 Leading Article |
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| | · South African state-led pro-Palestinian activism and the reluctance of the academe to show solidarity
Maistry, S. M.; Le Grange, L.
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| General Articles |
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| | · Restorative justice principles: a leadership framework to de-escalate unrests in South African higher educational institutions
Adewale, S.; Ndwandwe, N. D.
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| | · The influence of teachers outreach to parents on students' academic success
Adeyeye, G. M.; Dasoo, N.
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| | · Issues of authorship threatening research integrity: pointers for ethical publication practices
Albertyn, R.
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| | · Global citizenship education and the subversion human injustices: a philosophical inquiry
August-Mowers, C.; Waghid, Y.
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| | · Understanding academic literacy facilitators' perceptions of ChatGPT through framing theory
Brokensha, S.; Brooks, M.
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| | · E-learning lessons for built environment education from the Covid-19 pandemic experience in Zimbabwe
Chigara, B.; Moyo, T.; Gaule, B.; Nyamande, T.
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| | · Technology-assisted doctoral supervision: practice and lessons from Anglo-Saxon universities in Cameroon
Etomes, S. E.; Aluko, F. R.
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| | · Healthcare sciences students' perceptions of integrating digital healthcare into the higher education curriculum
Govender, S. M.; Kyarkanaye, T.; Naidoo, U.
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| | · Liberté, égalité, fraternité: changing erroneous conceptions of continuous assessment
Kamanga, E.; Annandale, M.; A.Lubbe; Reyneke, M.
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| | · Technological support initiatives in living and learning communities: insights from undergraduate students experiences
Khumalo, M.; Manatsa, I.; Mbuyazi, S.
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| | · Threshold concepts: linking complex meaning in financial instruments with students' prior knowledge in accounting and their lived experiences
Lubbe, I.; Bardien, M.
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| | · A four frame analysis of factors impacting the uptake of the scholarship of teaching and learning in a college of education
Mbati, L
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| | · Researching Indigenous Knowledge (IK) in higher education in Zimbabwe: prospects and challenges
Muyambo, T.; Bhuda, M. T.; Sithole, P. M.
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| | · A study of year three and year four science education student teachers' nature of science beliefs and their science teaching and learning beliefs
Ngwenya, N. H.; Imenda, S. N.
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| | · Using first year curriculum principles as an evidence-based approach to design and evaluate a first year seminar
Oosthuizen, L. L.
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| | · Gender equity in leading a South African private higher education institution
Verbooy, C.; Moyo, Z.
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