Ticks are hematophagous ectoparasites that are capable of infesting a wide range of mammals, including domestic animals, ruminants, wildlife, and humans across the world, and they transmit disease-causing pathogens. Numerous individual epidemiological studies have been conducted on the distribution and prevalence of ticks and tick-borne diseases (TBDs) in the Southern African Developing Community (SADC) region, but no effort has been undertaken to synchronize findings, which would be helpful in the implementation of consolidated tick control measures. With the aim of generating consolidated pooled prevalence estimates of ticks and TBDs in the SADC region, we performed a systematic review and meta-analysis of published articles using the PRISMA 2020 guidelines. A deep search was performed on five electronic databases, namely, PubMed, ScienceDirect, Google Scholar, AJOL, and Springer Link. Of the 347 articles identified, only 61 of the articles were eligible for inclusion. In total, 18,355 tick specimens were collected, belonging to the genera Amblyomma, Haemaphysalis, Hyalomma, and Rhipicephalus (including Boophilus) across several countries, including South Africa (n = 8), Tanzania (n = 3), Zambia (n = 2), Zimbabwe (n = 2), Madagascar (n = 2), Angola (n = 2), Mozambique (n = 1), and Comoros (n = 1). The overall pooled prevalence estimate (PPE) of TBPs in livestock was 52.2%, with the highest PPE in cattle [51.2%], followed by sheep [45.4%], and goats [29.9%]. For bacteria-like and rickettsial TBPs, Anaplasma marginale had the highest PPE of 45.9%, followed by A. centrale [14.7%], A. phagocytophilum [2.52%], and A. bovis [0.88%], whilst Ehrlichia ruminantium had a PPE of 4.2%. For piroplasmids, Babesia bigemina and B. bovis had PPEs of 20.8% and 20.3%, respectively. Theileria velifera had the highest PPE of 43.0%, followed by T. mutans [29.1%], T. parva [25.0%], and other Theileria spp. [14.06%]. Findings from this study suggest the need for a consolidated scientific approach in the investigation of ticks, TBPs, and TBDs in the whole SADC region, as most of the TBDs are transboundary and require a regional control strategy.

Babesia bigemina is one of the most important etiological agents of bovine babesiosis, a tick-borne disease posing a major threat in the livestock industry globally, including South Africa. Despite the huge economic impact of cattle babesiosis in South Africa, antigenic variation observed among B. bigemina strains worldwide has impeded the successful development of a single vaccine with the potential to eliminate the disease. As such, there is still a dearth of information regarding the conservation of B. bigemina genes encoding functionally important proteins that play a crucial role during the invasion of bovine erythrocytes by merozoites. Fifty blood samples previously collected from cattle in eight provinces of South Africa were genetically tested for the presence of B. bigemina DNA fragments using four nested PCR-based assays. The genes targeted coded for SpeI-AvaI restriction fragment, rhoptry-associated protein 1 (BgRAP-1), apical membrane antigen 1 (BgAMA-1) and β-tubulin (BgβTUB). PCR-generated fragments of randomly selected samples were sequenced. BLAST searches in GenBank were performed with newly determined sequences to search for homologous sequences. Neighbor-joining phylogenies were inferred from aligned, contiguous sequences of BgRAP-1, BgAMA-1 and BgβTUB genes. Nested PCR assays generated single fragments of 170 bp, 472 bp, 765 bp and 302 bp for SpeI-AvaI, BgRAP-1, BgAMA-1 and BgβTUB fragments, respectively. Of the 50 bovine samples tested by nested PCR, 82% (42/50; 95% CI = 69.2–90.2%), 68% (34/50; 95% CI = 54.2–79.2%), 50% (25/50; 95% CI = 36.6–63.4%) and 46% (23/50; 95% CI = 33.0–59.6%) possessed B. bigemina-specific SpeI-AvaI, BgRAP-1, BgAMA-1 and BgβTUB DNA fragments, respectively. The BgRAP-1, BgAMA-1 and BgβTUB sequences of South African B. bigemina isolates shared 98–100% similarity with previously reported sequences of strains originating from cattle in countries other than South Africa. The high genetic conservation observed among geographical isolates of B. bigemina suggests the conserved functional role of BgRAP-1 and BgAMA-1 proteins as potential candidates that could be incorporated in recombinant subunit vaccines.

This study examined the role of e-modules and learning applications in enhancing scientific literacy among Grade 11 Life Sciences learners in a South African secondary school. Grounded in constructivist and connectivist learning theories, the research responded to persistent challenges in learners’ conceptual understanding, scientific reasoning, and application of scientific knowledge. A mixed-methods case study design was employed, combining quantitative pre- and post-test data with qualitative classroom observations and semi-structured learner interviews. Thirty learners participated in a technology-enhanced instructional intervention using curriculum-aligned e-modules delivered through Binogi and Google Classroom. Quantitative findings revealed a statistically significant improvement in scientific literacy following the intervention. Learners’ mean scores increased from 39.20% (pre-test) to 63.07% (post-test), representing a gain of 23.87 percentage points. A paired-samples t-test confirmed that this improvement was extremely significant (t (29) = 11.58, p < 0.0001), with a very large effect size (Cohen’s d = 2.11). Qualitative findings indicated that learners experienced enhanced engagement, improved conceptual clarity, and greater motivation when using digital learning tools, particularly through visualisations, animations, and self-paced learning. However, persistent difficulties with graph interpretation were also identified. The study concludes that the intentional integration of e-modules and learning applications can substantially enhance scientific literacy in Life Sciences by supporting conceptual understanding, reasoning, and learner engagement. These findings highlight the importance of pedagogically guided digital integration and teacher professional development to strengthen science learning outcomes.

This study investigated the enhancement of topic-specific pedagogical content knowledge (TSPCK) among life science educators, with a particular focus on cellular respiration. The research identified a lack of studies on this topic, especially within South African educational settings, thereby emphasizing the challenges educators and learners face. With an emphasis on lesson planning, teaching, and reflections, this study used a qualitative research methodology to investigate how the lesson study approach enhances Grade 11 educators’ TSPCK in cellular respiration. The design used was lesson study. The lesson study approach has been identified as an effective strategy for enhancing educators’ TSPCK. Six educators from secondary schools participated. Data came from field notes and observations made while the lessons were being taught, as well as from educators’ reflective diaries and questionnaires. The findings revealed that educators utilize contextualization, differentiated teaching, collaborative planning, and a focus on conceptual understanding. Through the improvement of lesson designs, assessment methodologies, technological integration, and an emphasis on critical thinking and problem-solving, educators refined their cellular respiration TSPCK components. The results of this study will enhance educator professional development, impact curriculum design, and promote teaching and learning methodologies. This research will contribute to developing effective teaching approaches for cellular respiration and offer insights for initiatives aimed at advancing Life Sciences Education in South Africa.