In literature and education policies, the teaching of English using remote learning strategies is recommended, but for the most part, teachers are not pedagogically capacitated to teach their respective subjects using technology in South Africa. To explore the experiences of such teachers, this study sought to understand the models and pedagogical…

COVID-19 has forced many higher education institutions to move from face-to-face teaching and learning to an e-learning environment. Many institutions had already started to implement blended learning strategies, but lecturers with limited knowledge of multimedia learning could not keep up with the pace. Multimedia learning can enhance learning,…

Background: Poor mathematics performance in South Africa is well known. The COVID-19 pandemic was expected to exacerbate the situation. Aim: To investigate Grade 7 learners' mathematical knowledge at the end of primary school and to compare mathematical performance of Grade 7 and 8 learners in the context of the pandemic. Setting: Data were…

The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at home during the COVID-19 pandemic across different stages of the response to it and across different contexts.…

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and…

Access to higher education has been one of the critical areas of concern in South Africa, particularly for students from disadvantaged backgrounds. The Corona-virus (COVID-19) pandemic has brought the systemic cleavages into sharp relief, with 'access' and subsequent 'success' emerging as an important variable. Availability of digital facilities…

Purpose: This study aimed to analyse if significant pedagogical transitions occurred from Pre-COVID-19 to COVID-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness. Design/methodology/approach: This is a quantitative study wherein perceptions of 116 faculty (from higher…

The extended lockdown in 2020 found South African educators employing innovative strategies to teach and assess Foundation Phase learners. Educators had to make do with reduced hours in the classroom and experienced new challenges in delivering curriculum content to learners that had barely grown accustomed to the formal classroom setup. Empirical…

Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate…

With the operationalisation of lockdowns and restrictions on public gatherings, education systems across the entire globe were confronted with an urgent need to reconsider alternative forms of teaching, learning and assessment. Some institutions in developing countries were especially hard-hit by the shift owing to inadequacies in training and…

Given the substantial loss of teaching and learning time during the COVID-19 pandemic lockdowns, the key pressure point for the South African education system and many other schooling systems across the world was to re-open schooling. Drawing on data from key education stakeholders in South Africa, this article uses qualitative research methods to…

An Applied Drama and Theatre pedagogy is rooted in principles of embodiment, participation and collaboration, praxis and immersion in social contexts. Over the past fourteen years, the Drama for Life department at the University of the Witwatersrand prioritised the implementation of an Applied Drama and Theatre teaching and learning practice that…

This paper emerges from a broader study that investigated the strategies employed by teachers to continue mathematics teaching and learning during South Africa's COVID-19 lockdowns and through subsequent phased and partial re-opening of schools. In this paper, we focus on teacher views of the role of parents in these efforts gathered through two…

The emergence of COVID-19 in 2020 forced the whole world to a standstill for a while, causing open and distance e-learning institutions like Unisa to adjust all teaching and learning activities and shift to online teaching entirely. This study explores the online learning challenges students in an open and distance e-learning environment in South…

Rapid development and adoption of mobile technologies including Mobile Instant Messaging (MIM) platforms have transformed teaching and learning practices over the past decade. This paper presents an analysis of how students used WhatsApp as an example of a MIM platform to organise their learning activities. Drawing on Rhizomatic Learning Theory…