Vol. 43 No. 3 (2025)

View Vol. 43 No. 3 (2025)
DOI: https://doi.org/10.38140/pie.v43i3
Published: 2025-06-30

Editorial

  • Editorial: Selected readings on education development challenges in developing countries

    Jan Nieuwenhuis
    1-2
    DOI: https://doi.org/10.38140/pie.v43i3.9671

Research articles

  • Beyond decoloniality of educational policy and planning: A review of the transcendental political economy of African higher education in the 21st knowledge-based societies

    Joel Nshom Bafon
    3-22
    DOI: https://doi.org/10.38140/pie.v43i3.7900

  • Navigating pedagogic possibilities in the context of forced displacement: A Bernsteinian Analysis

    John Nyambe
    23-36
    DOI: https://doi.org/10.38140/pie.v43i3.8300

  • Development of an indigenous African language scientific register for natural sciences: Focussing on challenges, opportunities, and perceptions

    Thuli G Ntuli, Awelani V Mudau
    37-47
    DOI: https://doi.org/10.38140/pie.v43i3.6581

  • The influence of science and technology on the foundation phase policies of the BRICS associate countries: A comparative study

    Julia Correia , Deon Vos, Louw De Beer
    48-64
    DOI: https://doi.org/10.38140/pie.v43i3.8491

  • Instructional leadership: Principals’ roles in supporting continuous professional teacher development

    Melitta Adams, Yusuf Sayed, Dorothy Esau, Brandon Arendse
    65-77
    DOI: https://doi.org/10.38140/pie.v43i3.7695

  • Values education in early childhood development for social transformation in South Africa

    Kanya Padayachee
    78-93
    DOI: https://doi.org/10.38140/pie.v43i3.9045

  • Exploring foundation phase teachers’ experiences of digital play: A descriptive single case study

    Roy Venketsamy, Grace Macharia
    94-107
    DOI: https://doi.org/10.38140/pie.v43i3.8569

  • Strengthening early childhood development (ECD) programmes in post- COVID-19 in Zimbabwe

    Greetings Kudakwashe Chigonda, Nkidi Phatudi, Thembi Phala
    108-124
    DOI: https://doi.org/10.38140/pie.v43i3.9052

  • Education placement of children with autism in Lesotho: Challenges and opportunities

    Mahlape Tseeke, Dineo Paulina Tseeke
    125-141
    DOI: https://doi.org/10.38140/pie.v43i3.9097

  • South African Mathematics Curriculum Framework’s dimensions for Grade 9 mathematics content standards and summative assessment tasks

    Agnes Dulu Qhibi, Thelma De Jager, Cornelius Johannes White
    142-157
    DOI: https://doi.org/10.38140/pie.v43i3.9093

  • Challenges faced by basic school teachers in implementing learner-centred pedagogies in Hohoe, Ghana

    Christopher Yao Dewodo, Prem Jotham Heeralal, Ambrose Agbetorwoka
    158-173
    DOI: https://doi.org/10.38140/pie.v43i3.8373

  • Counsellors’ perspectives on managing learner discipline in some selected secondary schools in Nigeria

    Akinlolu Ademola Onaolapo
    174-187
    DOI: https://doi.org/10.38140/pie.v43i3.7865

  • Factors contributing to doctoral student attrition in higher education institutions in Namibia

    Esther Nuuyoma, Sing Nevensha, Chika T Sehoole
    188-205
    DOI: https://doi.org/10.38140/pie.v43i3.7689

  • Educating through intercultural exchanges: South African and Greek students interconnect through art

    Riata Steyn
    206-222
    DOI: https://doi.org/10.38140/pie.v43i3.7197

  • The selves of South African expatriate teachers influencing teacher leadership practices in Gulf schools

    Inbanathan Naicker, Ashkelon Govender
    223-235
    DOI: https://doi.org/10.38140/pie.v43i3.8841

  • A response to the character crisis: Can a digital Islamic character education based on local wisdom be the solution?

    Gondo Subandi, Ribut Wahyu Eriyanti , Diah Karmiyati, Nurfaisal Nurfaisal, Joko Widodo
    236-253
    DOI: https://doi.org/10.38140/pie.v43i3.8595

  • Empowering student-led initiatives: integrating social action into higher education curriculum in West Java

    Erli Sarilita, Nani Murniati, Harmas Yazid Yusuf
    254-268
    DOI: https://doi.org/10.38140/pie.v43i3.8097