Social Sciences
and Education
Research ReviewISSN: 2393-1264 · ISSN-L: 2392-9863

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Volume 12, Issue 2, 2025

56 open-access articles, published December 2025. Titles link directly to full-text PDFs.

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  1. Volume 12 · Issue 2 · 2025 · pp. 6-14

    CENTRALITY OF WATER IN FOOD SYSTEM SUSTAINABLE TRANSFORMATION

    • Neo Mokone
    • Emmanuel Ndhlovu
    Keywords
    Food security; food systems; sustainability; transformation; water

    Cite as

    Mokone, N., & Ndhlovu, E. (2025). CENTRALITY OF WATER IN FOOD SYSTEM SUSTAINABLE TRANSFORMATION. Social Sciences and Education Research Review, 12(2), 6-14. https://doi.org/10.5281/zenodo.17870645

    Abstract. Water is used in every stage and task within the entire food system chain, from production to consumption, through food storage and processing. However, despite its centrality in food systems, water has not yet received sufficient policy and academic attention. This has practical and policy implications for the food system's transformational agenda. With worsening climate change and food insecurity, the study of water within the food system is indispensable. Drawing on secondary literature in both grey and academic formats and underpinned by qualitative latent content analysis, this article (i) examines the uses of water across the food system chain, (ii) identifies the challenges of water sustainability, and (iii) explores how food system actors can shield food system water 'breaks'. The article shows water is among the key ingredients within the food system, being used to water crops and livestock during production, and is used for various purposes in storage, processing, and consumption. Without water, the food system is dysfunctional. To shield food systems from water ‘breaks', the article argues that food system actors should focus on (i) Improving agricultural water management, (ii) Reducing water and food losses beyond the farm-gate, (iii) Increasing the environmental sustainability of food systems; (iv) Explicitly address social inequities; and (v) Improve data quality and monitoring for water-food system linkages.

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  2. Volume 12 · Issue 2 · 2025 · pp. 15-31

    CRITICAL MEDIA LITERACY IN DIGITAL BASIC EDUCATION IN TEACHER TRAINING: A CASE STUDY FROM AUSTRIA

    • Kobra MOHAMMADPOURKACHALAMI
    Keywords
    Media; critical media literacy; teacher training; ideology critique

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    MOHAMMADPOURKACHALAMI, K. (2025). CRITICAL MEDIA LITERACY IN DIGITAL BASIC EDUCATION IN TEACHER TRAINING: A CASE STUDY FROM AUSTRIA. Social Sciences and Education Research Review, 12(2), 15-31. https://doi.org/10.5281/zenodo.17870647

    Abstract. Due to the implementation of digital basic education in teacher education programs at many institutions in Austria, this study aims to examine the integration of critical media literacy in teacher preparation for digital basic education (Digitale Grundbildung). An online survey was conducted using a critical media literacy framework, and the results revealed that many dimensions of critical media literacy were integrated into the course instruction, albeit to varying degrees. Despite the challenges, the promising results demonstrate the potential of incorporating critical media literacy into media education training for teachers.

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  3. Volume 12 · Issue 2 · 2025 · pp. 32-45

    SCIENTIFIC EXPERTISE IN DEMOCRATIC CONTEXTS: TOWARDS REFLEXIVE AND INCLUSIVE GOVERNANCE

    • Patrick AGYARE
    Keywords
    Science; Democracy; Legitimacy; Participation; Governance; Crisis; Institutions

    Cite as

    AGYARE, P. (2025). SCIENTIFIC EXPERTISE IN DEMOCRATIC CONTEXTS: TOWARDS REFLEXIVE AND INCLUSIVE GOVERNANCE. Social Sciences and Education Research Review, 12(2), 32-45. https://doi.org/10.5281/zenodo.17870649

    Abstract. This paper critically examines the contested relationship between scientific authority and democratic legitimacy-two foundational pillars of contemporary governance whose normative underpinnings and institutional logics often stand in tension. Whereas science is grounded in methodological rigour, empirical validation, and claims to universality, democratic systems are premised on inclusivity, deliberation, and the contestation of values and interests. Drawing on science and technology studies, democratic theory, and epistemic governance, this paper addresses how to reconcile the asymmetrical epistemic capacities of scientific experts with the normative imperative of citizen participation in democratic decision-making. Employing qualitative methods, including content and thematic analysis of key academic literature published between 2004 and 2024, the paper maps the conceptual terrain of the science-democracy nexus. The findings suggest that, while scientific expertise remains indispensable to effective governance, its institutional integration frequently creates a technocratic deficit, resulting in limited deliberative engagement from the public, thereby undermining democratic legitimacy. The paper hypothesises that innovative participatory mechanisms offer a promising pathway towards reconciliation; however, empirical evidence indicates that such models remain largely underdeveloped and inconsistently implemented. By analysing contemporary configurations of expertise within democratic institutions, this paper proposes a conceptual framework for reconfiguring the division of epistemic labour. It argues that cultivating epistemic pluralism and institutional reflexivity is vital not only for enhancing the quality and legitimacy of policy outcomes but also for rebuilding public trust in both scientific and democratic processes. The paper concludes that democratic resilience in the face of complex, multi-dimensional challenges necessitates institutional innovations that actively bridge the epistemic divide between expert authority and participatory governance. The results offer clear guidance for policymakers and meaningfully advance discussions on expertise and public participation in democratic governance.

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  4. Volume 12 · Issue 2 · 2025 · pp. 46-53

    KUHN'S PHILOSOPHY OF SCIENCE AND EDUCATIONAL RESEARCH: PARADIGMS, SHIFTS, METHODOLOGICAL CHALLENGES, AND FUTURE DIRECTIONS

    • Victor Justice PITSOE
    • Stefan VLADUTESCU
    Keywords
    Thomas Kuhn; research paradigms; education research; scientific revolutions; paradigm shifts

    Cite as

    PITSOE, V. J., & VLADUTESCU, S. (2025). KUHN'S PHILOSOPHY OF SCIENCE AND EDUCATIONAL RESEARCH: PARADIGMS, SHIFTS, METHODOLOGICAL CHALLENGES, AND FUTURE DIRECTIONS. Social Sciences and Education Research Review, 12(2), 46-53. https://doi.org/10.5281/zenodo.17870651

    Abstract. This article investigates research paradigms in education from the perspective of Thomas Kuhn's philosophy of science. It explores the application of Kuhn's concepts of paradigms, normal science, and scientific revolutions to the field of education research. The analysis is divided into four primary themes: the nature of paradigms in education research, the process of paradigm shifts, the implications for methodology and practice, and critiques of Kuhn's model in the educational context. The article attempts to offer a critical analysis of these themes in order to offer a better understanding of the changing landscape of education research paradigms and their influence on the production of knowledge in the field. It contends that education research necessitates a more sophisticated comprehension of paradigmatic pluralism and integration in order to address its intricate, multifaceted nature, despite the fact that Kuhn's model provides valuable perspectives.

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  5. Volume 12 · Issue 2 · 2025 · pp. 54-62

    UNDERSTANDING DISTANCE LEARNING CONTESTS IN PRISON SETTINGS THROUGH THE LENS OF BOURDIEU'S SYMBOLIC VIOLENCE: VOICES FROM THE FIELD

    • Vimbi Petrus MAHLANGU
    Keywords
    Symbolic violence; Bourdieu; Distance learning; Prison education; Inmate perspectives

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    MAHLANGU, V. P. (2025). UNDERSTANDING DISTANCE LEARNING CONTESTS IN PRISON SETTINGS THROUGH THE LENS OF BOURDIEU'S SYMBOLIC VIOLENCE: VOICES FROM THE FIELD. Social Sciences and Education Research Review, 12(2), 54-62. https://doi.org/10.5281/zenodo.17870655

    Abstract. The purpose of this study is to explore and critically analyze the contests faced by incarcerated students engaged in distance education, using Pierre Bourdieu's concept of symbolic violence as a theoretical lens. By drawing on accounts and experiences from participants within a Namibian prison setting, the study aims to uncover how institutional practices, cultural assumptions, and structural inequalities subtly reproduce educational disadvantage and reinforce marginalization. Data was collected using a tape recorder, and semi-structured interviews were recorded. Inmate students who were studying using e-learning were purposively selected as participants. The tape-recorded interviews were transcribed verbatim by a professional transcriber who gave the transcripts to the researcher to interpret. The researcher employed an interpretive paradigm to analyze the transcribed information. Pierre Bourdieu's concept of symbolic violence describes the subtle, normalized processes by which systems of inequality in prison are sustained and misrecognized as natural. Symbolic violence is perpetuated not only through material deprivation but also through pedagogical and institutional practices that implicitly marginalize incarcerated students.

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  6. Volume 12 · Issue 2 · 2025 · pp. 63-69

    CONTINUOUS PROFESSIONAL DEVELOPMENT AND AUTHENTIC LEADERSHIP: ADVANCING EMPLOYEE GROWTH AND ORGANISATIONAL SUCCESS

    • Freda Awonakie AKWETEY
    Keywords
    Continuous Professional Development (CPD); Authentic Leadership (AL); Organisational Effectiveness (OE); Employee Growth' Lifelong Learning

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    AKWETEY, F. A. (2025). CONTINUOUS PROFESSIONAL DEVELOPMENT AND AUTHENTIC LEADERSHIP: ADVANCING EMPLOYEE GROWTH AND ORGANISATIONAL SUCCESS. Social Sciences and Education Research Review, 12(2), 63-69. https://doi.org/10.5281/zenodo.17870657

    Abstract. Continuous Professional Development (CPD) has become essential in nurturing individual growth, organisational effectiveness, and strategic adaptability within today's knowledge-based economies. This article examines the multifaceted impacts of CPD on both employees and organisations through the lens of authentic leadership, drawing upon recent and authoritative academic literature. By synthesising evidence from global organisational studies, authentic leadership theories, the article explores six core themes: the conceptual foundations of Continuous Professional Development (CPD); Its impact on employee development and engagement; benefits for organisational performance and culture; synergic influence of authentic leadership; emerging challenges and barriers; and the strategies for designing impactful CPD programmes. The study article underscores the pivotal role of authentic leadership in fostering a culture that promotes lifelong learning, psychological safety and sustainable growth and development. The article also presents actionable recommendations for integrating CPD with authentic leadership practices, with the aim of enhancing adaptability, marketability, trust, creativity and long-term value creation and addition.

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  7. Volume 12 · Issue 2 · 2025 · pp. 70-80

    THE PHENOMENON OF LINGUISTIC DISCRIMINATION AT THE TECHNOLOGICAL UNIVERSITY OF CIUDAD JUAREZ WITHIN THE INFORMATION TECHNOLOGY PROGRAM

    • TRASVINA MARTINEZ JORGE ALBERTO
    • RUIZESPARZA FLORES BETSABE
    Keywords
    Linguistic; Discrimination; University; Classroom

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    ALBERTO, T. M. J., & BETSABE, R. F. (2025). THE PHENOMENON OF LINGUISTIC DISCRIMINATION AT THE TECHNOLOGICAL UNIVERSITY OF CIUDAD JUAREZ WITHIN THE INFORMATION TECHNOLOGY PROGRAM. Social Sciences and Education Research Review, 12(2), 70-80. https://doi.org/10.5281/zenodo.17870659

    Abstract. This study was developed based on an exploration of the phenomenon of linguistic discrimination among students at the Technological University of Ciudad Juárez, in the Information Technology program, both morning and evening classes. The importance of this study lies in its theoretical and methodological aspects, since, as an exploratory study, it reveals the existence of linguistic discrimination at the university. According to the bibliographic review, there is little research on the topic in the country, the most notable and supportive of this research being that conducted by Hernández-Roseta and Maya (2009). There is no research on the topic at the UTCJ. Given the expected results, they are positive regarding the existence of linguistic discrimination, opening an opportunity for improvement and working with students to achieve pluralistic and inclusive relationships with their peers based on language.

