Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children.Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa.Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa.Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch’s inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study.Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher–learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support.Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met.Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.

Background. Multimodal or online learning is the use of electronic technology to deliver, support and enhance both learning and teaching. It involves communication between learner nurses and lecturers using online content. The study aims to contribute to achieving Sustainable Development Goal 4 on quality education by promoting inclusive education at tertiary institutions. The use of multimodal teaching and learning (MTL) in higher education institutions (HEI) has increased over the last decade, particularly during the COVID‐19 pandemic. Objectives. To explore and describe the perspectives of the undergraduate learner nurses regarding MTL challenges at the HEI, Limpopo Province, South Africa. Methods. A qualitative, explorative, descriptive and contextual research design was used to explore and describe the perspectives of the undergraduate nurses at a HEI in Limpopo Province, South Africa. A non‐probability purposive sampling method was employed to select participants. Data were collected through five focus group interviews (FGI) and analysed using Tesch’s open coding data analysis method. Measures to ensure trustworthiness and ethical considerations were adhered to throughout the study. Results. Study findings revealed the perspectives of the undergraduate nurses during MTL. The challenges related to connectivity issues, technological difficulties during online teaching, learning and assessment as well as the unapproved platforms used by module facilitators for online teaching. Conclusion. Undergraduate learner nurses expressed their perspectives regarding the challenges they experience when using MTL. Our study findings could influence educational institutions and policymakers to improve the quality of online teaching, learning and assessment by embracing innovative instructional techniques and providing teachers with ongoing training.

Background: The Nursing Education Programme was affected during the coronavirus disease 2019 (COVID-19) pandemic, resulting in nursing students being unable to participate in the clinical experiential learning required by the South African Nursing Council. Objectives: The study seeks to explore and describe nursing students’ experiences of clinical experiential learning during the COVID-19 pandemic. Method: A qualitative, explorative and descriptive, research design was used in the study. A non-probability purposive sampling method was used, and 55 nursing students participated in the study. Data were collected through six focus group discussions, consisting of 8–12 nursing students in each group. Data were analysed following Tesch’s open coding method. Results: Three themes emerged from the study’s findings: The impact of COVID-19 on the clinical experiential learning of nursing students, the effects of COVID-19 on the mental well-being of nursing students, and nursing students’ experiences of support during the COVID-19 pandemic. Notably, 11 sub-themes emerged. Conclusion: The findings of this study reveal that the COVID-19 pandemic severely disrupted the Nursing Education Programme, highlighting the challenges of inadequate clinical hours, restricted clinical access and the significant psychological impact on students. Contribution: This study adds to the literature on students’ experiences during clinical experiential learning in South Africa during the COVID-19 pandemic.

Introduction: Innovation in healthcare is increasingly vital, yet nursing entrepreneurship remains underutilized globally, with only 0