Digital exclusion remains a pervasive challenge in rural South Africa, reinforcing existing socio-economic disparities, with communities such as Mkatazo village in the Eastern Cape experiencing compounded challenges, including inadequate infrastructure, prohibitive costs, and low digital literacy. This study examines the nature and consequences of digital exclusion through a localized quantitative assessment, framed within Van Dijk’s Model of the Digital Divide and Sen’s Capability Approach. A structured survey of 200 residents yielded 65 valid responses, revealing stark disparities: 52.3% lacked internet access, 38.5% cited affordability as a primary constraint, and 66.2% reported insufficient digital skills. Analytical methods included descriptive statistics, chi-square tests, t-tests, regression modeling, and effect size measurements (Cohen’s d). Results identified cost, connectivity gaps, and geographic isolation as dominant predictors of exclusion, with affordability exerting the strongest influence. Digital exclusion adversely affects access to education, healthcare information, and economic participation, especially for youth and women. The study proposes a multi-tiered intervention framework that includes, broadband infrastructure expansion; targeted affordability measures such as subsidized device acquisition, zero-rating of mobile data and community-centric digital literacy initiatives and; the adoption of AI-enabled offline tools. The study aligns with global calls for digital equity and the United Nations Sustainable Development Goals, particularly Goals 1, 4, 8, 10, and 16. By responding to the lived realities of rural communities, this research contributes to the broader discourse on inclusive digital transformation and highlights the importance of stakeholder collaboration to address structural inequities, ensuring rural populations are not further marginalized in an increasingly connected world.

This study examines the effectiveness of networking simulation tools, particularly Cisco Packet Tracer, in enhancing the learning experiences of exit-level students at a higher education institution based in the Eastern Cape of South Africa. Utilizing the Context, Input, Process, and Product (CIPP) evaluation model, the research assesses these tools’ impact, effectiveness, and sustainability in a resource-constrained, rural-based higher education context. The findings indicate that simulation tools significantly improve students’ practical skills, understanding of theoretical concepts, and preparedness for professional work in computer networking. Despite challenges such as software crashes and compatibility issues, the benefits of using simulation tools, including cost-effectiveness and convenience, are evident. The study concludes that, while simulation tools are valuable, continuous improvements and support are necessary to maximize their educational potential.

ICT tools in education are widely used to support the aim of achieving learning outcomes by improving critical areas such as student engagement, participation, and motivation. In this study, we examine literature to explore how game elements are used in capturing students’ interest, which the study suggests is fundamental to the teaching and learning of Software Engineering in higher education. Given the potential of alternative ICT tools such as flipped classrooms to increase interest in learning activities, there is a gap in similar literature on capturing interest in gamified environments, which has the potential to improve the achievement of learning outcomes. We applied flow theory to provide a guiding frame for our study. Following a systematic literature review for our data, we analysed 15 papers from the initial 342 articles, which were extracted from IEEE Xplore and Science Direct databases. The main finding in the reviewed papers underscores the positive impact of gamified learning environments on capturing student interest when teaching and learning Software Engineering. While the reviewed papers were not conclusive in identifying the best game elements for capturing students’ interest, we found, that game elements such as points and leaderboards were the most common mechanisms used to advance students' interest when studying Software Engineering courses. The findings also suggest that different game elements are used in gamified environments to increase participation and engagement. The paper adds voice to the practical implications of gamification for teaching and learning. Although our study requires empirical evidence to validate our claims, we believe it sets the stage for further discussion. In the future, comparative studies of game elements in similar environments will be beneficial for identifying the ones that are more engaging and assessing their long-term impacts.

In South Africa, social media usage has consistently increased over time, with young individuals being the most active users. However, there are concerns about mental illness, such as depression, as a result of the surge in social comparison. This study explored the relationship between social media usage and mental health among young adults in the Buffalo City Metropolitan Municipality. This study used a quantitative research approach and was based on the positivism paradigm. Data was collected from 127 young individuals aged 14 to 35 who live in the Buffalo City Metropolitan Municipality through the use of structured questionnaires. The data collected was analysed using a descriptive statistical package for the social sciences. The findings of the study amongst others showed that the young adults spend an average of 6 hours per day on social media platforms. Also, the fear of missing out (FoMO) was identified as another major reason why young adults stay on social media platforms for long hours every day. Based on the results presented in this study, one can convincingly state that the excessive use of social media is negatively contributing to the mental health status of young adults. Some of these detrimental impacts include depression, anxiety, low self-esteem, suicide and other mental health issues. The study recommends amongst others that an urgent and continuous well-structured awareness campaign be made to help sensitise the young adults on the danger of excessive use of social media platforms, both on their mental health status and life in general.

This study investigates password management challenges and human factor vulnerabilities within a South African district health department using a quantitative approach with 50 respondents. Descriptive and inferential statistics were employed, guided by the Human Factor Diamond (HFD) model as an analytical lens. Results highlight poor password hygiene, with 60% of users reusing passwords and 20% never updating them. Significant associations were found between operational delays and unclear role assignment (p <.001), while a positive correlation (ρ =.416, p =.003) linked perceived system security with data protection confidence. Inconsistent training and decentralised policy enforcement exacerbate cybersecurity risks. While nearly half of the respondents rated current reset mechanisms as effective, many expressed the need for clearer guidance, stronger safeguards, and improved support. Human factors, including digital literacy, preparedness, and role clarity, emerged as central barriers to effective password management. The study recommends centralised oversight, enhanced training, and secure, user-friendly technologies such as multi-factor authentication and AI-supported reset systems.

This study presents a systematic literature review that maps the emerging role of Artificial Intelligence (AI) in postgraduate research supervision. Using Cultural-Historical Activity Theory (CHAT) as an analytical framework, the review synthesises insights from 14 peer-reviewed sources to examine how AI technologies mediate supervisory practices across functional and emancipatory models. The study addresses four objectives: (1) the impact of AI on functional supervision through task automation, (2) its role in fostering collaboration and intellectual autonomy, (3) its ethical implications for academic integrity and power dynamics, and (4) its potential to integrate functional and emancipatory approaches. Findings highlight emerging opportunities for efficiency and self-directed learning, but also reveal critical tensions concerning ethics, relational depth, and epistemic risk. The primary contribution of this review is to synthesise a fragmented field of scholarship and map a research agenda based on these identified contradictions. We conclude that AI's potential to enhance supervision is contingent on its balanced implementation with human mentorship to preserve pedagogical depth. It is crucial to note that these findings represent initial patterns rather than conclusive long-term outcomes. The study thus recommends targeted future research, nuanced institutional policies, and comprehensive training for supervisors to guide the responsible adoption of AI in higher education.