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  8. Volume 12 · Issue 2 · 2025 · pp. 81-89

    SELF-DETERMINATION AMONGST ONLINE LEARNING STUDENTS RECEIVING INSTITUTION SUPPORT AT A NAMIBIAN DISTANCE LEARNING INSTITUTION

    • Anna-Marie NANGOLO
    • Lydia MBATI
    Keywords
    Online learning; student support; attrition; higher education; self-determination; motivation; phenomenology

    Cite as

    NANGOLO, A.-M., & MBATI, L. (2025). SELF-DETERMINATION AMONGST ONLINE LEARNING STUDENTS RECEIVING INSTITUTION SUPPORT AT A NAMIBIAN DISTANCE LEARNING INSTITUTION. Social Sciences and Education Research Review, 12(2), 81-89. https://doi.org/10.5281/zenodo.17870661

    Abstract. Literature has established that soft skills are required in the ever-changing world of work. Student self-determination has proven to have a positive impact on student retention and success. In a distance learning institution in Namibia, attrition rates have been high, with higher than average numbers of students either dropping out or performing poorly in their online learning programmes. Using a qualitative research approach, this study sought to determine the Institution's online learning students' experiences regarding self-determination using Ryan and Deci's (2000) Self-Determination Theory. Data were analyzed using Interpretive Phenomenological Analysis (IPA), a qualitative research method that emphasizes participants' perspectives and lived experiences. The study used thematic analysis to understand the relation between self-determination and institutional support online students enrolled in a Bachelor of Education course receive. The findings revealed students who managed their time effectively, funded their own studies possessed more self-efficacy, motivation and resilience. However, challenges of poor tutor engagements, internet connectivity, physical limitations, financial support and poor motivation increased the possibilities for dropping out.

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  9. Volume 12 · Issue 2 · 2025 · pp. 90-99

    ASTUTE STRATEGIES AND INSTITUTIONAL INITIATIVES FOR SUSTAINABLE QUALITY ASSURANCE IN DISTANCE E-LEARNING UNIVERSITIES

    • Saltiel Khololo Collen MATABOGE
    Keywords
    quality assurance strategies; pedagogical innovation initiatives; higher education policy; pedagogical transformation

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    MATABOGE, S. K. C. (2025). ASTUTE STRATEGIES AND INSTITUTIONAL INITIATIVES FOR SUSTAINABLE QUALITY ASSURANCE IN DISTANCE E-LEARNING UNIVERSITIES. Social Sciences and Education Research Review, 12(2), 90-99. https://doi.org/10.5281/zenodo.17870663

    Abstract. The thrust of this conceptual paper is to examine and enhance astute strategies and institutional initiatives that underpin sustainable quality assurance in distance e-learning universities, particularly in the post-pandemic era. The study delves into fundamental tenets that determine the effectiveness, resilience, and equity of virtual education systems, including pedagogical innovation, digital infrastructure, and institutional governance. The critical question is: How can universities strategically align teaching practices and institutional policies to ensure enduring quality in distance education? An intensive literature review is adopted in this qualitative approach, utilizing scholarly books and peer-reviewed articles as primary data sources. An interpretive paradigm is used to analyse conceptual frameworks and global best practices, allowing for a nuanced understanding of context-sensitive quality assurance mechanisms. Findings emerged that emphasize the importance of integrated policy design, faculty development, student-centered pedagogy, and continuous evaluation in sustaining academic excellence. The study contributes immensely to the discourse by offering a strategic blueprint for institutional renewal and pedagogical transformation. Implications for institutional policymakers and implementers include the need for adaptive leadership, inclusive digital strategies, and robust monitoring systems. Nonetheless, limitations include the conceptual nature of the study and the absence of empirical validation, which may affect generalizability.

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  10. Volume 12 · Issue 2 · 2025 · pp. 100-102

    PUBLIC RELATIONS FUNCTIONS

    • Mihaela MARCU
    Keywords
    public relations; functions; communication

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    MARCU, M. (2025). PUBLIC RELATIONS FUNCTIONS. Social Sciences and Education Research Review, 12(2), 100-102. https://doi.org/10.5281/zenodo.17870665

    Abstract. Public relations represent that element of the promotional mix, which is mainly based on communication and aims to evaluate the public's attitude, identify those aspects that can shape the concern of consumers. The aim is to develop programs that achieve the understanding and favorable attitude of the public towards the company and its products, informing potential customers about the nature and characteristics of the products. Everything is carried out with the aim of encouraging customers to buy the products or services, investors to get involved. From this perspective, we will follow the functions performed by public relations in daily activity. Because, in this context, public relations appear in the form of direct contacts made, constantly and systematically, by companies with different categories of public, with influential people from the management of other institutions in the country or abroad, with opinion leaders.

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  11. Volume 12 · Issue 2 · 2025 · pp. 103-109

    POTENTIAL RISKS OF SCREEN EXPOSURE TO A TODDLER'S DEVELOPMENT. CLINICAL ILLUSTRATION: THE CASE OF LITTLE LEITH

    • Berkouche FAIZA
    Keywords
    Screen exposure; Toddler's development; Potential risks; Psychological intervention

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    FAIZA, B. (2025). POTENTIAL RISKS OF SCREEN EXPOSURE TO A TODDLER'S DEVELOPMENT. CLINICAL ILLUSTRATION: THE CASE OF LITTLE LEITH. Social Sciences and Education Research Review, 12(2), 103-109. https://doi.org/10.5281/zenodo.17870667

    Abstract. All types of screens captivate babies and children, quickly leading to dependence, Screen addiction is a growing concern among children. Excessive screen time has been associated with delays in cognitive, psychological, and social development. Healthcare professionals must educate parents about these risks. We will present the case of little Leith, a clinical case of a 2-year-old boy exhibiting developmental delays across multiple domains. We will explore the potential role of excessive screen time and describe the psychological intervention provided to the child and his mother.

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  12. Volume 12 · Issue 2 · 2025 · pp. 110-120

    TEACHING OUTSIDE SPECIALISM: LIVED EXPERIENCES OF ENGLISH TEACHERS IN A PUBLIC ELEMENTARY SCHOOL

    • Dhan Oliver T. CABANTOG
    • Ruth A. ORTEGA-DELA CRUZ
    Keywords
    Teaching outside specialism; Experiences; Challenges; English teachers

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    CABANTOG, D. O. T., & CRUZ, R. A. O.-D. (2025). TEACHING OUTSIDE SPECIALISM: LIVED EXPERIENCES OF ENGLISH TEACHERS IN A PUBLIC ELEMENTARY SCHOOL. Social Sciences and Education Research Review, 12(2), 110-120. https://doi.org/10.5281/zenodo.17870669

    Abstract. In many education systems, teachers are frequently assigned to teach subjects beyond their area of specialism - a practice that remains underexplored, particularly at the elementary level. This qualitative exploratory case study examined the lived experiences of five English teachers navigating out-of-field teaching assignments. Findings revealed that teacher responses varied based on demographic factors. Older teachers demonstrated greater resilience, drawing on years of experience, while younger teachers faced steeper challenges. Male teachers relied on peer support and professional development, whereas female teachers leaned on self-initiative and digital tools. Teachers with advanced degrees actively sought professional growth, while those with less training expressed interest in further development. The study highlights how teachers adapt to instructional demands despite limited subject expertise, underscoring the need for targeted support. These insights inform teacher deployment, training, and policy-emphasizing the importance of mentorship and flexible learning opportunities to improve teaching quality in under-resourced settings.

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  13. Volume 12 · Issue 2 · 2025 · pp. 121-124

    RESIDENCY - COMMUNICATION, PERCEPTION, DECISION

    • Xenia NEGREA
    Keywords
    residency; medicine; communication; perception; decision; migration

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    NEGREA, X. (2025). RESIDENCY - COMMUNICATION, PERCEPTION, DECISION. Social Sciences and Education Research Review, 12(2), 121-124. https://doi.org/10.5281/zenodo.17870671

    Abstract. The residency examination represents a defining stage in the career of Romanian physicians, marking the transition from graduate status to that of a resident doctor. The present study analyzes residency both as a standardized examination and as a personal decision, drawing on empirical data collected from three questionnaires: students (N=87), graduates/residents (N=23), and employers (N=7). The results reveal that the choice of a medical career is predominantly vocationally motivated, that there is a perceived gap between theoretical training and labor market expectations, and that migration remains a viable option for graduates. The paper integrates empirical findings with the specialized literature concerning the condition of medical residents and current educational policies.

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  14. Volume 12 · Issue 2 · 2025 · pp. 125-131

    SCHOOL LEADERS' VIEWS OF THE CONSEQUENCES OF PROTESTER VIOLENCE ON SELECTED SOUTH AFRICAN SCHOOLS

    • Mpopoli VUMA
    • Bonginkosi Hardy MUTONGOZA
    Keywords
    Education; Protests; Psychosocial wellbeing; Schools; Violence

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    VUMA, M., & MUTONGOZA, B. H. (2025). SCHOOL LEADERS' VIEWS OF THE CONSEQUENCES OF PROTESTER VIOLENCE ON SELECTED SOUTH AFRICAN SCHOOLS. Social Sciences and Education Research Review, 12(2), 125-131. https://doi.org/10.5281/zenodo.17870673

    Abstract. The reputation of schools' status as 'safe spaces' is under threat in South Africa, both from within the school and also from outside the schools. While service delivery protests are traditionally recognised as affecting other day-to-day activities in communities, their impact is often left unaccounted for in relation to the right to education as professed in the South African constitution. This study sought to explore school leaders' lived experiences of the consequences of protester violence on selected South African schools using Urie Bronfenbrenner's Ecological Systems Theory to discuss and explain the research phenomenon. Using a qualitative approach and underpinned by a phenomenological design, the data were collected using semi-structured interviews with 17 purposively sampled school principals at public schools in Umjindi Circuit under the Ehlanzeni district of the Mpumalanga Department of Education.The study found that violent protests severely disrupt schools through threats and assaults on staff and learners, vandalism, theft, and interruptions to teaching and assessment. These events led to absenteeism, academic decline, trauma requiring counselling or hospitalisation, and financial strain from repairing damage. Together, they destabilise schools as safe learning spaces. Practical responses include strengthening safety preparedness with clear procedures and local law enforcement support, providing accessible counselling, and adopting flexible catch-up and assessment measures. Building regular dialogue with parents and community leaders may also prevent grievances from escalating into school-based violence.

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  15. Volume 12 · Issue 2 · 2025 · pp. 132-136

    BETWEEN MORALITY AND PERSONALITY: INTEGRATING ETHICAL AND PSYCHOLOGICAL PERSPECTIVES ON LEADERSHIP

    • Livia Dana POGAN
    Keywords
    ethical leadership; personality; organizational culture; character; social influence; values

    Cite as

    POGAN, L. D. (2025). BETWEEN MORALITY AND PERSONALITY: INTEGRATING ETHICAL AND PSYCHOLOGICAL PERSPECTIVES ON LEADERSHIP. Social Sciences and Education Research Review, 12(2), 132-136. https://doi.org/10.5281/zenodo.17870675

    Abstract. This article proposes an integrative theoretical analysis of the moral and psychological leadership fundamentals, building on the assumptions of two referrals papers: "Ethical Leadership: A Review and Future Directions" (Brown & Trevino, 2006) and "What We Know About Leadership" (Hogan & Kaiser, 2005). The research compares the two major perspectives on leadership - the ethical one, based on normative behavior and moral influence, and the other one, psychological, building on personality and social adaptation – in order to emphasize their complementarity in explaining and understanding effective leadership. While ethical leadership focuses on the way in which leaders influence organizational moral behaviour through their personal example, communication, and normative reinforcement, the theory of Hogan and Kaier explains why certain personality traits (like emotional stability, consciousness, or empathy) foster ethical behaviours and leadership performance. Integrating the two approaches contributes to the understanding of effective leadership as simultaneously being a moral and psychological process: morality guides leaders' actions, while personality sustains consistency and stability. The article proposes a three-level conceptual model: intrapersonal (character and personality), interpersonal (moral behaviour and influence), and organizational (ethical culture and collective results), offering thus a valuable framework for future research regarding the interdependence between personality, ethics, and leadership performance.

