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The Independent Journal of Teaching and Learning
Vol. 20 No. 2 (2025)Vast leaps in technological advancements have placed us firmly in the middle of the 4th Industrial Revolution (4IR) with elements of the 5th (5IR) already in play. The 4IR may be characterised by the integration of digital technologies with physical systems, creating cyber-physical systems, such as the Internet of Things (IoT), big data and analytics, Artificial Intelligence (AI) with automation in manufacturing processes and chatbots in call centres. The 5IR builds on the 4IR through inter alia collaboration between humans and machines (cobots), agentic AIs, creation of personalised products and services and the integration of technologies in areas such as human health. These have far implications for persons as they strive for personal growth and fulfilment. Education plays a particularly important role in achieving these, making the need for inclusive and innovative quality education provision more urgent than ever.
The impact of technological advancements is already being felt in the labour market. For some, AI carries out dreary tasks, allowing space for creativity. For many others, job losses have resulted not only due to automation but also to companies pivoting to strategic alignment around AI technologies. (This was, for example, clearly stated by Satya Nadella, CEO of Microsoft, when 6000 employees were laid off in June 2025.1) As AI reshapes industries, a well-educated, agile workforce is essential to be able to adapt to new roles and innovate within emerging fields. Learners need to be prepared to enter an increasingly uncertain job market through not only equipping them with 21st century skills but also to adapt to rapid technological advancements and the ability to use and collaborate effectively with evolving technologies.
Education needs to empower individuals to flourish not only in the technological environment but also in an uncertain geopolitical landscape and amid climate change. Through a dialogue of empowerment, learners need to reflect, question, and co-create meaning, irrespective of whether they are in basic, further, or higher education. A quality education that promotes 21st century skills, continuous learning and inclusivity, would prepare individuals to contribute to a sustainable and resilient future. For this to be achieved there needs to be a different approach to education, one that embraces innovative pedagogy whilst also leveraging digital tools.
Sadly, the educational disparities between the Global North and the Global South persist and if anything, are widening.2 This is especially true in South Africa where despite the promise of transformation following the 1994 democratic elections, the gap between the poor rural black child and those living in wealthy urban areas remain. Special attention needs to be given to South Africa's infrastructure and education system, which is marked by inequitable resources across race, class, gender, urban/rural, and rich/poor digital divides. Without urgent intervention, the technological gap will continue to widen, leaving poor rural African children increasingly marginalized as technology races ahead and catch up becomes impossible.
Quality inclusive education provision is a moral responsibility for governments, policy makers and education providers. This responsibility is rooted in the inherent dignity and worth of every learner as emphasised in UNESCO’s Sustainable Development Goal 4 (SDG 4); ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’.3 Every individual having access to quality education not only promotes equality but also fosters a more stable and equitable society. Previous editorials in the IJTL have underscored the importance in achieving these goals. Through an inclusive and equitable quality education and the promotion of lifelong learning opportunities, persons are empowered to reach their potential and to contribute to a more stable, resilient, and equitable society.
The articles in this 20(2) edition of the IJTL encompass the above; they demonstrate the commitment of teachers to deliver a positive learning experience in diverse circumstances and with different challenges. The papers explore innovative pedagogical approaches and the integration of digital technology to support inclusivity, student success and support the attainment of critical 21st century skills.
The first explores the role of AI-driven technologies in fostering inclusive learning environments for students with disabilities in South African Technical and Vocational Education and Training (TVET) colleges. The study highlights the potential of AI to enhance inclusivity while addressing challenges such as the digital divide and limited digital skills among teachers. The following four articles also examine the use of technology in pedagogy and identify consistent challenges that need to be addressed. The first two in this cluster explore and highlight the importance of leveraging technology to develop 21st century skills in students. The third article investigates how primary school teachers use ICT in their teaching practices. It finds that both uneven resources and teachers skills sets in the use of technology vary, which impacts the quality of learning. The following article examines the challenges and strategies in teaching complex scientific concepts in Grade 10 Life Sciences classrooms, finding that workshops need to be provided for teachers on innovative topic-specific pedagogy including the use of technology.
The next two articles explore pedagogy to support learning. The first examines the relationship between Hybrid Problem-Based Learning (hPBL) and Self-Directed Learning (SDL), finding that hPBL has a positive impact on SDL abilities. In the second, the authors, explore the reasons for high student success in some Humanities modules. They find that selecting teaching methods appropriate for the module as well as using student-centred practices have a positive impact on academic performance and student success.
