The Department of Education introduced the policy on e-Education in 2004, encouraging all teachers to implement technology for teaching and learning. Despite this encouragement, most South African teachers are experiencing many challenges to effectively use technology for teaching and learning in the foundation phase. This study explored the challenges experienced by foundation phase teachers in using technology for teaching and learning in two schools in one district in Gauteng Province: South Africa. The Technological Pedagogical Content Knowledge framework was used as a lens to understand the challenges experienced by foundation phase teachers. The authors applied a qualitative research approach within the interpretivist paradigm to explore and understand participants' lived experiences of their challenges. Purposive sampling was used to select eight foundation phase teachers from two schools in Gauteng Province. The findings revealed that most teachers experienced challenges due to lack of knowledge and understanding of how to use technology effectively for teaching and learning; a lack of support from management to promote the use of technology and inadequate, inappropriate and outdated technological resources and equipment. Teachers also indicated that they did not enjoy the support from their senior managers and education officials. They recommended that all teachers undergo focused training and development on the use of technology for teaching and learning and that the education department should consult teachers and ensure that all systems are in place prior to mandating the implementation of technology in the foundation phase.

Continuous professional development is an integral part of the professional life of teachers since learning is a life-long activity. Lesson study is a practical approach to promoting teachers’ professional development. Lesson study refers to teachers’ classroom-based collaborative research to bring teachers together to work collaboratively to plan a lesson. In South Africa, there is a dire need for teachers’ professional development due to many challenges in professional development in this country. However, there is very little documented research into the implementation of lesson study in South Africa. This study explored the Japanese Lesson Study to improve teaching quality and to learn in South Africa. The researchers adopted qualitative research with an interpretivist paradigm to explicit participants’ experiences of lesson study. A purposive sampling technique was employed to select three participants in a school from Gauteng Province, South Africa. The findings revealed that participants appreciated the workshop and gained knowledge of a good understanding of the lesson study. All the participants acknowledged the awareness of their professional development as a motivating factor for them to continue to plan and work together. The researchers recommended that lesson studies be implemented with teachers from different grades and phases. School leaders should become ambassadors for setting up communities of practice within their schools, districts and provinces. Further studies should be carried out with similar grades in a phase and also in phase planning.

Critical thinking is an essential skill that needs to be developed in students to provide quality support, care and well-being for their patients. It is an important skill that includes critical decision-making, evaluating the situation, communicating and participating in the decision-making. These skills are aligned with the 21st century work skills required for efficient and quality outputs. The Socratic question technique has been found to be an effective approach to promote and enhance students’ critical thinking during their work-integrated learning. This study aimed to explore students’ experiences of Socratic questioning to promote their critical thinking skills during the work-integrated learning of an acupuncture programme at a South African higher education institution. This study used a qualitative case study design embedded within an interpretivist paradigm. The research setting was a public university in Gauteng province. The purposive sampling technique was used to invite participants. Six (6) participants voluntarily agreed to participate. The data collection instrument was text-based interviews. Data were analysed inductively whereby themes were identified and analysed. Trustworthiness and its relevant principles were adhered throughout the study. The findings of this study revealed that students acknowledged the value of Socratic questioning in work-integrated learning to improve critical thinking. They further agreed that the technique gave them the opportunity to be self-reflective. However, participants indicated that there is a need for academics to be thoroughly familiar with Socratic questioning to add value to their learning. More time should be allocated for Socratic questioning during work-integrated learning. This study concluded that Socratic questioning was essential and pertinent to promote students’ critical thinking during work-integrated learning. There is a need to provide training for academics and clinical instructors to be knowledgeable on how to utilise Socratic questioning methods appropriately. Further studies are recommended to be conducted at international levels with different research approaches.

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.

Background: Rural health is a global crisis across different continents. Most of Africa is predominantly rural and is experiencing financial constraints. Medical support and supplies are a dire need in rural Africa. An alternative option to support the rural population is through traditional Chinese medicine (TCM). Studies have highlighted the efficacy and cost-effectiveness of Chinese medicine in improving health.Aim: This article aims to investigate how rural health can be improved through alternative medicine options, focusing primarily on TCM.Setting: An identified TCM practice in Gauteng province was selected as the research setting.Methods: This study adopted a qualitative case study design to explore 10 participants’ views on TCM to improve rural health. The health belief model was used as a theoretical framework, and thematic analysis was used for this study.Results: Findings revealed that most participants accepted TCM as an alternative medical health care option as it resonated with African herbal medicine. Participants agreed that TCM is cheaper and has no side effects.Conclusion: There is a lack of appropriate medical service providers in most rural areas, and often, people depend on traditional medicines as a quick remedy. As TCM is cost-effective and has proven to treat numerous ailments successfully, it is recommended that it be further explored as a health care option available to rural populations.Contribution: This was the first study on South African patients’ views on TCM in the South African context.

Student engagement plays an important role in promoting student success at higher education institutions. It is of profound significance to improve student engagement through the utilisation of effective pedagogical approaches, such as game-based learning. However, there is a lack of study in the South African context focusing on game-based learning at higher education institutions. This study aimed to explore students’ views and experiences on game-based learning at an identified university in South Africa. The constructivism learning theory was anchored in this study as a theoretical lens. In this study, the authors adopted a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was followed to recruit participants from a public university in South Africa since it is the only university that provides acupuncture programmes in this country. Six participants were recruited for this study. The authors utilised thematic analysis to analyse the data. The findings of this study revealed that participants shared positive views and attitudes toward game-based learning. They believed that game-based learning significantly motivated them in the learning process. Furthermore, game-based learning also reduced their stress in learning compared to the learning in normal classrooms. They reported that game-based learning not only improved their engagement in learning but also enhanced their knowledge and skills. This study also highlighted that game-based learning should be well-planned to avoid demotivating students. It can be concluded that game-based learning is an effective approach to improve student engagement. Further studies should be conducted with diverse research approaches at different higher education institutions.