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  16. Volume 12 · Issue 2 · 2025 · pp. 137-145

    SYSTEMIC CORRUPTION IN SOUTH AFRICAN GOVERNMENT DEPARTMENTS: GHOST EMPLOYEES – WHERE THEY COME FROM AND WHERE THEY ARE GOING

    • John MAMOKHERE
    Keywords
    Fraud; Ghost Employees; Systemic Corruption; Unemployment; Payroll; Political-Administrative Interference

    Cite as

    MAMOKHERE, J. (2025). SYSTEMIC CORRUPTION IN SOUTH AFRICAN GOVERNMENT DEPARTMENTS: GHOST EMPLOYEES – WHERE THEY COME FROM AND WHERE THEY ARE GOING. Social Sciences and Education Research Review, 12(2), 137-145. https://doi.org/10.5281/zenodo.17870678

    Abstract. Corruption is a prevalent global issue that manifests in distinct ways across countries, significantly impacting economic growth and governance. In South Africa, the phenomenon of ghost employees, non-existent or fictitious individuals listed on payrolls, has emerged as a critical concern, costing the government millions and exacerbating unemployment. Scholars argue that ghost employees reflect systemic corruption. This study employed qualitative research methodology and a desktop design to explore the phenomenon of systemic corruption, drawing from materials such as government reports, audit findings, and scholarly literature. The findings reveal that ghost employees exist across all three spheres of government, highlighting systemic corruption rather than mere administrative errors, according to the Department of Public Service and Administration (DPSA). These fraudulent practices divert taxpayer money into private hands, depriving skilled individuals of employment opportunities, particularly in a country grappling with a staggering unemployment rate of 32.9% as of Q1 2025. Young people aged 15–34 are disproportionately affected, facing an alarming unemployment rate of 46.1%. Instances of ghost workers have been uncovered in departmental audits, such as the R6.5 million in salaries paid by the Mpumalanga Department of Education and the discovery of 230 ghost employees in the Gauteng Department of Health. In conclusion, the study recommends addressing this issue, as it could create significant employment opportunities without imposing additional costs on the government. A multifaceted approach is necessary, combining traditional methods like physical audits and employee verifications with contemporary solutions such as artificial intelligence and technology. Tackling the ghost employee dilemma presents a critical pathway to reducing corruption and increasing job opportunities within South Africa's public service sector.

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  17. Volume 12 · Issue 2 · 2025 · pp. 146-153

    TRANSCENDING THE SELF FOR THE OTHER: LEVINAS'S VISION OF COEXISTENCE IN THE SOCIAL DIMENSION

    • Achouak KHANOUS
    Keywords
    Self; Other; Western Rationality; Ethics; Responsibility

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    KHANOUS, A. (2025). TRANSCENDING THE SELF FOR THE OTHER: LEVINAS'S VISION OF COEXISTENCE IN THE SOCIAL DIMENSION. Social Sciences and Education Research Review, 12(2), 146-153. https://doi.org/10.5281/zenodo.17870680

    Abstract. Emmanuel Levinas (1906–1995) centered his philosophical work on the human dimension, particularly in relation to the Other. This marked a departure from the traditional philosophical focus on the self and abstract existence. Levinas introduced a significant shift in philosophical discourse by grounding ethics in the relationship with the Other, emphasizing existence as fundamentally relational. He highlighted concepts such as solidarity, friendship, and love, placing ethical responsibility at the core of the self-Other relationship and rejecting the exclusion of the diverse Other. Accordingly, he consistently affirmed coexistence with the Other, even in the face of denial or attempts to negate their presence. This study employed a critical-analytical approach to clarify the key motivations behind Levinas's focus on the Other and the necessity of mutual responsibility between self and Other. It concluded that Levinas's philosophy embraces all aspects of human life, presenting a socially significant ethical framework aimed at overcoming violence and fostering communication between self and Other.

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  18. Volume 12 · Issue 2 · 2025 · pp. 154-162

    PERCEPTIONS AND PRACTICES OF FORMATIVE ASSESSMENT IN PRIMARY SOCIAL SCIENCE CLASSROOMS IN DHAKA CITY

    • Khondokar Sabera HAMID
    • Mohammad ALI ZINNAH
    Keywords
    Formative Assessment; Primary Education; Social Studies; Teacher Perceptions; Classroom Practices; Educational Assessment; Instructional Improvement; Bangladesh Education System

    Cite as

    HAMID, K. S., & ZINNAH, M. A. (2025). PERCEPTIONS AND PRACTICES OF FORMATIVE ASSESSMENT IN PRIMARY SOCIAL SCIENCE CLASSROOMS IN DHAKA CITY. Social Sciences and Education Research Review, 12(2), 154-162. https://doi.org/10.5281/zenodo.17870682

    Abstract. This qualitative study considers primary school teachers' perceptions and implementations of formative assessment in their Social Science classrooms in Dhaka. Through in-depth interviews, observations in selected schools, and literature reviews, the study documents the conceptualization of the assessment by the teachers, what they currently do, and the barriers they face. The results can point to a stark contrast between teachers' perception and actual practice. Most teachers feel that formative assessment is the best kind of assessment to facilitate learning, but the limited array of their concrete practices in the classroom usually covers only such things as verbal questioning and written exercises for students to undertake. The study also finds that they supply a number of reasons preventing them from practicing these methods to the fullest extent: large numbers of students in classes, heavy time constraints, and lack of training in this regard. In additional to these are a strong systemic orientation towards high-stakes summative examination and a dearth of resources for making the best use of this assessment. The study closes with some recommendations on how to bridge this gap. For assessment to become more meaningful and dynamic, formative assessment must be embedded into lesson planning. The study also recommended enhancing teacher training, encouraging collaborative approaches to teaching, and ensuring that schools provide adequate administrative support. By addressing these issues, we assist teachers in harnessing the potential of formative assessment for deeper learning.

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  19. Volume 12 · Issue 2 · 2025 · pp. 163-167

    ROMANIA'S RESPONSE TO THE WAR IN UKRAINE: DIPLOMACY, HUMANITARIAN ACTION, AND REGIONAL SECURITY

    • Alexandra PORUMBESCU
    Keywords
    Ukraine; war; diplomacy; Romania; International Organizations

    Cite as

    PORUMBESCU, A. (2025). ROMANIA'S RESPONSE TO THE WAR IN UKRAINE: DIPLOMACY, HUMANITARIAN ACTION, AND REGIONAL SECURITY. Social Sciences and Education Research Review, 12(2), 163-167. https://doi.org/10.5281/zenodo.17870685

    Abstract. This study examines Romania's response to the Russian invasion of Ukraine in February 2022, analyzing its diplomatic, security, and humanitarian actions. Employing a qualitative methodology based on document analysis, the research draws on official statements from the Romanian Ministry of Foreign Affairs, NATO, the EU, and the UN, alongside academic literature and policy reports. The analytical framework focuses on Romania's strategic position, its engagement within international organizations, and the evolution of policies addressing both the war and refugee flows. Findings show that Romania pursued a multi-dimensional strategy. Militarily, it reinforced NATO's eastern flank and increased defense spending. Diplomatically, it actively participated in EU and OSCE initiatives, supported sanctions against Russia, facilitated humanitarian operations, and advocated for Ukraine's international recognition, including ratifying the EU-Ukraine Association Agreement. Humanitarian measures included establishing the Suceava Humanitarian Hub, adopting a National Plan for refugee integration, and providing extensive assistance to over three million Ukrainians entering Romania. The study concludes that Romania's response reflects the interplay between national interests, alliance commitments, and regional security imperatives. Its proactive diplomacy, military contributions, and humanitarian support have strengthened NATO's eastern flank and aided Ukraine, while long-term challenges remain in refugee integration, economic pressures, and sustaining its elevated regional role.

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  20. Volume 12 · Issue 2 · 2025 · pp. 168-179

    DROP-IN CENTRE MODEL OF SOCIAL SUPPORT AND INTERVENTION TO STRENGTHEN THE RESILIENCE OF CHILDREN FROM FAMILIES LIVING IN ECONOMICALLY DEPRESSED ENVIRONMENTS: A SOUTH AFRICAN CASE STUDY

    • Mampane Motlalepule RUTH
    • Sepadi Medwin DIKWANYANE
    Keywords
    Drop-in; Resilience; Grandparents; Integration; Ecology; Flocking; Qualitative; Community; Peers; Mamelodi

    Cite as

    RUTH, M. M., & DIKWANYANE, S. M. (2025). DROP-IN CENTRE MODEL OF SOCIAL SUPPORT AND INTERVENTION TO STRENGTHEN THE RESILIENCE OF CHILDREN FROM FAMILIES LIVING IN ECONOMICALLY DEPRESSED ENVIRONMENTS: A SOUTH AFRICAN CASE STUDY. Social Sciences and Education Research Review, 12(2), 168-179. https://doi.org/10.5281/zenodo.17870687

    Abstract. In Mamelodi's townships, this study probes the Stanza Bopape Drop-in Centre's capacity to bolster resilience among children raised by grandparents by contrasting its holistic blend of emotional, educational, and material assistance with narrower programmes. We conducted a qualitative secondary analysis of interviews and focus-group transcripts from eighteen learners aged 9-16 and one auxiliary social worker, framed by Bronfenbrenner's ecological systems theory and Ebersöhn's Indigenous flocking perspective. Findings reveal five synergistic dynamics caring rituals that foster security, homework and meal provision that alleviate stress, peer-led "flocks" that co-regulate emotions, coordinated linkages across home, school, and social services, and emerging leadership aspirations that together buffer adversity and cultivate agency. These insights underscore the transformative potential of multi-service, community-anchored drop-in centres and advocate for scaling such integrated hubs as sustainable pathways to empower marginalized youth.

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  21. Volume 12 · Issue 2 · 2025 · pp. 180-186

    FOSTERING COGNITIVE ENGAGEMENT OF SOCIAL STUDIES STUDENTS WITH PICTURES IN DELTA STATE, NIGERIA

    • Rachael Emuobome EMUDIANUGHE
    Keywords
    Pictures; social studies; cognitive engagement; students; Delta state

    Cite as

    EMUDIANUGHE, R. E. (2025). FOSTERING COGNITIVE ENGAGEMENT OF SOCIAL STUDIES STUDENTS WITH PICTURES IN DELTA STATE, NIGERIA. Social Sciences and Education Research Review, 12(2), 180-186. https://doi.org/10.5281/zenodo.17870689

    Abstract. The study focused on the effect of pictures as instructional resources on the cognitive performance of upper basic social studies students in Delta State, Nigeria. It aimed to assess academic performance using measures such as grades, test scores, and comprehension levels specifically related to social studies as a subject. Applying a quasi-experimental pre-test and post-test research design, the population consisted of 23,785 upper basic 3 students in Delta State Nigeria. A sample size of 110 students was chosen as the sample through a stratified sampling technique, across three different upper basic schools in the state. A carefully constructed test, compiled from past questions on the topics "Human trafficking, kidnapping and culture) from the Basic Certificate Examination (BCE) was the instrument used to collect data in this study. The instrument was duly validated by two specialists of social studies education, whose suggestions and contributions were used to produce a final copy of the instrument. The instrument was administered twice to the students, first as a pre-test and secondly as a post-test after the treatment package "pictures" have been applied in the study. After the treatment, data collected from both tests were then compiled and analyzed with bar chats and Analysis of Covariance (ANCOVA) adhering to a significance level of 0.05. Findings from the research question and hypothesis testing indicates that there is significant interaction effect of using pictures to enhance the cognitive engagement of upper basic social studies students. Thus it recommended its usage for social studies.

