Although artificial intelligence (AI) has been part of our lives for some time, the launch of the Generative Pretrained Transformer (ChatGPT) has given it renewed attention. While most of these debates are about higher education in general, this article focuses on schoolteacher education and teacher training. This research aimed to determine the contribution of generative AI tools such as ChatGPT in lesson planning, critical thinking and openness in education. The research used a qualitative approach and document analysis following an interpretative paradigm. The findings reveal that generative language models such as ChatGPT can provide specific materials and support mechanisms, such as lesson plans, to schoolteachers and student teachers. It also showed that ChatGPT has levelled the playing field by opening access to lesson plans to all teachers. However, to unleash their full potential for education, it is crucial to approach these models with caution and critically evaluate their limitations and potential biases, understanding that they are tools to support teaching and learning and do not replace teachers. The study’s contribution lies in ChatGPT-generated lesson plans’ implications and the enhancement of critical thinking for teacher education, and it also underscores the need for further research to explore best practices for integrating ChatGPT in lesson planning.

Recognition of prior learning (RPL) is based on the principle that valuable learning, worthy of recognition, takes place outside formal education. In the context of higher education, legislation provides an enabling framework for the implementation of RPL. However, RPL will only gain its rightful position if it can ensure the RPL candidates’ success. Hence, the purpose of this study is to describe the significance of the learner profile of candidates. In this study, empirical research was conducted, which entailed the analysis of RPL candidates’ life stories as narratives. The findings illuminated specific characteristics of RPL candidates in terms of personal attributes, learning contexts, knowledge, and skills gained through a process of personal development. The conclusion is that this calls for an RPL approach that explicitly considers the significance of the profile at learner, practitioner, and institutional level.

Recent advancements in generative artificial intelligence (GAI) have sparked debates and research on its transformative potential in education. This study explored how a specific group of educators partner with GAI tools, particularly ChatGPT, to complement and enhance their teaching. Within an interpretative paradigm, the study used an exploratory case study design to investigate how 13 educators enrolled as students in a structured master’s programme at an open distance learning university in South Africa use GAI tools in their teaching. Their posts on a discussion forum were used to collect data. Findings reveal that they actively employ GAI to streamline their teaching practices, specifically to personalized tutors, simplifying English texts and translations, assessments, lesson planning, and critical thinking tasks. The study also highlights the need to understand the limitations and boundaries of GAI, including concerns about accuracy, biases and reliability. Importantly, the absence of institutional guidelines on GAI raises questions about the necessity for clear guidelines and policies to ensure responsible and ethical integration in educational contexts. The paper concludes by emphasizing the transformative potential of GAI and the fact that it will increasingly act as a partner in teaching and influence modern teaching practices. Ultimately, GAI’s foothold in education is undeniable, challenging educators and policymakers to navigate its implications while maximizing its potential to support effective teaching.

The purpose of this research was to identify students’ views on the use of WhatsApp in an online postgraduate course at a South African Open Distance eLearning institution during the COVID-19 pandemic. During this time, lecturers and students relied on their mobile devices to communicate using different tools, including WhatsApp. Although it is a trending communication tool in teaching and learning, little is known about students’ views on using WhatsApp to support teaching and learning in a time of crisis. Within an interpretative paradigm, the research followed a case study design and a qualitative approach. The study used questionnaires with open-ended questions to collect data. The sample consisted of 16 students enrolled for a Master’s in Education programme. Data were analysed using a thematic approach. The findings showed that WhatsApp groups provided students with immediate, fast, easy to use and affordable communication and connection, thus, creating a sense of belonging. However, a possible disadvantage was also observed. A WhatsApp group can defeat its purpose if students use it for non-academic chats and it can become a distraction. This study proposes that institutions of higher learning consider using WhatsApp groups to support learning communities as they can alleviate feelings of loneliness and isolation, specifically in times of crisis. Furthermore, the study recommends that the purpose of WhatsApp groups should be clearly outlined to students and that lecturers and students should agree upon some ground rules before they start using WhatsApp groups to support teaching and learning.

This paper explores the relationship between university students’ academic self-concept, motivation and academic achievement. The primary aim of this study was to determine whether academic self-concept and motivation of students enrolled for the Quantity Surveying course at a university in South Africa could predict their level of academic achievement. By means of a non-probability convenience sampling technique, all residential students in their first to fourth year of study who were registered for the major subject Descriptive Quantification in the Department of Quantity Surveying were included in the sample. A questionnaire was used as the data collection instrument and, on completion, data were statistically analysed using SPSS. Relevant literature indicated inconsistent findings about whether a relationship exists between students’ academic self-concepts and motivation, and academic achievement. The results of this empirical investigation, as confirmed by the statistical analysis carried out, revealed that significant correlations between academic self-concept, motivation and academic achievement do exist, but that they depend on study year level.

The use of open educational resources (OERs) within the broader context of open educational practices (OEPs) has many advantages, including the potential to result in self-directed learning, as students take responsibility for their learning. However, despite their vast potential, the promise of OERs has not yet translated into concrete and tangible OER adoption and development in the Global South, and specifically in South Africa. It also seems that the flow of OERs is mostly in one direction, namely from developed to developing country contexts. The purpose of this article is to determine what the literature reveals regarding OER adoption and development in South Africa. Within an interpretivist paradigm and a qualitative approach, we used an integrative literature review to collect data. Two large databases were consulted, and after applying the chosen inclusion and exclusion criteria, six relevant texts were found and discussed. The findings reveal that limited research is available. Furthermore, it became clear that OER planning, adoption and development is a process, and that collaboration and institutional support and leadership play important roles in the state of OER adoption, development and projects. The literature also revealed that despite the benefits of using OERs, there are stumbling blocks to adopting and using OERs in South Africa. Based on the findings, it is suggested that OERs for self-directed learning should advance and develop teaching and learning, by supporting flexibility and openness of learning resources. Lastly, to grow the use of OERs, with specific reference to South Africa, ongoing research on the state of OER adoption and development is needed.