The subsequent article pivots to the mindset of high-performing students through an examination of the relationship between student agency and motivation. Through a qualitative study and using Self-determination theory, the findings reveal that both intrinsic and extrinsic motivations play significant roles in their success.
The article in Practitioners Corner addresses a growing concern among creatives that hyper-realistic digital renders can lack context and visual narrative due to technological determinism. In this article, the authors are concerned with interior design. Using action research, they propose the post-digital paradigm as an alternative, emphasizing affective digital-making practices and student agency. -
The Independent Journal of Teaching and Learning (IJTL)
Vol. 20 No. 1 (2025)In a rapidly changing world, education must evolve to meet the needs of learners and address the talent demands required for a nation’s growth and prosperity. With the accelerating pace of the Fourth Industrial Revolution (4IR), educators need to embrace adaptability and innovation. As the World Economic Forum notes, ‘traditional learning falls short at equipping young people with the knowledge they need to thrive in today’s society’. Continuous learning, upskilling, and reskilling are essential in the light of technological disruptions and evolving job markets.
Pedagogical innovation is fundamental to provide a successful learning experience. Inclusive and participatory pedagogy is essential for creating equitable, engaging, and impactful learning experiences in which deep learning takes place. This is a prerequisite for critical thinking, problem solving and meaningful learner engagement. In addition, innovative pedagogy encompasses 21st-century skills such as teamwork, collaborative learning, and adaptability. These approaches are needed to prepare learners to thrive in increasingly interconnected and AI-driven environments.
Pedagogical innovation refers to the introduction of new and creative teaching methods, strategies, or approaches aimed at improving the learning experience and outcomes for students. It often involves rethinking traditional educational practices to better align with the needs of modern learners.
Teaching methods that prioritize inclusiveness, collaboration, and learner engagement prepare learners for the coming challenges and opportunities. UNESCO’s Sustainable Development Goal 4 (SDG 4) emphasises the need for ‘inclusive and equitable quality education’ and to ensure that ‘every learner matters equally’. These are the foundations for social progress. Inclusive education systems must address barriers to participation, ensuring that all learners, regardless of their background or abilities, can achieve their potential. Inclusivity in pedagogy encompasses a range of learning styles, different abilities, cultures, and languages. Multimodal teaching supports diverse learning needs to be met. This includes the use of, inter alia, visual, auditory, textual and digital resources including interactive AI (Artificial Intelligence) apps, which enhance engagement and encourage creativity. All these aspects have an important role to play in inclusive education.
Participatory teaching methods are also needed as this encourages ownership of learning through collaboration and dialogue. Learners engage actively with peers, educators and resource materials, building knowledge collectively. This fosters critical thinking, creativity, andresilience, empowering learners to apply their skills in real-world contexts. Learner engagement
is a cornerstone of effective education. Without meaningful engagement, the potential for deep
learning diminishes. Education practices must evolve to address the diverse needs of learners
and ensure the relevance and currency of teaching materials. The need for pedagogy to be
inclusive and participatory with engaged learners is a sine qua non.
Innovative pedagogy is reshaping education to meet the demands of a rapidly evolving world.
In this 2025 20(1) edition of the IJTL, the articles reflect this through exploring key aspects such
as adaptability, inclusivity, collaboration, and learner engagement, showcasing how these
approaches prepare learners to thrive. The articles range from pre-school to university
education and are broad in disciplinary content.
The first three provide examples of innovative pedagogy at the higher education level. The
author in the first, using an exploratory research approach evaluates Musical Theatre and Work
Integrated Learning (WIL) modules for theatre productions. The findings show that such a
multidisciplinary educational framework fosters entrepreneurship and collaboration. This
prepares students to thrive in a competitive and dynamic industry. The following two articles are
concerned with digital and gamified learning. The first investigates teaching African-themed
video game design through a participatory culture framework. This provides a model for
inclusive education that promotes collaboration and teamwork. In the second, research into the
design and implementation of a programme on African Digital Literacy demonstrates the
strength of integrating cultural narratives and game elements to engage students.
The next two articles are concerned with early childhood education. In the first, the authors
examine the perspectives and practices of 154 pre-service preschool teachers regarding
sustainable environmental education. The findings show positive attitudes towards integrating
sustainability into their future classrooms. These emphasize the need for tailored educational
strategies to effectively engage all students and to foster a more sustainable future. The second
explores the use of visual tools in early childhood education to enhance learning in a rural
context. The findings show that using a visual daily programme aids young children’s
development and demonstrates the resourcefulness of teachers in creating collaborative
learning environments.