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  22. Volume 12 · Issue 2 · 2025 · pp. 187-197

    LEADERSHIP AND ADMINISTRATION OF PARENT PARTNERSHIPS IN RURAL SCHOOL ENVIRONMENTS: A CASE STUDY

    • Michael Yaw OWUSU
    • Seshoka Joseph RAPETA
    Keywords
    Administration skills; Parent partnership; Rural school environments

    Cite as

    OWUSU, M. Y., & RAPETA, S. J. (2025). LEADERSHIP AND ADMINISTRATION OF PARENT PARTNERSHIPS IN RURAL SCHOOL ENVIRONMENTS: A CASE STUDY. Social Sciences and Education Research Review, 12(2), 187-197. https://doi.org/10.5281/zenodo.17870691

    Abstract. The purpose of this study was to investigate the leadership and administration skills that are needed for managing community and parent partnerships in the Ilembe Schools District of the KwaZulu-Natal province. The study aimed to investigate how ineffective management and leadership of parent partnerships in rural schools can be detrimental to schools, learners, parents, and the broader community. The study used a qualitative methodology approach with a case study research design. Data was collected through semi-structured face-to-face interviews with fifteen participants. The data was analysed through content analysis, a qualitative research method used to systematically interpret and categorize textual information to identify patterns, themes, and meanings. The findings revealed that in schools, ineffective management and leadership of parental participation exist through relationship limitations between the schools, the parents, and the community. The study recommended that comprehensive knowledge concerning the phenomenon of parent, family, and community partnership should be compiled into a national policy on parent, family, and community partnership, which is considered vital for rural communication and a lack of cordial relationship between parents and the schools in South Africa.

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  23. Volume 12 · Issue 2 · 2025 · pp. 198-205

    ASSESSMENT OF LOCAL GOVERNMENT CAPACITY IN MANAGING HERDSMEN-FARMERS' CONFLICT IN NIGERIA: GOVERNANCE THEORY PERSPECTIVE

    • Wasiu Abiodun MAKINDE
    • Michael Tanpinnu IDOWU
    Keywords
    Herdsmen-Farmers Conflict; Conflict Management; Local Government; Governance Theory; Community

    Cite as

    MAKINDE, W. A., & IDOWU, M. T. (2025). ASSESSMENT OF LOCAL GOVERNMENT CAPACITY IN MANAGING HERDSMEN-FARMERS' CONFLICT IN NIGERIA: GOVERNANCE THEORY PERSPECTIVE. Social Sciences and Education Research Review, 12(2), 198-205. https://doi.org/10.5281/zenodo.17870693

    Abstract. Herdsmen-Farmers conflict has become a recurring issues in Nigeria, leading to loss of property, lives and means of livelihoods. The study specifically examines the capacity of Local Government in managing Herdsmen-Farmers conflicts using governance theory perspective. The study employed both qualitative and quantitative (mixed) methods of data collection and analysis. Cochran's sampling technique was adopted due to the inability to ascertain the actual population, to distribute 240 copies of questionnaire to local government officials, community leaders and traditional rulers to deduce information on the research objectives. An in-depth interview was conducted with the selected local government officials, traditional rulers, community leaders and security personnel. Data collected were analysed using descriptive and inferential statistics, as well as thematic analysis for interview responses. The results of the analysis showed that while local government's policy & regulatory framework has a negative but significant effect on the capacity of local government in managing herdsmen-farmers' conflict in Nigeria, its resource capacity, conflict resolution mechanism and stakeholder participation have positive but insignificant effect on the capacity of the local government to effectively manage herdsmen-farmers' conflict in Nigeria. The study concludes that local government does not have required policy and regulatory framework which is necessary for managing herdsmen-farmers conflicts but, their resources, conflict resolution mechanism and stakeholders' participation cannot significantly manage those conflicts, even though they are in place as expected by governance theory.

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  24. Volume 12 · Issue 2 · 2025 · pp. 206-209

    THE SPECIFICITY OF COMMUNICATION IN EDUCATIONAL SETTINGS

    • Cristina Iuliana IACOB
    Keywords
    educational communication; affectivity; dialogue

    Cite as

    IACOB, C. I. (2025). THE SPECIFICITY OF COMMUNICATION IN EDUCATIONAL SETTINGS. Social Sciences and Education Research Review, 12(2), 206-209. https://doi.org/10.5281/zenodo.17870695

    Abstract. The world of interdependencies we live in today is in constant need of communication. Communication, as a result, becomes a necessity that encompasses information, emotions, experiences, and knowledge. In this article, we aim to outline several features of communication as it occurs in educational settings. A fundamental feature is affectivity, accompanied by authentic dialogue, self-confidence, tolerance, and flexibility. All these elements establish a distinctive framework that defines communication in the educational process. A teacher capable of adopting a wide range of teaching styles as well as of adjusting their work approach to different contexts will turn the act of teaching into an efficient and effective form of communication.

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  25. Volume 12 · Issue 2 · 2025 · pp. 210-217

    MARTIN HEIDEGGER AND THE QUESTION OF BEING IN THE FOURTH INDUSTRIAL REVOLUTION SPACE

    • Victor Justice PITSOE
    • Stefan VLADUTESCU
    Keywords
    Heidegger; Question of Being; Fourth Industrial Revolution; Technology; Ontology

    Cite as

    PITSOE, V. J., & VLADUTESCU, S. (2025). MARTIN HEIDEGGER AND THE QUESTION OF BEING IN THE FOURTH INDUSTRIAL REVOLUTION SPACE. Social Sciences and Education Research Review, 12(2), 210-217. https://doi.org/10.5281/zenodo.17870697

    Abstract. This article critically examines Martin Heidegger's philosophical question of Being within the contemporary context of the Fourth Industrial Revolution (4IR). Heidegger's existential analytics and critique of modern technology provide a robust hermeneutic framework for exploring the ontological dimensions of human existence amid digital transformation, artificial intelligence, and pervasive automation. Through six thematic analyses—Heidegger's fundamental ontology, technology and enframing, authenticity and alienation in the 4IR, digital subjectivity, epistemic mediation, and ethical-political implications—the study investigates how Heidegger's thought elucidates emerging challenges and prospects within the rapidly evolving 4IR milieu. The paper contends that although the 4IR profoundly reshapes the structures of human life, Heidegger's insights remain crucial for cultivating a deeper understanding of our ontological condition and for critically challenging technological determinism and existential alienation in an age characterised by unprecedented digital acceleration.

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  26. Volume 12 · Issue 2 · 2025 · pp. 218-225

    THE TRANSITION TO REMOTE TEACHING AND LEARNING FOR ENGINEERING STUDENTS AT A HIGHER LEARNING INSTITUTION, KWAZULU-NATAL PROVINCE

    • Sijabulile Happiness OLIVER
    • Charles Tony NGWENYA
    Keywords
    blended learning; remote teaching learning; technological adoption

    Cite as

    OLIVER, S. H., & NGWENYA, C. T. (2025). THE TRANSITION TO REMOTE TEACHING AND LEARNING FOR ENGINEERING STUDENTS AT A HIGHER LEARNING INSTITUTION, KWAZULU-NATAL PROVINCE. Social Sciences and Education Research Review, 12(2), 218-225. https://doi.org/10.5281/zenodo.17870701

    Abstract. After the scourge of the COVID-19 pandemic globally, with its devastating social and economic impact and implications. The transition to blended learning as opposed to the only face-to-face pivot was a reality and a norm. The higher education sector was also not spurred into the adoption of blended and remote teaching and learning was an existential reality. This sudden and accelerated shift to remote online learning could now be attributed as the major feature within the higher learning community of practice in South Africa by the Department of Higher Education and Training as Remote Teaching and Learning (RTL). Using a qualitative research methodology, the study is exploring and evaluating its impact and implications within the engineering program and curriculum delivery with RTL at its core. Fifteen participants utilised unstructured, open-ended, online interviews. The key study findings illuminated both the internal and external factors that have impacted the learners' transition to the RTL and discovered that with a dedicated and bespoke digital-oriented problem solution and decision making, the challenges and constraints could be managed and contingencies implemented. Additionally, the resources and capabilities within the contingency-oriented execution could mitigate some complex socio-economic challenges for the prosperous benefit of the learners who are the future ambassadors of any society.

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  27. Volume 12 · Issue 2 · 2025 · pp. 226-232

    BARRIERS TO MATHEMATICS LEARNING: IDENTIFYING AT-RISK LEARNERS THROUGH COGNITIVE AND BEHAVIORAL INDICATORS

    • Fhumulani Suzan RALUSWINGA
    • Shonisani Agnes MULOVHEDZI
    Keywords
    Intermediate phase; Mathematics; Mathematics difficulties; Teachers

    Cite as

    RALUSWINGA, F. S., & MULOVHEDZI, S. A. (2025). BARRIERS TO MATHEMATICS LEARNING: IDENTIFYING AT-RISK LEARNERS THROUGH COGNITIVE AND BEHAVIORAL INDICATORS. Social Sciences and Education Research Review, 12(2), 226-232. https://doi.org/10.5281/zenodo.17870705

    Abstract. In South Africa, Students face challenges with learning Mathematics, which causes them to achieve poor results in the subject. The mathematics difficulties that students face are becoming a big concern for parents, teachers, and the Department of Basic Education. The following study examined the importance of identifying students who struggle with learning mathematics in the Intermediate Phase. This study used an interpretivist and a qualitative research approach to explore the topic. We used a variety of techniques, such as partially planned interviews and document reviews. The findings revealed that identifying barriers to mathematics learning is crucial to a student's education. The study provides new insights into the challenges faced by new mathematics teachers in teaching the subject. Additionally, It offers valuable information regarding the obstacles that all mathematics teachers encounter in their instructional practices.

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  28. Volume 12 · Issue 2 · 2025 · pp. 233-238

    ASSESSING THE UNDERGRADUATE STUDENT ENGAGEMENT, CAREER CHOICE, AND ACHIEVEMENT IN UNIVERSITY EDUCATION

    • Babatunde Kasim OLADELE
    • Adeyemi John OKEDIRAN
    Keywords
    Undergraduates' academic achievement in CEF 102; Career Choice; Student Engagement; University education

    Cite as

    OLADELE, B. K., & OKEDIRAN, A. J. (2025). ASSESSING THE UNDERGRADUATE STUDENT ENGAGEMENT, CAREER CHOICE, AND ACHIEVEMENT IN UNIVERSITY EDUCATION. Social Sciences and Education Research Review, 12(2), 233-238. https://doi.org/10.5281/zenodo.17870707

    Abstract. This study investigates the correlations among academic performance, career choices, and undergraduate engagement at the Faculty of Education, University of Ibadan, Nigeria. A descriptive survey design was used in the study. About 287 second-year undergraduates were selected at random. The data were analysed statistically using a two-way ANOVA and a Pearson product-moment correlation coefficient at a significance level of 0.05. The findings showed a statistically significant (r = 0.57) moderately positive correlation between students' academic engagement and their choice of profession. However, there was a weak positive correlation (r = 0.11) between academic achievement and career choice and a non-significant, weak negative correlation (r = -0.04) between academic engagement and academic achievement. Career choice and level of engagement enhance students' academic performance. Prospective students and other educational stakeholders should carefully consider these factors to achieve a successful university education.

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  29. Volume 12 · Issue 2 · 2025 · pp. 239-250

    INDIGENISING MATHEMATICS SCHOLARSHIP: A PATHWAY TO SUSTAINABLE DEVELOPMENT IN NIGERIAN HIGHER EDUCATION

    • Akorede A. ASANRE
    • Olamide OBARO
    • Oluwatoyin Ayodele AJANI
    Keywords
    Decolonisation; Mathematics Research; Indigenous Knowledge; Postcolonial Theory; Culturally Responsive Pedagogy; Higher Education; Nigeria

    Cite as

    ASANRE, A. A., OBARO, O., & AJANI, O. A. (2025). INDIGENISING MATHEMATICS SCHOLARSHIP: A PATHWAY TO SUSTAINABLE DEVELOPMENT IN NIGERIAN HIGHER EDUCATION. Social Sciences and Education Research Review, 12(2), 239-250. https://doi.org/10.5281/zenodo.17870711

    Abstract. This study investigates the current landscape of mathematics research in selected universities in Ogun State, Nigeria, through the lens of decolonisation. It emphasises cultural relevance, the integration of indigenous knowledge systems, and responsiveness to local socio-economic challenges. Anchored in Postcolonial Theory, the research critiques the prevailing dominance of Eurocentric paradigms in mathematics scholarship, which often marginalise local epistemologies and fail to address community-specific needs. Using an explanatory sequential mixed-methods design, the study analysed 45 research outputs from three institutions over the past decade. Quantitative findings revealed a strong emphasis on Pure and Applied Mathematics, with minimal attention to Mathematics Education, limited engagement with local problem-solving, and no explicit incorporation of decolonial principles. Thematic analysis of qualitative data exposed systemic gaps, including weak alignment between research agendas and community priorities, limited use of culturally responsive methodologies, and the absence of institutional policies promoting indigenous knowledge integration. The study proposes strategic interventions: targeted funding for locally relevant research, partnerships with industry and communities, curriculum reforms embedding indigenous perspectives, capacity building in decolonial research practices, and institutional frameworks for monitoring progress. These recommendations aim to reposition mathematics research towards greater societal relevance, epistemic inclusivity, and sustainable development. By foregrounding local contexts and knowledge systems, this research contributes to the global discourse on decolonising education. It offers a practical roadmap for transforming mathematics scholarship in Nigerian universities into a more equitable, contextually grounded, and development-oriented endeavour.

