This paper examines the leadership practices of three women school principals in leading schools in rural contexts. Some rural contexts are confronted with challenging circumstances and multiple deprivations which are unique to them. Women school principals experience unfair gendered expectations which demand them to provide exceptional leadership skills and prove to be resilient amid these contextual factors. The aim was to explore how women in rural school leadership cope with the demand of gendered performance and must prove to be resilient, amid the contextual challenges that rural schools face. Embedded within the social role theory, which argues that society has expectations for individuals to comply with actions that are proportionate to their social roles. These roles may be formed based on race, age, religion, or gender, but for the purposes of this paper, we focused on gender. Couched within the qualitative interpretive paradigm and using phenomenology as the mode of inquiry, and through individual face-to-face interviews, this paper focused on the lived experiences of three rural primary school female principals. Data were analysed thematically. Findings revealed the resilient leadership strategies used by female school principals in rural areas, with an emphasis on the intricate problems brought on by gendered expectations. The paper recommends a comprehensive strategy for dismantling ingrained gender prejudices in educational leadership including implementing gender-sensitization programs, specialized leadership training, promotion of inclusive leadership styles, community engagement, and advocacy for policy changes.

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

Gender equity in research in higher education is crucial for promoting inclusivity and driving innovation. However, female academics face significant challenges hindering their research output, career advancement, and fair academic representation. Ongoing issues include heavy teaching responsibilities, time constraints, limited access to mentorship and supportive networks, and ingrained biases in institutional cultures. This study explores how universities can enhance gender equity in higher education research and identify the actions which institutions can take to support female academics and address the structural challenges they encounter. A systematic literature review (SLR), following PRISMA guidelines, was undertaken to consolidate peer-reviewed empirical studies published between 2013 and 2023. The articles were assessed for relevance, and a thematic analysis was employed to uncover common barriers and institutional strategies. The review identified systemic and institutional obstacles, such as unequal workload distribution, limited funding opportunities, and insufficient mentorship, as significant barriers to women's research productivity. However, the study also highlights the potential of effective interventions such as gender-sensitive policies, mentorship programmes, leadership development initiatives and equitable research funding mechanisms to foster inclusive academic environments and reduce gender disparities. The study highlights the need for higher education institutions to adopt transformative and systemic strategies that promote gender equity in research. Recommendations include implementing gender-responsive policies, targeted funding initiatives and well-structured mentorship programmes to eliminate the obstacles faced by female academics. This study recommends creating supportive environments that foster women's success in academia. It addresses knowledge gaps through research and thematic trends to inform future research and drive institutional change.

This paper examined the enablers of women school leaders in KwaZulu-Natal, South Africa, which can be leveraged to address persistent challenges of gender inequality. Globally, women in leadership roles face numerous obstacles that hinder their professional growth and negatively impact their well-being. Despite ongoing gender equity initiatives in South Africa, women continue to experience gender discrimination. This study aimed to identify the enablers that women in school leadership could utilise to mitigate the adverse effects of societal expectations on their gender identity. Using a phenomenological Community-Based Participatory Research (CBPR) design, the research focused on empowering and collaborating with women school leaders. The paper is framed within the critical pedagogy theory (CPT), which advocates for the examination of power structures and patterns of inequality, urging women to awaken their critical consciousness in the pursuit of emancipation from oppression. Data was gathered through individual face-to-face interviews with Deputy Principals (DPs), one Head of Department (HD), and two school principals, and analysed thematically. The findings revealed three key themes that women in leadership roles use to navigate and counteract gendered expectations: networking, the revision of outdated policies, and mentoring for change. By emphasising these enablers, the study outlines practical strategies that can assist women school leaders in effectively combating gender inequality and successfully leading their schools. Further implications for practice include the need for continuous professional development and capacity-building sessions aimed at empowering women in school leadership. Additionally, the paper advocates for societal empowerment through training sessions and seminars aimed at alleviating gender discrimination.

The study investigated strategies for enhancing self-directed learning (SDL) in Open Distance and e-learning (ODeL) contexts through a systematic literature review (SLR) adhering to PRISMA protocols. The study analysed peer-reviewed empirical research published from 2014 to 2024, identifying key thematic areas such as learner autonomy, digital literacy, technological tools, and pedagogical approaches that support SDL in ODeL environments. The findings revealed five main themes advancing inclusive access and equal opportunities in education, the effect of SDL on student autonomy, utilising digital tools for transformative education, tackling challenges in ODeL, and developing effective support mechanisms for student success. ODeL is a revolutionary platform for democratising education, offering flexible, accessible, and inclusive pathways for marginalised learners for lifelong learning. Nonetheless, guaranteeing equitable access necessitates overcoming technological barriers, providing digital literacy education, and creating interventions that promote educational fairness. Institutions must implement strategies that improve autonomy and cater to learners’ psychological and practical requirements of learners, nurturing a sense of competence and belonging.The findings highlight the significance of SDL in enabling learners to assume control over their educational experiences, establish personalised objectives, and accomplish them at their own pace. However, obstacles such as motivation, time management, and feelings of isolation persist, particularly in less structured settings.The recommendations propose approaches, including the development of learner-centred pedagogies, enhanced digital infrastructure, and targeted training for educators to equip learners with the skills needed for effective self-directed learning. These strategies aim to improve engagement, academic success, and lifelong learning outcomes in ODeL settings. Keywords: Self-Directed Learning, Open Distance And E-Learning, Digital Literacy, Learner Support, Educational Technology.