, and not ready for this kind of eventuality. The research concludes that there are long-term consequences of the reverberations, after-effects, and repercussions of COVID-19 that are too frightening if they are not addressed. The research recommends that schools should be capacitated so that they are ready to face exceptional circumstances that include pandemics, natural disasters, and other turbulent situations.

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  45. Volume 13 · Issue 1 · 2026 · pp. 405-415

    E-SERVICES AND PERFORMANCE MANAGEMENT SYSTEM AS TOOLS TO ENHANCE SERVICE DELIVERY IN THE SOUTH AFRICAN POST OFFICE IN THE WATERBERG DISTRICT: A CASE OF THE LIMPOPO PROVINCE, SOUTH AFRICA

    • Kgotola Charles Khotsa
    • Mocheudi Martinus Selep
    • Vuyokazi Mtembu
    Keywords
    E-services; Digitization; Performance Management System; and Service Delivery.

    Cite as

    Khotsa, K. C., Selep, M. M., & Mtembu, V. (2026). E-SERVICES AND PERFORMANCE MANAGEMENT SYSTEM AS TOOLS TO ENHANCE SERVICE DELIVERY IN THE SOUTH AFRICAN POST OFFICE IN THE WATERBERG DISTRICT: A CASE OF THE LIMPOPO PROVINCE, SOUTH AFRICA. Social Sciences and Education Research Review, 13(1), 405-415. https://doi.org/10.5281/zenodo.21036249

    Abstract. This paper argues that manual postal services are increasingly challenging for many postal administrators. Data show that, around the world, Post Offices are experiencing a significant decline in mail volume and profit margins. In the fiscal year 2023–2024, the South African Post Office reported a decrease in revenue and an operating loss of 139 million. Statistics indicate that if the digitization of postal services is not properly implemented, it could lead to a crisis for this organization. To boost revenue in the Waterberg district, the paper suggests ways to maximize income by transitioning from manual to electronic services. This article is based on a study conducted at the South African Post Office in the Waterberg district, located in Limpopo province of South Africa. Although SAPO plans to convert most manual transactions to e-services as a strategy to improve performance, this strategy has proven ineffective, as the organization continues to lose revenue. These challenges highlight the need for effective implementation of e-services. The study found that e-services positively impact service delivery and productivity at the South African Post Office. To enhance service delivery, the study recommends prioritizing the digitization of postal services to restore stability and promote the sustainability of the struggling South African Post Office. The research employed a mixed-methods approach: a questionnaire was used for quantitative data, and semi-structured interviews for qualitative insights. Systematic sampling was used to select customers, while purposive sampling was employed to select employees. Most respondents strongly agreed that e-services are vital for improving organizational performance. The article concludes with suggestions for the proper implementation of e-services. The findings will also benefit other organizations beyond the Waterberg district and Limpopo province postal branches.

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  46. Volume 13 · Issue 1 · 2026 · pp. 416-424

    EFFECTIVENESS OF COMMUNITY POLICING IN THE MANAGEMENT OF FARMERS-HERDERS CONFLICT IN OYO SOUTH SENATORIAL DISTRICT, OYO STATE, NIGERIA

    • Ayowole Peters AWE
    • Bolanle Waliu SHIYANBADE
    Keywords
    Community Policing; Farmers–Herders Conflict; Conflict Management; and Rural Security.

    Cite as

    AWE, A. P., & SHIYANBADE, B. W. (2026). EFFECTIVENESS OF COMMUNITY POLICING IN THE MANAGEMENT OF FARMERS-HERDERS CONFLICT IN OYO SOUTH SENATORIAL DISTRICT, OYO STATE, NIGERIA. Social Sciences and Education Research Review, 13(1), 416-424. https://doi.org/10.5281/zenodo.21036251

    Abstract. The persistent farmers–herders conflict in Nigeria has exposed the limitations of conventional, state-centric policing, particularly in rural communities. This study examined the effectiveness of community policing in managing farmers–herders conflict in Oyo South Senatorial District, Oyo State. Adopting a mixed-methods research design, quantitative data were collected through 384 questionnaires administered to farmers, herders, community leaders, security personnel, vigilante groups, and civil organizations, while qualitative data were obtained through in-depth interviews with selected stakeholders. Data were analysed using descriptive and inferential statistics, alongside thematic analysis of interview responses. Findings reveal that community policing has contributed significantly to reducing the frequency and intensity of farmers–herders clashes through improved information sharing, enhanced community–police collaboration, timely response to threats and increased public trust in security agencies. However, its effectiveness is constrained by inadequate funding, insufficient training, institutional mistrust and weak coordination between formal and informal security actors. The study concludes that community policing remains a viable and sustainable conflict-management strategy when properly institutionalized supported and recommends strengthened community police partnerships, adequate resource allocation and the integration of local conflict dimensions into security planning to ensure lasting peace in rural Nigeria.