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  30. Volume 12 · Issue 2 · 2025 · pp. 251-259

    PROFESSIONAL DEVELOPMENT PROGRAMMES AVAILABLE IN INFORMATION AND COMMUNICATION TECHNOLOGY TO BOOST DIGITAL SKILLS OF TEACHERS IN SELECTED RURAL SCHOOLS IN SOUTH AFRICA

    • Nageshwari Pam MOODLEY
    Keywords
    Professional development; programmes; Information and Communication Technology; digital skills; teachers; rural schools; South Africa

    Cite as

    MOODLEY, N. P. (2025). PROFESSIONAL DEVELOPMENT PROGRAMMES AVAILABLE IN INFORMATION AND COMMUNICATION TECHNOLOGY TO BOOST DIGITAL SKILLS OF TEACHERS IN SELECTED RURAL SCHOOLS IN SOUTH AFRICA. Social Sciences and Education Research Review, 12(2), 251-259. https://doi.org/10.5281/zenodo.17870713

    Abstract. In South Africa, policies indicate that teachers should continue to integrate Information Communication and Technology (ICT) in their teaching in classrooms. The present study aimed to explore professional development programmes available in ICT to boost digital skills of rural teachers in selected rural schools in South Africa. In this study, an exploratory case study research design was adopted. In this research, the study sample was ten participants, which comprised of two deputy principals, two principals, two deputy principals, two head of grades, two senior phase head of department and finally two foundation phase heads of department. The schools that were selected for the study were sampled using purposive sampling method. In this research, data was collected using semi-structure interviews. In this study, the interview data was analyzed using thematic approach. The findings of the study revealed that ICTs are yet to have a significant impact on education practices on what and how people, teachers and pupils in rural schools learn and use ICT in their schools. School managers declared that professional development in ICT is an important skill especially for teachers because as administrators, they may use computer packages to lessen their administrative work and enhance their teaching. the study recommends that School Management Teams in South Africa should familiarize themselves with the technology adoption policies and the training programs available.

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  31. Volume 12 · Issue 2 · 2025 · pp. 260-269

    SOCIAL MEDIA AND CULTURAL PRIVACY CHALLENGES IN THE FACE OF GLOBAL TRENDS

    • Sihem DIB
    • Adel LOULOU
    Keywords
    Social Media; Cultural Specificity; Cultural Privacy; Cultural Homogenization; Cultural Diversity; Global Communication; Cultural Assimilation

    Cite as

    DIB, S., & LOULOU, A. (2025). SOCIAL MEDIA AND CULTURAL PRIVACY CHALLENGES IN THE FACE OF GLOBAL TRENDS. Social Sciences and Education Research Review, 12(2), 260-269. https://doi.org/10.5281/zenodo.17870715

    Abstract. Social media platforms have provided extensive communication channels, granting every individual in the information society the right to freedom of thought and opinion, as well as the right to express their identity, culture, and personality. Users now have the ability to define their culture not only for those close to them but for the entire world. However, simultaneously, users have become susceptible to various threats that compromise their cultural privacy. This privacy plays a crucial role in distinguishing between different community identities. If it erodes or is violated, the boundaries between communities blur, making them vulnerable to assimilation into other cultures. Preserving this privacy has become a formidable challenge, particularly in the virtual realm, which has significantly exacerbated and complicated this issue. Accordingly, it can be argued that the profound transformations reshaping the global communication landscape-particularly with the growing penetration of social media networks into the lives of individuals and communities-have strongly contributed to raising the issue of cultural specificity as one of the most pressing and contentious matters of our time. While the digital sphere offers vast opportunities for cultural expression and diversity, it simultaneously imposes new forms of dominance and homogenization that threaten to erode cultural differences between societies and to dissolve distinctive cultural identities into a dominant global culture. From this perspective, the present study seeks to explore these challenges by providing a theoretical description and examining their external interrelations, framed within the following research question: What are the challenges facing cultural specificity on social media networks in light of the global transformations shaping today's world?

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  32. Volume 12 · Issue 2 · 2025 · pp. 270-279

    EXPLORING FACTORS INFLUENCING THE CHOICE OF READING STRATEGIES IN THE FOUNDATION PHASE

    • Zwanga TSHIDZUMBA
    • Shonisani Agnes MULOVHEDZI
    Keywords
    Constructivism; Comprehension; Foundation Phase; Phonics; Reading strategies

    Cite as

    TSHIDZUMBA, Z., & MULOVHEDZI, S. A. (2025). EXPLORING FACTORS INFLUENCING THE CHOICE OF READING STRATEGIES IN THE FOUNDATION PHASE. Social Sciences and Education Research Review, 12(2), 270-279. https://doi.org/10.5281/zenodo.17870717

    Abstract. Reading is the most crucial aspect of learning, particularly in the early years of schooling. Choosing the right reading strategies is important for helping learners develop their reading skills during the Foundation Phase. However, various factors influence teachers' reading strategy choices, such as the context, teaching style, and the needs of the learners. This paper explores factors that influence the choice of reading strategies among Foundation Phase teachers. The aim is to gain deeper insight into what guides teachers in selecting strategies when teaching reading. The researcher applied a qualitative research method that was exploratory in nature. Data was collected through semi-structured interviews, classroom observations, and document analysis. This gave participants the freedom to talk about their experiences and perspectives. The population consisted of all Foundation Phase teachers. Six teachers were chosen from three schools using non-probability purposive sampling. The results revealed that there are several important factors that affect teachers' choices of reading strategies. These include the learners' reading levels, the resources available, the class size, the expectations of the curriculum, the teachers' professional training, and the language spoken at home by the learners. Some teachers also change their strategies based on how much help they get from school management. The paper suggests that teachers should get ongoing professional development that focuses on reading instructions, that resources should be better provided in all languages spoken by learners, and that educational stakeholders should provide more structured support.

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  33. Volume 12 · Issue 2 · 2025 · pp. 280-290

    INSTRUCTIONAL STRATEGIES USED BY TEACHERS TO ENHANCE HANDWRITING SKILLS AMONG GRADE 1 LEARNERS

    • Mpho NYAMUSWA
    Keywords
    handwriting development; Grade 1; instructional strategies; Foundation Phase; qualitative research

    Cite as

    NYAMUSWA, M. (2025). INSTRUCTIONAL STRATEGIES USED BY TEACHERS TO ENHANCE HANDWRITING SKILLS AMONG GRADE 1 LEARNERS. Social Sciences and Education Research Review, 12(2), 280-290. https://doi.org/10.5281/zenodo.17870721

    Abstract. Handwriting remains a foundational skill in early literacy, influencing learners' academic development and fine motor coordination. However, many Grade 1 learners struggle to develop adequate handwriting skills due to various instructional and contextual challenges. This study explores the instructional strategies used by teachers to enhance handwriting skills among Grade 1 learners. A qualitative research approach was employed, using semi-structured interviews to collect data from Foundation Phase teachers in three purposively selected primary schools. The findings revealed that teachers use multi-sensory techniques, fine motor strengthening activities, and guided practice to improve handwriting. However, challenges such as large class sizes, lack of resources, and time constraints were also reported. The study recommends ongoing professional development, provision of adequate resources, and reduced class sizes to support effective handwriting instruction. These insights contribute to improved classroom practices that support early writing development.

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  34. Volume 12 · Issue 2 · 2025 · pp. 291-293

    POLITICAL MYTHS – ELECTORAL TERMINOLOGY

    • Nicoleta Mihaela STEFAN
    Keywords
    sociology; marketing; electoral; myth; character

    Cite as

    STEFAN, N. M. (2025). POLITICAL MYTHS – ELECTORAL TERMINOLOGY. Social Sciences and Education Research Review, 12(2), 291-293. https://doi.org/10.5281/zenodo.17870725

    Abstract. The present paper aims to present several aspects regarding the consequences that any socio-political change has on language. We will focus on the electoral field and will illustrate a few political myths that we consider exemplary and interesting, given the fact that electoral terminology has been brought back into use starting from 1990. Furthermore, we believe that linguists can select new research subjects by appealing to various textual forms characteristic of the current era.

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  35. Volume 12 · Issue 2 · 2025 · pp. 294-310

    EXAMINING POLICIES AND CURRICULA FOR MANAGING DISABILITY DIVERSITY IN ETHIOPIAN PUBLIC HIGHER EDUCATION INSTITUTIONS: A MIXED METHODS STUDY

    • Easaw Alemayehu ASSEFA
    Keywords
    Curricula; Diversity; Disability; Higher Education Institutions; Policies

    Cite as

    ASSEFA, E. A. (2025). EXAMINING POLICIES AND CURRICULA FOR MANAGING DISABILITY DIVERSITY IN ETHIOPIAN PUBLIC HIGHER EDUCATION INSTITUTIONS: A MIXED METHODS STUDY. Social Sciences and Education Research Review, 12(2), 294-310. https://doi.org/10.5281/zenodo.17870729

    Abstract. A growing body of research suggests that improving diversity management in general and disability diversity management (DDM) in particular techniques may be achieved by broadening an engaging policy & curricular inclusion. Nevertheless, there are either too few or none at all empirical research on the DDM policies and curricula used in Ethiopian public higher education institutions (HEls). The primary objective of this study is therefore, to examine and shed light on the DDM policies and curricula practices inside Ethiopian public HEls, with the aim of offering recommendations for their improvement. Vice academic presidents, student deans, instructors, disability center heads, and HEI students with disabilities (SWDs) were participated about the implementation of disability diversity-related policies and curricula in this study. The study conducted by means of mixed methods technique, using(N=247) and (N=32) respondents for the quantitative and qualitative data strands, respectively. A survey questionnaire, interviews, observation, and document analysis were the four methods used to collect the data. Even in an environment where policy is typically promising, the data demonstrate that insufficient DDM policy is being implemented. The way that the DDM-related curricula are still used does not meet the needs of the disability diversity problem of the twenty-first century.

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  36. Volume 12 · Issue 2 · 2025 · pp. 311-319

    AGE, GENDER, AND DIFFERENCES IN RISK-BASED BEHAVIOR IN ROAD TRAFFIC ACCIDENTS IN LAGOS STATE, NIGERIA

    • Augustus Orowhigo ATUBI
    Keywords
    Road traffic crashes; Risk behavior; Age; Gender; Differences; Over speeding

    Cite as

    ATUBI, A. O. (2025). AGE, GENDER, AND DIFFERENCES IN RISK-BASED BEHAVIOR IN ROAD TRAFFIC ACCIDENTS IN LAGOS STATE, NIGERIA. Social Sciences and Education Research Review, 12(2), 311-319. https://doi.org/10.5281/zenodo.17870731

    Abstract. The role of gender and age differences in the risk of road traffic injury (RTI) has not been fully explored, and there are still significant gaps with regards to violations, errors, and lapses. The aim of this research paper is to assess drivers' age, gender, and differences in risk-based behavior in road traffic accidents in Lagos State. A multi-stage stratified cluster sampling was performed. A total of 1,800 drivers aged 20 years and above were approached; 1,576 drivers agreed to participate in the survey (88%). The study was based on a face-to-face interview with a designed questionnaire, including the Driver Behavior Questionnaire (DBQ) along with socio-demographic variables. Of the studied drivers, 69.8% were males and 30.2% were females. The majority of the drivers were in the age group 30-39 years (41.2%), followed by drivers below 30 years (31.7%). The use of mobile phones while driving (73.6%) and over speeding (75%) were significantly higher in male drivers (p=0.001) as compared to females. However, no significant difference was observed in items of violation between both the genders, except items on "disregard the speed limit especially at night" (47.8% against 23.1%, p=0.052) and excessive speeding on highway (42.8% against 18.1%, p=0.012). TV (89.1% against 48.3%; p=0.018) and radio (90.9% against 42%; p=0.004) were reported as an effective source of road safety campaign by male and female drivers. Also, gender, driving experience, DBQ items such as violations, lapses, and errors showed significant correlation with accident involvement.

