Higher education (HE) is considered to be the apex of all educational endeavours. Therefore, it is expected that student in various institutions of higher learning should be self‐motivated for individualized synchronous and asynchronous learning. Lamentably, it seems that such expectation within the HE spaced is yet to be achieved. While stakeholders in HE are in search for an approach to ensure that students have sufficient self‐directed learning (SDL) capacities needed for blended learning (BL), this article advance and propose the use of the constructivist framework to foster SDL to ensure that students develop their own understanding of learning, its meaning according to the context, and the ways to acquire it using BL as a mediator. Using the constructivist theory as a theoretical lens, we proposed the use of a three‐ring‐drag‐in approach as a model to fostering SDL among students in various institutions of higher learning. We, therefore encourage the adoption or adaptability of the three‐ring‐drag‐in approach as it promise to address and resolve the concerns and agitation of enthronement of SDL among students within the HE spaces.

The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.

The integration of Artificial Intelligence (AI) technologies in education has gained significant attention, particularly in the context of higher education, in recent years. Despite concerns about academic integrity, academics recognise the opportunity for AI to foster critical thinking and prepare students for real-world scenarios. However, its integration into courses requires careful consideration of course objectives and ethical implications. This study explores the utilisation of AI in higher education settings, focusing on its role as a learning tool. The study systematically reviewed 87 empirical studies from databases between 2014 and 2024 to investigate the benefits, challenges, and implications of incorporating AI into higher education. Additionally, it examines the potential impact of AI on teaching methodologies, student outcomes, and the overall learning experience. The findings of this study underscore the significant influence of AI integration in higher education on teaching methodologies. This integration promotes personalised and adaptive instruction, enhancing student engagement, performance, satisfaction, and overall learning experiences. However, the adoption of AI in higher education raises significant ethical concerns that demand careful consideration. These concerns include data privacy, algorithmic bias, intellectual property rights, and academic integrity. Academics' perspectives on AI adoption vary based on technological proficiency, pedagogical beliefs, and institutional support. Successful AI integration necessitates alignment with pedagogical theories such as constructivism, connectivism, and self-directed learning, ensuring a robust technical infrastructure and addressing ethical considerations to maximise benefits while minimising risks.

The outbreak of the COVID-19 pandemic brought about an abrupt transition from face-to-face to online learning, which caught higher education institutions off guard. Universities had to scramble for solutions to ensure that learning was not disrupted and there was adequate technological infrastructure to conduct classes online; that academics were capacitated to conduct virtual teaching and that students had access to the necessary technology and internet connectivity. To understand this move, this study explored student teachers’ experiences of the emergency transition to online learning during the COVID-19 lockdown at a South African university. The study was underpinned by the Technology Acceptance Model (TAM) and adopted a qualitative research design, generating data from ten fourth-year student teachers using a Zoom focus group discussion and analysing the data using an inductive thematic framework. The discussion focused on the students’ views on digital equity and access to technology; the teaching and learning modalities they were exposed to; their proficiency with the technology and training received; assessment as well as views on the learning management system (LMS, which is Moodle in this case). The study found that among the issues that universities had to deal with were the digital divide; constrained pedagogical approaches; inadequate proficiency in the use of the learning management system; the fact that the quality and integrity of assessment were somewhat compromised as well as students’ unfavourable living conditions which make learning from home difficult.

This chapter focuses on the evolving landscape of computer science education in higher institutions, emphasizing the need to prepare students for a rapidly changing technology industry. It explores the integration of self-directed learning techniques in computer science courses to enhance outcomes, engagement, and critical skills like problem-solving. The chapter compares traditional instruction with self-directed learning, highlighting the benefits of the latter in terms of motivation, autonomy, and understanding complex computer science concepts. It reviews existing research in this area and introduces a conceptual framework aligning self-directed learning principles with core computer science concepts.

Ubuntu is a foundational philosophy rooted in South African culture that emphasises the importance of interconnectedness, community well-being, and our shared humanity. Its relevance in education, particularly teacher training, is increasingly recognised as essential to foster inclusive and socially responsible learning environments. This study explores the integration of Ubuntu principles into teacher education programs at institutions of higher learning in South Africa and proposes strategies for embedding Ubuntu into teacher training, thereby enhancing both the teaching approach and the societal impact on future educators. For this study, a systematic literature review (SLR) was adopted to consolidate existing research on Ubuntu in education for this study. The review follows the PRISMA guidelines and includes empirical studies published between 2014 and 2024. The literature search focused on prominent academic databases such as Scopus, Web of Science, ERIC, and Google Scholar, concentrating on peer-reviewed articles on Ubuntu, teacher education, and cultural pedagogy. The review identified 18 studies that met the inclusion criteria, revealing significant themes regarding applying Ubuntu in educational settings. These studies highlighted the necessity of curriculum integration, which involves incorporating Ubuntu principles into the design and delivery of the curriculum, inclusive teaching methods, experiential learning, community involvement, and advocacy for policy changes as critical strategies for incorporating Ubuntu principles into teacher education. Keywords: Ubuntu, Humanity, Teacher Education, Interconnectedness