In the following article the authors explore the role of Learning support advisors (LSAs) in
supporting inclusive education. Using a qualitative study in public mainstream schools in the
Western Cape, South Africa, the authors findings showed both the positive impact of advisors
on learning as well as identifying challenges to be addressed.
Post-graduate supervision in higher education can be challenging both for supervisors and
supervisees. The final article reports on a study of computer science students in which the need
to enhance group supervision methods is highlighted. The authors identify gaps that need to
be addressed to better support students and lead to improved research outcomes. -
The Independent Journal of Teaching and Learning (IJTL)
Vol. 19 No. 2 (2024)The use of technology in education is not new. However, the plethora of advanced technologies pervading every aspect of the education journey is. The COVID-19 pandemic necessitated the abrupt closure of education organisations for face-to-face teaching and the shift to online learning. While many higher and further education institutions had already implemented online learning in programmes or some elements thereof, the pandemic accelerated this transition. In addition, the democratisation of education through MOOCs (Massive Open Online Courses) was well established, particularly in the Global North. Technological advances have increased accessibility to education. However, little had been done in the basic education sector in South Africa and the Global South more generally. (As noted in previous editorials, the digital divide is leaving more and more children behind with little prospect of catching up with their peers in well-resourced regions.)
The shift to online learning and teaching not only shows no signs of diminishing but is exponentially increasing. This can be attributed to advanced technologies (EdTech 4.0) such as Artificial Intelligence (AI), machine learning, robotics, and the Internet of Things (IoT). The use of AI in many higher education institutions helps to inform inter alia recruitment, student programme selection, pedagogy and assessment. AI allows for personalised learning paths through data analytics which track student learning styles, performance, identify learning gaps, and tailor courses to meet individual needs. Virtual Reality (VR) and Augmented Reality (AR) provide immersive engaging learning experiences. Taken together these enhance the efficiency and effectiveness of the student learning journey. The Fourth Industrial Revolution (4IR) continues at pace!
As a consequence, societal and economic needs are changing which has inter alia implications for educators and programme delivery. Educators need to be come agile facilitators and mentors. Pedagogical innovations are required to meet the skills required in this rapidly changing environment. Hence, educators need to keep abreast with the AI and other technologies to deliver high quality, meaningful and engaging learning programmes.
Concomitantly, people need to be lifelong learners to be competitive in the evolving labour market. Technologies are being used in industries ranging from call centres to law. Chatbots, for instance, are increasingly sophisticated and can deal with routine customer problems. While less opportunities may be available due to automation, higher level skills are needed such as critical thinking, creativity, problem solving, and emotional intelligence. As stated by the OECD ‘Effective higher education is crucial to support citizens and countries with advanced knowledge and skills needed to flourish in an era of fast-paced technological change’ (oecd.org/higher-education).
It is a sine non qua that for learners to have a successful learning journey, a number of critical features need to be present. The use of technological tools does not obviate requirements such as clear measurable learning outcomes that are aligned with programme aims and assessments; pedagogy that is engaging, interactive and which promotes reflection, critical thinking and problem solving. Crucially, underpinning any successful learning journey, access to digital resources and to an inclusive and safe learning environment are prerequisites. A brief perusal of, for instance, UNESCO and World Economic Forum (WEF) documents attest to this. For instance, UNESCO’s Sustainable Development Goal 4 emphasises the need for inclusive and equitable quality education (www.unesco.org).
Of particular interest in this 2024 19(2) edition of The Independent Journal for Teaching and Learning (IJTL) is the use of technology in programme delivery. The focus is on pedagogy for success. The first four articles examine the use of technology in higher education, albeit from quite different standpoints.
The first provides a model for pedagogical reasoning and action. This model demonstrates how reflective practices can enhance digital teaching methods and promote inclusivity within blended learning environments. In the next paper, the use of critical pedagogical reasoning in online teaching environments is explored. Such practice is shown to be effective in supporting positive learning experiences. In the third, the authors use the conceptual framework of Slow Movement in particular Slow Pedagogy in the facilitation of a Life Orientation programmes in an HEI. They find that using Talking Circles as part of a decolonial agenda can lead to a sustainable and transformative education system. The fourth paper explores course design tools for an online Pre-Service teacher training. These provide benefits such as supporting sustainable development initiatives through practical work, and the integration of Indigenous Knowledge Systems (IKS).