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  37. Volume 12 · Issue 2 · 2025 · pp. 320-326

    ENHANCING GOOD GOVERNANCE IN SOUTH AFRICAN RURAL MUNICIPALITIES

    • Ntokozo GUMBI
    Keywords
    sustainable development; financial management; public participation; local government; governance; service delivery

    Cite as

    GUMBI, N. (2025). ENHANCING GOOD GOVERNANCE IN SOUTH AFRICAN RURAL MUNICIPALITIES. Social Sciences and Education Research Review, 12(2), 320-326. https://doi.org/10.5281/zenodo.17870733

    Abstract. Sustainable development requires strong state capacity to ensure equitable service delivery in local government. This study examines the role of state capacity in promoting sustainable development, focusing on the relationship between financial management practices, governance, and service delivery. A government's ability to manage financial resources, enforce laws, provide essential services, and maintain good governance. It examines the role of government capacity in promoting sustainable development, using Lepelle-Nkumpi Local Municipality to highlight the link between financial management, governance, and service delivery. Analysing challenges like non-compliance with financial regulations, limited public participation, and weak internal controls. The study proposes a framework to improve financial management, enhance service delivery, and support sustainable development. It argues that effective government capacity, strengthened through improved financial management and public participation, is crucial for sustainable development in rural municipalities. This qualitative study involved a desktop analysis of financial reports, compliance with the MFMA, and identifying gaps in transparency and internal controls at Lepelle-Nkumpi Local Municipality. The findings revealed weak public participation, financial mismanagement, and governance challenges that hinder sustainable development and service delivery in rural municipalities. The study proposes a framework to improve financial management, governance, and public engagement. The study recommends strengthening internal controls, enhancing transparency, and ensuring compliance with financial regulations. It also highlights the importance of promoting public participation in decision-making. A robust framework for financial accountability can support sustainable development and improve governance.

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  38. Volume 12 · Issue 2 · 2025 · pp. 327-337

    INVESTIGATING THE FUNCTIONALITY OF CONTINUOUS TEACHERS' PROFESSIONAL DEVELOPMENT IN THE MOTHEO EDUCATION DISTRICT

    • Motsukunyane Ephraim MOJAKI
    • Paseka MOLLO
    • Willie THABANE
    Keywords
    Training effectiveness; In-service programs; Technological proficiency; Continuing Professional Development; Teacher support

    Cite as

    MOJAKI, M. E., MOLLO, P., & THABANE, W. (2025). INVESTIGATING THE FUNCTIONALITY OF CONTINUOUS TEACHERS' PROFESSIONAL DEVELOPMENT IN THE MOTHEO EDUCATION DISTRICT. Social Sciences and Education Research Review, 12(2), 327-337. https://doi.org/10.5281/zenodo.17870735

    Abstract. Continuous teacher development is essential for ensuring the effectiveness, relevance, and sustainability of the education system. Investing in the ongoing professional growth of teachers enhances teaching quality, improves learners' outcomes, and ultimately builds stronger, more vibrant communities. This study aimed to develop a sustainable and effective framework for Continuing Professional Development (CPD) programmes for teachers, with the goal of fostering long-term improvements in teaching quality and educational outcomes. The study employed mixed methods, including regression analysis and ANOVA, to assess the effectiveness of various CPD training approaches, traditional, collaborative, and technology-based training interventions. Data was collected from multiple educational institutions within the Mangaung education district and analysed using JASP software. Regression analyses revealed that all three CPD training methods significantly improved teaching outcomes (F (3, 294) = 47.087, p .001), accounting for 81.5% of the variance in CPD effectiveness. This study found that traditional, collaborative, and technology-based training methods were effective in improving educational outcomes, with technology-based methods showing the most significant impact. The effectiveness of in-service training varied, although many teachers found it beneficial. Yet, some feedback suggested they were disconnected from classroom needs, indicating a need for improvement. Key areas included technological proficiency, differentiated instruction, and inclusive teaching practices. Ongoing professional development was crucial due to the evolving nature of the educational system. Various training methods influenced continuing professional development outcomes, particularly those aligned with current challenges and needs. Technology integration enhanced CPD results.

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  39. Volume 12 · Issue 2 · 2025 · pp. 338-346

    RAISING AWARENESS: HELPING FOUNDATION PHASE LEARNERS UNDERSTAND GENDER EQUALITY

    • Mpho Dzialwa
    • Shonisani Agnes Mulovhedzi
    Keywords
    Early childhood education; Foundation phase; Gender equality; Inclusive teaching; Raising Awareness

    Cite as

    Dzialwa, M., & Mulovhedzi, S. A. (2025). RAISING AWARENESS: HELPING FOUNDATION PHASE LEARNERS UNDERSTAND GENDER EQUALITY. Social Sciences and Education Research Review, 12(2), 338-346. https://doi.org/10.5281/zenodo.17870737

    Abstract. Raising awareness about gender equality has been shown to be essential for young learners, as it assists them to understand concepts of fairness and equal treatment, regardless of their gender. This participatory action research study explores how early-grade teachers can help raise awareness and promote gender equality in South African classrooms. The study uses a qualitative research approach. Six teachers were purposively sampled from three government schools located in rural areas of the Vhembe District in Mudaswali circuit. Semi-structured (focus group) interviews and observations were used to collect in-depth views from participants. Data analysis was done using thematic analysis. Five key concepts emerged that highlight the advantages of inclusive teaching methods as well as the ongoing difficulties. Although learners showed more understanding and interest in fair treatment of all genders, strong stereotypes and cultural pushbacks, particularly from their families, were evident. The study shows the significance of using inclusive materials and having teacher-led conversations. The study also emphasises how crucial it is for parents to get involved and for the content to represent many cultural perspectives. The results highlighted the need to provide teachers with the right tools and methods to address gender bias starting from an early age. Teachers are working to encourage equality, but the environment frequently makes this difficult.

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  40. Volume 12 · Issue 2 · 2025 · pp. 347-356

    SCHOOL-BASED MANAGEMENT: PRACTICES AND CHALLENGES IN SECONDARY SCHOOLS OF KHARTOUM STATE, SUDAN

    • Saifaldin Idris ONIA
    • Elzain Elkhalefa ELKHDER
    • Bannaga Taha AL-ZUBAIR
    • Adil Mohammed DAFALLAH
    Keywords
    School based management; School reform; Practices; Challenges; Secondary schools

    Cite as

    ONIA, S. I., ELKHDER, E. E., AL-ZUBAIR, B. T., & DAFALLAH, A. M. (2025). SCHOOL-BASED MANAGEMENT: PRACTICES AND CHALLENGES IN SECONDARY SCHOOLS OF KHARTOUM STATE, SUDAN. Social Sciences and Education Research Review, 12(2), 347-356. https://doi.org/10.5281/zenodo.17870739

    Abstract. School based management (SBM) is a reform adopted in many countries to empower schools, and to transfer of decision-making power on management issues to the school level. Therefore, this study sought to investigate the practices of school based management in secondary schools, and to identify the challenges that facing the implementation of school based management in secondary schools. To meet the study’ purpose, the descriptive research design was followed. A developed questionnaire was used to collect data from teachers in secondary schools. Descriptive statistics and one sample t-test were used for data analyses. The findings showed that the school based management was practiced in secondary schools of Khartoum state with its different items. There are challenges hindering the practices of school based management in secondary schools of Khartoum state. Based on the study's findings, the study recommended enhancing the ways to practice the areas of school based management in secondary schools. The necessity to exert efforts to overcome the challenges that hindering the practices of school based management in secondary schools.

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  41. Volume 12 · Issue 2 · 2025 · pp. 357-367

    MAPPING THE USE OF SCOPING REVIEWS IN EDUCATIONAL RESEARCH: A SCOPING REVIEW

    • Bernadictus O. PLAATJIES
    • Anton PRETORIUS
    • Kevin L. TEISE
    Keywords
    Scoping Reviews; Educational Research; Research Gaps; Arksey and O'Malley Framework; Cognitive Mapping

    Cite as

    PLAATJIES, B. O., PRETORIUS, A., & TEISE, K. L. (2025). MAPPING THE USE OF SCOPING REVIEWS IN EDUCATIONAL RESEARCH: A SCOPING REVIEW. Social Sciences and Education Research Review, 12(2), 357-367. https://doi.org/10.5281/zenodo.17870741

    Abstract. The value of Scoping reviews (SRs) as a research methodology has been commended in the research community. Research on the value of scoping reviews in education is still limited. This study intends to investigate its value in educational research. Adopting the scoping review method itself, the researchers examined the origins of scoping reviews, their development, and their application in various settings. The study focused on relevant research on the topic, conducted between 2005 and 2025. Drawing on the model developed by Arksey and O'Malley in scoping reviews, we found that the scoping review approach has become increasingly popular among educationists. The approach is regarded as highly beneficial, including the mapping of literature in a specific field and in areas where research is limited. The findings of this review confirmed that scoping reviews can enhance the quality of educational research; hence, they necessitate a deeper understanding. This understanding is crucial for implementing improved practices and making informed policy adjustments. Therefore, this research article calls for a deeper understanding of scoping reviews to utilise their benefits in educational research, including their contributions to policy and practice.

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  42. Volume 12 · Issue 2 · 2025 · pp. 368-373

    SOIL AND SOIL EROSION MENACE IN OZORO ENVIRONMENT IN ISOKO NORTH LOCAL GOVERNMENT AREA IN DELTA STATE, NIGERIA

    • Edewor Akpezi OKIEMUTE
    Keywords
    Soil; Soil Erosion; Menace; Ozoro; Environment

    Cite as

    OKIEMUTE, E. A. (2025). SOIL AND SOIL EROSION MENACE IN OZORO ENVIRONMENT IN ISOKO NORTH LOCAL GOVERNMENT AREA IN DELTA STATE, NIGERIA. Social Sciences and Education Research Review, 12(2), 368-373. https://doi.org/10.5281/zenodo.17870743

    Abstract. This study dwelt on soil erosion in Ozoro. Soil erosion is a global; menace that occurs in both forest land and range land. However it is more severe in soils that are exposed to agriculture. Soil erosion in Ozoro is a major concern because of major distinguishable soil erosion times namely sheet, rill and gully have continually washed away the top soils. This excessive erosion of the top soil reduces the fertility of the soil, and water holding capacity of the soil. The resulting sediment yield from the soil erosion is a source of major water pollution and silting of Lake Owen in the community. Both natural and human accelerated soil erosion have severe environmental impacts such as soil depletion, and degradation of agricultural lands which in turn reduces proceeds from farm produce. Relying on data obtained from field study, the paper advances that, both natural and human induced practices contributes to catastrophic destructive erosive processes. The paper further advances solutions to curbing the menace.