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  47. Volume 13 · Issue 1 · 2026 · pp. 425-438

    CONTEXTUALISATION OF NURSING STAFF RETENTION ON PUBLIC HEALTH SERVICE DELIVERY WITHIN THE SOUTH AFRICAN PUBLIC SECTOR

    • Takalani Violet Phaduli
    • Mocheudi Martinus Selepe
    • Thabiso Lucky Malatji
    Keywords
    Public Health; Nursing; Personnel; Staff Retention; Service Delivery; Government

    Cite as

    Phaduli, T. V., Selepe, M. M., & Malatji, T. L. (2026). CONTEXTUALISATION OF NURSING STAFF RETENTION ON PUBLIC HEALTH SERVICE DELIVERY WITHIN THE SOUTH AFRICAN PUBLIC SECTOR. Social Sciences and Education Research Review, 13(1), 425-438. https://doi.org/10.5281/zenodo.21036253

    Abstract. The study contextualises nursing staff retention in public health service delivery. The main objective of the study is to identify the mechanisms that will enhance nursing personnel retention. The study adopted a qualitative research methodology utilizing a conceptual approach. The global healthcare sector struggled with a critical issue: retaining nursing staff, which significantly impacted healthcare service delivery, patient outcomes, and the overall healthcare system. In South Africa, the Department of Health encounters significant challenges in retaining nursing staff in rural areas. The study synthesizes existing research on nursing staff retention, examining factors that influenced retention, effective retention strategies, and framework development. It provides a comprehensive understanding and justification for developing effective strategies to enhance nursing staff retention in the specified region. Staff turnover within public health organizations can impact the quality of direct care services provided to patients due to disruptions in continuity of care. The remaining staff faces the challenges of increased workload, burnout, and potential impacts on service delivery because of high turnover. Various perspectives on strategies to enhance public health service delivery, including leveraging evidence-based practices, fostering collaboration, implementing quality improvement initiatives, investing in workforce development, and promoting a culture of data-driven decision-making within public health organizations must be provided.

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  48. Volume 13 · Issue 1 · 2026 · pp. 439-441

    Enhancing Inclusive Teaching through Artificial Intelligence: Insights from an Erasmus+ Professional Development Course

    • Mihaela Florea
    • Sonia Mendes
    Keywords
    inclusive education; artificial intelligence; Erasmus+; vocational training; digital skills; educational innovation

    Cite as

    Florea, M., & Mendes, S. (2026). Enhancing Inclusive Teaching through Artificial Intelligence: Insights from an Erasmus+ Professional Development Course. Social Sciences and Education Research Review, 13(1), 439-441. https://sserr.ro/wp-content/uploads/2026/06/sserr-13-1-439-441.pdf

    Abstract. The digital transformation of education and the rapid development of artificial intelligence (AI) offer new opportunities to promote inclusive education and to adapt the teaching process to the diverse needs of students. This paper presents the professional experience gained during the training course "Inclusive Teaching with Artificial Intelligence", held in Athens, Greece, between18–24 May 2026, within the Erasmus+ project 2025-1-RO01-KA121-SCH-000327310. Thea ctivities carried out focused on the use of artificial intelligence-based tools for personalization of information, the development of inclusive educational strategies, the analysis of the ethical issues associated with the use of AI and the use of AI. strengthening teachers' digital skills. The results highlight the potential of artificial intelligence to support accessibility, differentiation of instruction and the active participation of students, as well as the importance of the responsible use of these technologies in the educational environment.

