In the Eastern Cape Province of South Africa, rural women agripreneurs encounter ongoing structural challenges in accessing formal finance, securing land rights, and gaining leadership roles, despite their vital contribution to agriculture and food security. This research combines a thematic review of secondary sources from 2018 to 2024 with an embedded case study based on primary qualitative data with women involved in the Citrus Growers Association–Grower Development Company (CGA–GDC) public–private partnership. This dual approach connects local, real-world entrepreneurial experiences with global financial inclusion initiatives, especially the G20 Women’s Empowerment Principles and the G20 Development Agenda. The findings highlight a consistent gap between policy and practice: while frameworks at both national and international levels advocate for women’s financial inclusion, actual implementation in rural agribusiness often neglects gender differences. Women’s engagement is limited by insecure land rights, restricted access to formal credit, male-controlled cooperative management, and insufficient gender-specific data monitoring. Drawing comparative insights from Kenya, India, and West Africa, the study proposes seven interconnected policy suggestions, such as establishing gender-disaggregated data systems, expanding women-led cooperatives, reforming land tenure laws, including entrepreneurial financial literacy in capacity-building programmes, and utilising gender-sensitive digital finance solutions. By connecting grassroots empirical evidence with global policy discussions, this study aims to contribute to academic debates and practical efforts to develop gender-responsive financial ecosystems, thereby boosting women’s economic independence, entrepreneurial activity, and rural progress in South Africa and similar contexts in the Global South.

This study investigates the perceptions of Management Sciences students in Bloemfontein, South Africa, regarding the role of technology in facilitating entrepreneurship and its impact on business success. In the context of a rapidly evolving technological landscape, the research aims to evaluate students' knowledge, attitudes, and comprehension of how technology influences entrepreneurial endeavours. Utilising a quantitative approach, this study identifies gaps in students' understanding, assesses their readiness to embrace technological advancements, and evaluates their awareness of the strategic importance of technology in the entrepreneurial journey. Findings reveal significant insights into students' perceptions and highlight areas for improvement in educational curricula designed to enhance technological literacy among aspiring entrepreneurs. This study contributes to the development of interventions that equip students with the necessary skills and knowledge to navigate the increasingly digital entrepreneurial landscape, thereby promoting a generation of technologically proficient and entrepreneurial-minded individuals.

Every aspect of society, especially education, has been profoundly impacted by the COVID-19 pandemic. Nearly all institutions and universities have transitioned from traditional learning to online teaching and learning during the outbreak in order to maintain academic continuity. The goal of the present research is to evaluate how traditional teaching and learning in HEIs, particularly during the post-pandemic period, were affected by online learning. Technology has been used for many years to enhance the teaching and learning process. Therefore, the introduction of technology into many educational contexts was hastened by the COVID-19 pandemic. However, educators confronted a variety of difficulties they had never faced before as a result of the abrupt change to distance learning. Following a qualitative mode of inquiry, the current study sought to discover how a group of 20 South African educators handle their post-pandemic teaching. The researchers conducted in-depth, semi-structured questionnaires with HEI educators to accomplish their goal. Educators were tasked with detailing their journey from in-person to fully online teaching, and later adjusting to a blended format of face-to-face and online instruction. The research aimed to enhance post-COVID-19 teaching by employing various technological, pedagogical, and administrative strategies for both online and traditional learning. In the long run, this was intended to enhance the integration of technology into the pedagogical setting even further. The study's findings laid the groundwork for developing accessible online tools to support academic instructors in effectively utilizing widely adopted online pedagogical techniques.