Vol. 43 No. 4 (2025)

View Vol. 43 No. 4 (2025)
DOI: https://doi.org/10.38140/pie.v43i4
Published: 2025-09-30

Editorial

  • Editorial September 2025: Editorial

    Jan Nieuwenhuis
    1-3
    DOI: https://doi.org/10.38140/pie.v43i4.9990

Research articles

  • A hybrid ethical leadership model for township schools: Integrating classical, contemporary, and African leadership perspectives

    Junaid King, Uleanya Chinaza, Parvathy M Naidoo
    4-24
    DOI: https://doi.org/10.38140/pie.v43i4.9479

  • Female leadership for inclusion, social justice, and intersectionality in educational spaces

    Doniwen Pietersen, Sindile Ngubane, Thulile Shandu
    25-36
    DOI: https://doi.org/10.38140/pie.v43i4.9021

  • Exploring classroom interpersonal communication skills of English second language teachers in Nigeria

    Oladunni O Deji-Afuye, Sindiso Zhou
    37-52
    DOI: https://doi.org/10.38140/pie.v43i4.9007

  • Re-imagining early childhood education: A Freirean critique of eco-pedagogy’s absence in South Africa’s foundation phase

    Deidre Geduld, Ezekiel Majola
    53-65
    DOI: https://doi.org/10.38140/pie.v43i4.9130

  • A conceptual framework for early childhood science education for global citizenship education: An indigenous lens

    Moleboheng Mokhele-Ramulumo, Mishack T Gumbo
    66-83
    DOI: https://doi.org/10.38140/pie.v43i4.8014

  • Understanding Grade 12 mathematics performance in a disadvantaged rural school through complexity theory

    Hendri Theron
    84-97
    DOI: https://doi.org/10.38140/pie.v43i4.8737

  • Organisational commitment measuring instrument convergent and discriminant validity study in an educational setting

    Alex Boateng, Ophilia Ledimo
    98-112
    DOI: https://doi.org/10.38140/pie.v43i4.8019

  • Exploring the perceptions and experiences of learners and educators on bullying and cyberbullying in selected schools in KwaZulu-Natal

    Nomakhosi Nomathemba Sibisi, Londeka Ngubane, Zandile Faith Mpofu, Venencia Paidamoyo Nyambuya
    113-134
    DOI: https://doi.org/10.38140/pie.v43i4.8482

  • Sustainable parental involvement in schools within the context of rurality: A story of success from South Africa

    Phumlani Erasmus Myende
    135-151
    DOI: https://doi.org/10.38140/pie.v43i4.9102

  • (Dis)empowering school management teams of non-fee-paying schools to collaborate with school governing bodies to manage school finances effectively

    Thembinkosi Trevor Zwane, Rajkumar Mestry
    152-169
    DOI: https://doi.org/10.38140/pie.v43i4.9482

  • Investigating the adoption of electronic books for teaching and learning in rural public secondary schools

    Masindi Randima, Nkhangweni Lawrence Mashau
    170-185
    DOI: https://doi.org/10.38140/pie.v43i4.8028

  • Exploring students’ lived experiences with artificial intelligence in higher education: A case study of ChatGPT

    Victor Daniel Gil-Vera, Catalina Quintero Quintero López
    186-206
    DOI: https://doi.org/10.38140/pie.v43i4.8083

  • Nurse educators’ role in fostering self-leadership amidst the COVID-19 Pandemic: A scoping review

    Gisela H van Rensburg, Vhothusa Edward Matahela
    207-225
    DOI: https://doi.org/10.38140/pie.v43i4.8321

  • Towards a conceptual framework for equality in higher education partnerships

    Cornelius Hagenmeier, Hans de Wit, Evance Kalula
    226-249
    DOI: https://doi.org/10.38140/pie.v43i4.8418

  • Establishing a structured mentoring programme for early-career staff at a South African research-intensive university

    Langutani Mary Masehela
    250-262
    DOI: https://doi.org/10.38140/pie.v43i4.8671

  • Agentic engagement in a South African academic literacies classroom: A case study of student and facilitator experiences

    Louri Louw, Liezel Frick
    263-276
    DOI: https://doi.org/10.38140/pie.v43i4.9435

  • Leading and managing an induction programme for first-year students at a higher education institution in South Africa

    Kershnee Nair, Parvathy Naidoo
    277-295
    DOI: https://doi.org/10.38140/pie.v43i4.8817

  • Doctoral student attrition in Namibian higher education institutions: An analysis of implications and coping strategies

    Esther Nuuyoma, Sing Nevensha, Chika T Sehoole
    296-310
    DOI: https://doi.org/10.38140/pie.v43i4.7690

  • The role of higher education in the development of financial literacy skills of small business owners in South Africa

    Sher-Lee Fourie, Regan Everts
    311-326
    DOI: https://doi.org/10.38140/pie.v43i4.8736

  • Mentor and supervisor score differences in evaluating pre-service mathematics teachers

    Benita P Nel
    327-340
    DOI: https://doi.org/10.38140/pie.v43i4.9564

  • Gender disparities in science, technology, engineering, and mathematics (STEM): A review of challenges and inclusion strategies in South Africa

    Nonhle Tracey Sibisi, Sivuyile Jokazi, Lehlohonolo Lefalatsa, Josias Kgwadi Mamabolo, Ada Mukanya Dienga, Brenda Nkhumise
    341-363
    DOI: https://doi.org/10.38140/pie.v43i4.9442

  • Lessons learnt and insights shared: The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) Case Studies Dialogue on teaching first-year mathematics in South Africa

    Sanet Steyn, Tatiana Sango, Liezle Boshoff, Anita Campbell, Frikkie George, Vasuthavan Govender, Darlington Hove, Syamala Krishnannair, Narenee Mewalal, Mashudu Mokhithi, Pragashni Padayachee, Ekaterina Rzyankina, Jonathan Shock
    364-410
    DOI: https://doi.org/10.38140/pie.v43i4.9203

  • Reflecting on the Diagnostic Mathematics Information for Student Retention and Success (DMISRS) journey: Key insights into negotiating large-scale collaborative projects

    Robert Noel Prince, Emlyn Balarin
    411-429
    DOI: https://doi.org/10.38140/pie.v43i4.9198

  • Professional development of tertiary mathematics educators: A landscapes of practice approach

    Robert Noel Prince, Zach Simpson
    430-441
    DOI: https://doi.org/10.38140/pie.v43i4.8180

  • Integrating National Benchmark Test (NBT) diagnostics into data analytics reports

    Precious Mudavanhu, Sanet Steyn
    442-458
    DOI: https://doi.org/10.38140/pie.v43i4.9219