The following three articles explore technology use in school education. In the first, the authors examine the gap between policy and practice in ICT pedagogy in Lesotho’s education system. They identify challenges such as the need for essential technological resources and digital literacy skills. The findings of the second, echo the first albeit with a different research question. The authors investigate the experiences of secondary school teachers in Namibia due to the shift to online learning during the pandemic. Issues needing addressing include access to digital technologies, as well as professional development opportunities for teachers in digital literacy skills. The third article concerns the use of Project-Based Learning (PBL) within the Ecubed project in Grade Four Life Skills classrooms. The research shows that while teachers understood its key elements and ways to enhance implementation, challenges remain for successful implementation.
In Practitioners’ Corner, the authors explore the use of student-centred learning, and the challenges associated with the move from teacher-centred in Iraqi Kurdistan. -
The Independent Journal of Teaching and Learning
Vol. 19 No. 1 (2024)The digital revolution is advancing at an unprecedented pace. Large language models (LLMs) like ChatGPT, Gemini, and others are progressing exponentially. The tantalizing prospect of Artificial Intelligence (AI) becoming a major contributor to the global public good draws ever closer. Its expected capabilities mean that most, if not all, aspects of human life stand to benefit. Currently, AI is successfully used in the diagnosis of illness from medical imaging, the provision of personalised medicine using genetics and medical history, and AI-assisted robotic surgery. Such capabilities are not confined to healthcare, significant strides are being made which will enhance all aspects of human life. However, for everyone to benefit, the ever-widening digital divide between the global north and global south demands urgent attention, as highlighted in earlier editorials of this journal.
When we turn to education, AI is transforming the education landscape. Whilst we are still in the early stage of disruption, technology adoption across all education sectors is increasing albeit at varying levels of complexity. In the school sector, AI is having a positive impact by enhancing teaching and learning experiences and learning materials being tailored to meet individual needs which promotes student success. For example, online learning platforms like the US-founded Carnegie Learning MATHia and the Oak National Academy funded by the Department of Education in England are gaining momentum. Higher education institutions (HEIs) are also increasingly embracing technology. Positive and innovative technologically-driven learning interactions abound. Despite their use and integration in all aspects of their operations, the human element is still key as social intelligence, empathy and creativity are attributes that AI cannot replicate. Human expertise is needed to harness AI effectively and yield the precise algorithms to meet the desired outputs.
In this first edition of the 19th volume of the journal, the use of technology in delivering a high-quality learning experience fit for the 21st century is clear as seen in the first cluster of four articles. In the first, the authors explore Collaborative Online International Learning (COIL) using a concurrent nested mixed methods research approach. Challenges identified include lecturer capability and preparedness, and the practicality of working across widely different time zones. In the second article, the authors address the impact of the COVID-19 pandemic with its concomitant move to online teaching, learning and assessment. The study shows that performance management systems need to be realigned as HEIs transition to university 4.0 with its focus on personalized learning, dynamic pathways, and student-centred education. In the following article, training of tutors within university tutoring programmes is explored.
Given the identified positive effects of such training, HEIs need to invest in tutor training. The fourth article uses a qualitative study to explore the challenges arising from online student collaborations at an Open Distance Learning university. The author presents guidelines for enhancement and mitigation.
The next four articles deal with an array of issues both in schools and higher education. The first highlights the challenges of source-code plagiarism detection in coding assessments. This was exacerbated during the COVID-19 pandemic due to the introduction of online assessments. The authors use qualitative and quantitative data to refine the process of source-code plagiarism detection. The following article investigates how adopting a Social-Emotional Learning (SEL) approach to leadership influenced the learning culture in low-decile Limpopo, South African schools during the COVID-19 pandemic. The researchers found that SEL fosters mindfulness, self-mastery, effective communication, and relationshipbuilding skills. They recommend providing SEL training for school leaders and integrating SEL into teacher training programmes. The third article provides a narrative approach to explore the hidden curriculum in classrooms within private higher education. The findings contribute to an understanding of how lecturers perceive and engage with the hidden curriculum. The last article in this cluster investigates a medical condition, Dyscalculia, which affects learners’ comprehension and manipulation of numerical concepts. This has a negative impact on academic performance in mathematics. Recognizing this condition is crucial so that mechanisms can be implemented to support such learners.
In Practitioners’ Corner the problem of increased child sexual abuse in Zimbabwe along with parent resistance to the use of comprehensive sexuality education (CSE) is explored. This resistance is due to cultural and religious beliefs. The authors’ research shows that advocacy campaigns and communication with parents on what CSE entails is essential in gaining parental support.
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