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  49. Volume 13 · Issue 1 · 2026 · pp. 442-452

    Bridging the silence: A qualitative study on English-speaking challenges in under-resourced South African classrooms

    • Manthekeleng Agnes Linake
    Keywords
    Code-switching; English speaking skills; Language of learning and teaching (LoLT); Learner’s motivation; Multilingual classrooms; Under-Resourced

    Cite as

    Linake, M. A. (2026). Bridging the silence: A qualitative study on English-speaking challenges in under-resourced South African classrooms. Social Sciences and Education Research Review, 13(1), 442-452. https://doi.org/10.5281/zenodo.21104838

    Abstract. Although most students speak an African language as their first language, English has taken over as the primary language of instruction in South African schools. Particularly in settings with limited resources, this mismatch between the home language and the language of learning and teaching (LoLT) poses ongoing difficulties. This study explores the challenges influencing the development of English-speaking skills among learners and teachers in two under-resourced primary schools in the Buffalo City District of South Africa. In multilingual classrooms, where English is used as the language of learning and teaching (LoLT), both learners and teachers experience significant difficulty, particularly in the Intermediate Phase as a critical stage of language and academic transition. Using a qualitative research design, the study collected data through teacher interviews and learner focus groups, with participants selected using purposive sampling. The findings revealed that several interrelated factors hinder English oral proficiency: the shortage of qualified English teachers, limited learner motivation, insufficient speaking and instructional strategies in the classrooms, and frequent teacher code-switching practices. Code-switching, while often necessary for comprehension, was found to limit consistent exposure to English. The study underscores the need for targeted professional development to equip teachers with effective strategies for fostering spoken English in multilingual, resource-constrained settings. Encouraging English use in classroom interactions may gradually enhance both learners' fluency and teachers’ instructional confidence. The study contributes to the broader discourse on equitable language education in disadvantaged primary schools.

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  50. Volume 13 · Issue 1 · 2026 · pp. 453-464

    Inclusive Dimensions of quality of educational processes: primary teachers’ perspectives

    • ISRAEL KIBIRIGE
    Keywords
    perceptions; localised; Inclusive Education; blended teaching; learning; academic performance

    Cite as

    KIBIRIGE, I. (2026). Inclusive Dimensions of quality of educational processes: primary teachers’ perspectives. Social Sciences and Education Research Review, 13(1), 453-464. https://doi.org/10.5281/zenodo.21207756

    Abstract. Teachers play an important role in enhancing Inclusive Education (IE). This study explored primary teachers’ perceptions of inclusive dimensions of quality educational processes and examined how these perceptions informed their classroom practices. Semi-structured interviews in a qualitative approach were conducted to understand how teachers enacted IE implementation, pedagogy, and assessment. Thematic analysis revealed four themes: (w)holistic purpose teaching, thematic teaching, blended instructional methods, and localised and contextualised assessment. Teachers demonstrated a strong awareness of inclusive principles and applied them consistently, focusing on learners’ cognitive, physical, and spiritual development. The use of contextualised blended learning assessment contributed to high academic performance in Grade Seven. These findings show the potential of teacher-driven inclusive practices in promoting equitable learning outcomes which aligns with Sustainable Development Goal 4.

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  51. Volume 13 · Issue 1 · 2026 · pp. 453-457

    Memory, trauma, and autobiographical traces in Pedro Almodovar's Julieta and Pain and Glory

    • ADINA ELENA MOCANU
    Keywords
    Pedro Almodovar; memory; identity; trauma; autobiography; autofiction; motherhood; melodrama

    Cite as

    MOCANU, A. E. (2026). Memory, trauma, and autobiographical traces in Pedro Almodovar's Julieta and Pain and Glory. Social Sciences and Education Research Review, 13(1), 453-457. https://doi.org/10.5281/zenodo.21358811

    Abstract. This paper analyze the role of memory in the construction of identity in Pedro Almodovar's Julieta (2016) and Pain and Glory (Dolor y Gloria, 2019). Through a comparative textual and narratological analysis, I will examine how both films portray memory as a way through which loss and emotional suffering are reinterpreted and transformed into narrative and artistic creation. Drawing on Paul Ricoeur's theory of narrative identity and Cathy Caruth's concept of trauma, I will argue that the protagonists reconstruct their identities through acts of remembrance triggered by bereavement, physical pain, depression, and the enduring relationship with their mothers. Particular attention is paid to the autobiographical dimension of Pain and Glory, the melodramatic aesthetics characteristic of Almodovar's cinema, and the intersection between autobiography and autofiction. Overall, I will demonstrate that memory functions as the central organizing principle of both films, allowing the director to transform personal experience into a particular reflection on identity, trauma, nostalgy and motherhood.

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