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  43. Volume 12 · Issue 2 · 2025 · pp. 374-380

    INVESTIGATING FIRST-YEAR STUDENTS' ENGAGEMENT WITH BLACKBOARD IN THE HUMANITIES FACULTY AT A SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY

    • Walter MATETE
    Keywords
    Blackboard; First-year students; Student engagement; Technology Acceptance Model 3 (TAM3); South African higher education

    Cite as

    MATETE, W. (2025). INVESTIGATING FIRST-YEAR STUDENTS' ENGAGEMENT WITH BLACKBOARD IN THE HUMANITIES FACULTY AT A SOUTH AFRICAN UNIVERSITY OF TECHNOLOGY. Social Sciences and Education Research Review, 12(2), 374-380. https://doi.org/10.5281/zenodo.17870747

    Abstract. This study investigated the opinions, difficulties, and recommendations for enhancements of first-year students at a South African University of Technology regarding their use of Blackboard. The study used a phenomenological methodology and interpretivist paradigm to document students' lived experiences, guided by the Technology Acceptance Model 3 (TAM3). Ten first-year Faculty of Humanities students were purposefully chosen to participate in a focus group in order to gather data. The results showed that although Blackboard was largely seen by students as useful and user-friendly, a number of contextual barriers prevented successful involvement. These included limited Wi-Fi access, expensive mobile data, poor loading times, frequent system crashes, a shortage of computers, and inadequate user training. Students recognised the value of Blackboard in enhancing communication and academic performance, but persistent involvement was undermined by uneven instructor participation and insufficient instruction in digital literacy. According to the study's findings, maximising the use of LMSs requires institutional investment in infrastructure, reasonably priced connectivity, and organised digital skills training. In order to close the gap between behavioural intention and actual use, it suggests improving pedagogical integration through interactive material and regular instructor use. Universities may encourage more egalitarian digital learning and stronger student involvement in technology-mediated environments by removing these obstacles.

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  44. Volume 12 · Issue 2 · 2025 · pp. 381-394

    STRESS AND BURNOUT AMONG PRESERVICE TEACHERS' SUPERVISORS: A SCOPING REVIEW

    • Vojo George FASINU
    Keywords
    Stress; burnout; teachers; supervisors; preservice teachers; database

    Cite as

    FASINU, V. G. (2025). STRESS AND BURNOUT AMONG PRESERVICE TEACHERS' SUPERVISORS: A SCOPING REVIEW. Social Sciences and Education Research Review, 12(2), 381-394. https://doi.org/10.5281/zenodo.17870749

    Abstract. Several studies by internationally acclaimed researchers had confirmed that teachers continue to experience stress and burnout, which threaten the monitoring of preservice teachers during their teaching practice. Some of the reasons attributed to this include the increase in the supervision workload among teachers, lack of self-care, and lack of resources, among others. Although few studies had investigated how teachers experience different forms of stress at different levels, some of them failed to identify the forms and causes of stress and burnout among preservice teachers' supervisors, who themselves are teachers. On this note, this scoping review aimed at reporting the emerging evidence on stress and burnout among preservice teachers' supervisors. The researcher searched through ERIC, EBSCO, SciELO, SCOPUS, MEDLINE (Database of the Medical Literature Analysis and Retrieval System) and APA (PsycINFO on Allied Health Literature). A comprehensive literature search was carried out from January to March 2025 on stress and burnout among preservice teachers' supervisors. Fifteen studies met the following criteria: (a) focused on stress and burnout (SB); (b) The prevalence of stress among preservice teacher' supervisors; (c) Prevalence of burnout among teachers and preservice teachers' supervisors, (f) published articles from the period 2014-2024. The included studies met the quality control standards for Preferred Reporting Items for Systematic Reviews and meta-analysis and Scoping review (PRISMA-Scr). The outcome of the study reveals that of the 11,141 participants reported by the scoping review (15 articles), 3,733 participants, which is 33.5%, show that there are stress and burnout among teachers in Turkey. Moreover, 4,117 participants from Spain, which is equivalent to 37% of the whole countries exhibit stress as well. The trending evidence that endorses the result of the study shows that there is stress and burnout among teachers even around the world.

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  45. Volume 12 · Issue 2 · 2025 · pp. 395-405

    SCHOOLTEACHERS PERCEPTIONS OF EDUCATION DISCIPLINE POLICY ON LEARNERS ACADEMIC PERFORMANCE IN SELECTED SOUTH AFRICAN SECONDARY SCHOOLS

    • Selina Patricia Matsebele
    • Debbie Seoka Kgomotso Habedi
    Keywords
    Academic performance; education discipline policy; learners; perceptions; schoolteachers; secondary schools

    Cite as

    Matsebele, S. P., & Habedi, D. S. K. (2025). SCHOOLTEACHERS PERCEPTIONS OF EDUCATION DISCIPLINE POLICY ON LEARNERS ACADEMIC PERFORMANCE IN SELECTED SOUTH AFRICAN SECONDARY SCHOOLS. Social Sciences and Education Research Review, 12(2), 395-405. https://doi.org/10.5281/zenodo.17870751

    Abstract. This paper summarizes the schoolteachers' perceptions of education discipline policy on learners' academic performance in selected South African Secondary Schools. The objective of the study was to explore and describe the schoolteachers' perceptions of education discipline policy on learners' academic performance in selected South African Secondary Schools. A qualitative research method was chosen and assisted with an understanding of the participants perceptions of education discipline policy on learners' academic performance. Purposeful sampling was used to identify the five public Secondary Schools that performed poorly. The participants comprised of 15 schoolteachers. Three schoolteachers were selected from the five secondary schools. Data were collected through semi-structured interviews and constant comparative analysis performed during analysis. Discipline was perceived to be a challenge, and academic performance was found to be low. The implementation of learner discipline policy required monitoring and reviewing academic performance to avoid disparity between policy and practice.

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  46. Volume 12 · Issue 2 · 2025 · pp. 406-412

    ATTITUDE REORIENTATION TOWARDS THE ENVIRONMENT THROUGH ENVIRONMENTAL VALUES AND VALUES EDUCATION

    • Obiajulu-Anyia Esther UCHE
    Keywords
    Attitude; reorientation; environment; values education; environmental values and social studies students

    Cite as

    UCHE, O.-A. E. (2025). ATTITUDE REORIENTATION TOWARDS THE ENVIRONMENT THROUGH ENVIRONMENTAL VALUES AND VALUES EDUCATION. Social Sciences and Education Research Review, 12(2), 406-412. https://doi.org/10.5281/zenodo.17870753

    Abstract. In the face of a deteriorating and decomposing environment, Nigerians are faced with the challenge of ensuring a clean and sustainable environment. However, it has been discovered that the attitude of Nigerians towards the environment needs to be revisited; therefore, this study investigated how environmental values and values education implementation could bring about an attitude reorientation in young people like upper basic students. The research design used for the investigation was a descriptive survey, while the population is 80,234 upper basic 7-9 school students in Delta State, Nigeria. The sample size of students used as the respondents is 840; this sample was derived through a purposive sampling technique used to select 20 schools and a random sampling technique to select 42 students from each school. The data collection technique/instrument was a questionnaire carefully designed and structured by the researcher. The homogeneity test was used to establish the internal consistency of the instrument. The findings reported from the study predicated that environmental values and values education can be effective strategies for developing an attitude reorientation in young students. Secondly, they can also become necessary tools for instilling positive attitudes towards the environment in students. Therefore, the study recommended the teaching of environmental values, using values education as a medium for attitude reorientation towards the environment.

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  47. Volume 12 · Issue 2 · 2025 · pp. 413-423

    GREEN PROCUREMENT TOWARDS SUSTAINABLE DEVELOPMENT IN THE FOURTH INDUSTRIAL REVOLUTION: A BIBLIOMETRIC APPROACH

    • Mufaro DZINGIRAI
    • Emmanuel NDHLOVU
    • David MHLANGA
    Keywords
    Green Procurement; Fourth Industrial Revolution; Green Supply Chain Management; Sustainable Development Goals; ESG Framework

    Cite as

    DZINGIRAI, M., NDHLOVU, E., & MHLANGA, D. (2025). GREEN PROCUREMENT TOWARDS SUSTAINABLE DEVELOPMENT IN THE FOURTH INDUSTRIAL REVOLUTION: A BIBLIOMETRIC APPROACH. Social Sciences and Education Research Review, 12(2), 413-423. https://doi.org/10.5281/zenodo.17870761

    Abstract. The use of digital technologies made available by the advent of the Fourth Industrial Revolution (4IR) to respond to contemporary challenges is gaining widespread support across sectors. This article contributes to ongoing discussions on the importance of digital tools by exploring how green procurement contributes to sustainable development. The article (i) identifies research output on green procurement, (ii) explores the leading authors on the topic and the countries they are located in, and (iii) highlights the key recommendations. The article deploys a bibliometric methodological approach covering 27 years from 1997 to 2024. The Scopus database was the source of information, where 133 articles were identified for analysis. The results show that green procurement is widely recommended as among the most effective strategies through which various industries can limit their greenhouse gas footprint and contribute to sustainability. This widespread support and the growth in green procurement research are attributed to the dire need for sustainable development in the 21st century. It is recommended that the industry draw from the results and strengthen its green procurement initiatives.

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  48. Volume 12 · Issue 2 · 2025 · pp. 424-439

    THE INFLUENCE OF STRESS AND BURNOUT ON THE EFFECTIVENESS OF PRINCIPALS IN SOUTH AFRICAN SCHOOLS

    • Elisha PILLAY
    • Mapheleba LEKHETHO
    Keywords
    School principal; novice principal; effectiveness; stress; burnout; self-care; support; induction

    Cite as

    PILLAY, E., & LEKHETHO, M. (2025). THE INFLUENCE OF STRESS AND BURNOUT ON THE EFFECTIVENESS OF PRINCIPALS IN SOUTH AFRICAN SCHOOLS. Social Sciences and Education Research Review, 12(2), 424-439. https://doi.org/10.5281/zenodo.17870763

    Abstract. This study explored the nature and level of professional support and induction that the Department of Basic Education (DBE) provided to primary school principals in the iLembe District, KwaZulu-Natal Province to manage and lead schools successfully. Framed within the interpretivist paradigm, the study followed a qualitative approach using purposive sampling to select 10 principals from KwaDukuza Circuit and semi-structured interviews to generate data. It used Maslach's multidimensional theory of burnout as a theoretical framework to guide the discussion. The findings reveal that the principals felt overwhelmed and unsupported in their work and experienced high stress and burnout that impeded their ability to perform their duties effectively. They further show that the DBE and circuit managers did not provide meaningful induction programmes to assist novice and experienced principals in their professional development and work. To address these challenges and mitigate stress and burnout, the DBE should strengthen professional support and introduce wellness programmes for principals. The DBE should also intensify its school improvement efforts and foster a healthy school environment to enhance principals' effectiveness, as their stress is often linked to learner outcomes.

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  49. Volume 12 · Issue 2 · 2025 · pp. 440-450

    AN INVESTIGATION INTO CAREER DECISION-MAKING AMONG FINAL YEAR PRIMARY SCHOOL STUDENTS IN IBADAN: THE ROLES OF SELF-EFFICACY, PEER PRESSURE, AND SOCIAL MEDIA INFLUENCE

    • Adewuyi Habeeb OMOPONLE
    Keywords
    Career decision; Self-efficacy; Peer pressure; Social media; Student

    Cite as

    OMOPONLE, A. H. (2025). AN INVESTIGATION INTO CAREER DECISION-MAKING AMONG FINAL YEAR PRIMARY SCHOOL STUDENTS IN IBADAN: THE ROLES OF SELF-EFFICACY, PEER PRESSURE, AND SOCIAL MEDIA INFLUENCE. Social Sciences and Education Research Review, 12(2), 440-450. https://doi.org/10.5281/zenodo.17870765

    Abstract. This study investigated the influence of self-efficacy, peer pressure, and social media on the career decision-making processes of final-year primary school pupils in Ibadan. A descriptive survey research design was employed, and data were gathered from a sample of 300 pupils selected through simple random sampling. The study highlights the need for early, age-appropriate career guidance programs in primary schools. Such initiatives should aim to build pupils' confidence in their academic abilities while fostering media literacy skills and strategies for resisting negative peer influence, all of which can play a crucial role in shaping their emerging career interests and decisions.

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  50. Volume 12 · Issue 2 · 2025 · pp. 451-455

    THE MIDDLE ELEMENTS (4, 5, 6 AND 7) OF THE HERMENEUTIC SITUATION IN HEIDEGGER'S PHILOSOPHY

    • Stefan VLADUTESCU
    • Victor Justice PITSOE
    Keywords
    Heidegger; hermeneutic situation; thing; language; discourse; listening

    Cite as

    VLADUTESCU, S., & PITSOE, V. J. (2025). THE MIDDLE ELEMENTS (4, 5, 6 AND 7) OF THE HERMENEUTIC SITUATION IN HEIDEGGER'S PHILOSOPHY. Social Sciences and Education Research Review, 12(2), 451-455. https://doi.org/10.5281/zenodo.17870767

    Abstract. The hermeneutic situation in Martin Heidegger has 9 elements: the preliminaries (1), the partners (2), the hermeneutic relationship (3), the thing (4), the language (5), the discourse as address (6), the listening (7), the understanding and its derivatives (8) and the hermeneutic circle (9). The preliminaries (1), the partners (2) and the hermeneutic relationship (3) are primary elements. The thing (4), the language (5), the discourse as address (6) and the listening (7) are middle elements. Man is a hermeneutic being; as a conscious being, man evokes a hermeneutic situation through this very fact. The middle elements of the hermeneutic situation are the subject of the present study. The thing is whatever exists in one way or another. The thing (4) is what is in relation to being. Language (5) is the house of being. So the thing reaches Dasein through language. Discourse (6) is the addressed speech. Speech derives from the listening (7) that precedes it.

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  51. Volume 12 · Issue 2 · 2025 · pp. 456-465

    EVERY NEW MACHINE SEES DIFFERENTLY: HISTORICAL CINEMATOGRAPHY THEORIES AND THE AI TURN

    • Dan Valeriu VOINEA
    Keywords
    cinematography; artificial intelligence; film theory; montage; sound cinema; indexicality; digital cinema; generative imagery; realism; cinematic ontology

    Cite as

    VOINEA, D. V. (2025). EVERY NEW MACHINE SEES DIFFERENTLY: HISTORICAL CINEMATOGRAPHY THEORIES AND THE AI TURN. Social Sciences and Education Research Review, 12(2), 456-465. https://doi.org/10.5281/zenodo.17870769

    Abstract. In this paper, we examine the emergence of artificial intelligence as a transformative force in cinematographic practice and theory, situating it within a lineage of past technological ruptures in film history, including the transitions from silent to sound cinema, black-and-white to color, and analog to digital. Drawing on historical responses by key theorists such as Eisenstein, Bazin, and Manovich, we analyze whether AI represents a continuity in cinema's evolutionary arc or a qualitative rupture that demands a redefinition of cinematic ontology, authorship, and realism. We argue that while many contemporary debates around AI echo earlier anxieties about technological change, generative AI introduces a distinct shift in the logic of image-making—moving from indexical capture to algorithmic synthesis. Through comparative analysis, we explore whether AI is better understood as akin to the invention of montage—a new logic of combination—or to the arrival of synchronized sound—a new dimension added to the cinematic apparatus. Ultimately, we contend that AI both continues and disrupts cinema's technological trajectory, inaugurating a new visual regime whose implications demand renewed theoretical frameworks.

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  52. Volume 12 · Issue 2 · 2025 · pp. 466-472

    FROM MULTIPLE INTELLIGENCES TO DIGITAL INTELLIGENCE: EXPANDING GARDNER’S PARADIGM IN THE TECHNOLOGICAL AGE

    • Răzvan-Alexandru CĂLIN
    Keywords
    Digital Intelligence; Multiple Intelligences; Digital Competence; DQ Framework; Risky Digital Behaviors

    Cite as

    CĂLIN, R.-A. (2025). FROM MULTIPLE INTELLIGENCES TO DIGITAL INTELLIGENCE: EXPANDING GARDNER’S PARADIGM IN THE TECHNOLOGICAL AGE. Social Sciences and Education Research Review, 12(2), 466-472. https://doi.org/10.5281/zenodo.17882452

    Abstract. This study explores whether digital intelligence can be conceptualized as a new type of intelligence within Gardner’s Multiple Intelligences (MI) paradigm, in the context of rapid socio-technological transformations. Building on existing frameworks of digital competence (DigComp) and Digital Intelligence (DQ), the paper proposes an operational definition of digital intelligence and examines its dimensionality, distinctiveness, and predictive value. A hypothetical exploratory design is presented, including the construction of a six-factor Digital Intelligence Scale assessing identity and reputation, self-regulation, communication, safety, critical thinking, and digital creativity. Illustrative findings suggest a coherent factorial structure with strong internal reliability and a higher-order general factor. Digital intelligence shows moderate associations with logical-mathematical, spatial, interpersonal, and intrapersonal intelligences, indicating a cross-domain cluster of cognitive and socio-emotional abilities. Hierarchical regressions demonstrate that digital intelligence predicts digital well-being and reduces risky online behaviors beyond the contribution of MI profiles. Conceptually, the study argues that digital intelligence may represent an emerging applied intelligence shaped by the demands of digital environments, potentially satisfying several of Gardner’s criteria for defining an intelligence. Although empirical data are hypothetical, the model highlights the need for rigorous psychometric, developmental, and neurocognitive research to validate digital intelligence as a distinct construct.

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  53. Volume 12 · Issue 2 · 2025 · pp. 473-483

    ASSESSING ENTREPRENEURIAL INTENT AMONGST MANAGEMENT STUDENTS

    • Rekha MANIRAM
    • Manduth RAMCHANDER
    • Jason DAVIS
    • Jamila K ADAM
    Keywords
    Entrepreneurial intent; entrepreneurship education; Management Sciences; Entrepreneurship

    Cite as

    MANIRAM, R., RAMCHANDER, M., DAVIS, J., & ADAM, J. K. (2025). ASSESSING ENTREPRENEURIAL INTENT AMONGST MANAGEMENT STUDENTS. Social Sciences and Education Research Review, 12(2), 473-483. https://doi.org/10.5281/zenodo.17904639

    Abstract. In recent years, global employment rates have experienced stagnation and decline, particularly among management graduates. Consequently, there has been an increased emphasis on fostering an entrepreneurial mindset and intent among students as an alternative pathway to traditional employment. Entrepreneurial start-ups have been widely promoted as a panacea to address unemployment challenges. Existing literature suggests that targeted entrepreneurial education can significantly enhance students’ entrepreneurial intentions. In response, many higher education institutions have expanded entrepreneurship curricula across various academic levels. However, most research on entrepreneurial intent remains cross-sectional, with limited longitudinal studies examining how entrepreneurial intent evolves across different stages of management qualifications within faculties of Management Sciences. This gap restricts understanding of how academic experiences and personal development influence entrepreneurial intentions over time. The present cross-sectional study, therefore, seeks to assess the entrepreneurial intent of undergraduate students at different levels of their diploma studies within a Management Science Faculty. Entrepreneurial intent is employed as a proxy for entrepreneurial behavior. Utilizing a quantitative methodology, the study sampled 412 undergraduate students through stratified sampling across diverse Management programs. Findings indicate that students’ entrepreneurial intent is significantly influenced by their progression through the undergraduate program, highlighting the role of educational and experiential factors in shaping entrepreneurial aspirations.

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  54. Volume 12 · Issue 2 · 2025 · pp. 484-491

    CERTAIN EDUCATORY FACTORS AS INDICATES OF INTELLECTUAL DEVELOPMENT IN NIGERIAN PUBLIC UNIVERSITIES

    • Olugbenga Timothy AJADI
    Keywords
    Student Intellectual Development; Faculty Calibre; Educatory Factors: Faculty Educational Qualifications; University Teaching Experience

    Cite as

    AJADI, O. T. (2025). CERTAIN EDUCATORY FACTORS AS INDICATES OF INTELLECTUAL DEVELOPMENT IN NIGERIAN PUBLIC UNIVERSITIES. Social Sciences and Education Research Review, 12(2), 484-491. https://doi.org/10.5281/zenodo.17975837

    Abstract. A crucial criterion for evaluating the caliber and efficacy of college or university is intellectual development. Concerns regarding graduates' level of intellectual engagement, analytical proficiency, and inventive ability continue to exist in Nigerian public universities, prompting inquiries into the educatory factors that support intellectual development. This paper investigates the calibre of faculty and connection between caliber of faculty and students' intellectual development in Nigerian public universities. The study used a quantitative, correlational survey design with a population of all undergraduate and faculty at 135 Nigerian public universities. The sample comprised 1,200 respondents selected through multi-stage sampling technique from six selected public universities in the country. Questionnaire titled Educatory Factors Assessment Questionnaire (EFAQ) with reliability index of 0.87. and 0.91 reliability for faculty calibre and Intellectual Development Scale (IDS) respectively index was used to elevate responses from the respondents. The study found majority of faculty in Nigerian public universities are holders of PhD, followed by master's or M.Phil. while very few are holders of bachelor's degree. In addition, a statistically significant, robust, and positive relationships was established between faculty calibre and student intellectual development. The study concluded that teaching experience and faculty credentials accurately predict students' intellectual development, which in turn improves critical thinking, problem-solving, reflective judgment, engagement, and self-directed learning. These factors have a direct impact on academic success in public universities in Nigeria.

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  55. Volume 12 · Issue 2 · 2025 · pp. 492-501

    ARCHETYPES OF TOXIC MASCULINITY AND RELUCTANT FEMININITY IN LIMINAL SITUATIONS. THE CONSTRUCTION OF PUBLIC ENEMIES IN THE WORLDS OF “WEDNESDAY” AND “BREAKING BAD”

    • Anamaria SASU
    Keywords
    Toxic masculinity; Gender archetypes; Liminality; Jungian archetypal analysis; Gender nonconformity; Family representation; Otherness and identity construction

    Cite as

    SASU, A. (2025). ARCHETYPES OF TOXIC MASCULINITY AND RELUCTANT FEMININITY IN LIMINAL SITUATIONS. THE CONSTRUCTION OF PUBLIC ENEMIES IN THE WORLDS OF “WEDNESDAY” AND “BREAKING BAD”. Social Sciences and Education Research Review, 12(2), 492-501. https://doi.org/10.5281/zenodo.18800524

    Abstract. This article, based on the findings of the Gemini project , explores the perception of gender and family in Breaking Bad and Wednesday through the lens of archetypes and liminal development. Breaking Bad discusses traditional family values as impacted by the challenges and overall conditions of modern society, offering examples of toxic masculinity, toxic relationships and the role of women within the family, while Wednesday is an upside-down image of reality, within an unconventional family, where discussions about individualism, parental expectations and gender nonconformity are the norm. Both shows showcase characters in liminal situations and use complex relationships to critique gender norms and the evolving concept of family, while engaging audiences with nuanced portrayals of social identity. This analysis explores the liminal worlds and archetypal references in these two serial dramas, with a focus on gender and family, in an attempt to discover their appeal to young audiences.

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  56. Volume 12 · Issue 2 · 2025 · pp. 502-506

    PODCASTS AS INSTRUMENTS OF POLITICAL COMMUNICATION IN THE DIGITAL AGE

    • Georgiana Camelia STANESCU
    Keywords
    podcast; political communication; platforms; social media; disinformation

    Cite as

    STANESCU, G. C. (2025). PODCASTS AS INSTRUMENTS OF POLITICAL COMMUNICATION IN THE DIGITAL AGE. Social Sciences and Education Research Review, 12(2), 502-506. https://doi.org/10.5281/zenodo.19010502

    Abstract. Podcasting has rapidly developed from an experimental model in digital media to a significant industry within the wider media sphere. This format combines traditional radio features with digital technologies, facilitating flexible, asynchronous, and customized content consumption. In political communication, podcasts and video podcasts serve as tactical promotional tools, offering a relatively unconstrained space that bypasses the institutional limitations of traditional media. This study analyzes current literature on political podcasts, synthesizing both conceptual models and empirical studies. Results identify three key aspects: the sense of intimacy between hosts and audiences, the reflexivity and transparency of discourse, and the potential to advance a further inclusive democratic culture. The analysis also identifies key risks: the aesthetic of authenticity and strong audience relationships may be leveraged to promote radical ideologies or disseminate misinformation. In conclusion, podcasts are changing political communication in the current environment, balancing the potential to democratize the public sphere with emerging algorithmic controls by digital media.

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