A humanising curriculum cum pedagogy is an evolving terminology in the South African education space. Post-apartheid South Africa continues to struggle with her reasonably new democracy, which is still characterised by social injustice, inequity, racism, xenophobia, crime, and unemployment. A panacea for these is through a fully humanised education system. Underpinned by the Freirean humanising pedagogy theory, this review explored the state of a humanising curriculum and pedagogy in South Africa.Five search terms, "humanising curriculum", "humanising pedagogy", "humanising teacher education", "humanising andragogy", and “South Africa”, were used for the review. Journal articles, scholarly books, doctoral theses, and conference proceedings published in English and indexed in SCOPUS, EBSCO, PsyINFO, and Google Scholar formed the inclusion criteria. 29 published articles were initially identified, with only 7 articles meeting the set criteria. The review's findings and strategies for promoting a humanising teacher education curriculum and pedagogy are discussed. I surmise that a humanising curriculum and pedagogy is not fully operational in South African schools. I suggest that practical deliberative actions and efforts at enhancing its operations and manifestations be intensified to avoid making it rhetorical. It is anticipated that this paper will lead to a better understanding of and promote a humanising philosophy in teacher education that is geared towards changing the current situation in schools and equip curriculum designers and scholars, teacher educators, as well as pre-service and in-service teachers, to commit to a humanising curriculum and pedagogy in these current times. Thus, promoting a more humane philosophy and approach in the South African teacher education curriculum and pedagogy could be the first step in this transformation.

In many developing countries, women are significantly underrepresented in elementary school leadership positions, raising concerns about social justice, equity, and sustainability. The overall aim of the study was to explore the experiences of female heads in secondary schools in Sekyere East District, Ghana. Qualitative research methodologies were employed to collect data. In this study, semi-structured interviews were conducted to gather insights from headmistresses, assistant headmistresses, department heads, and teachers regarding the teaching of expressionism in the classroom. The sample comprised two (2) headmistresses, four (4) assistant headmistresses, three ()3 department heads, and eight (8) teachers, selected through purposive sampling to ensure the relevance and depth of information. The data were explored through thematic analysis and recurring themes were identified that seemed to relate to the women's actual experiences. The results showed that most female heads were motivated by the desire to teach and share knowledge with others. Again, most of the female leaders were selected based on application, interview and appointment by the Ministry of Education. The study recommends prioritising women's education in Ghanaian society to eliminate stereotypes and empower women, thereby contributing to long-term development.

The concept of university refers to a forward-thinking, innovative educational institution that implements the latest advancements in technology and pedagogy. The purpose of the research is to explain technologies and innovations used at the future-oriented university and to outline their impact. The research objectives are the following: to describe the concept of university of future; to explain what technologies and innovations are integrated into the educational process; and to describe the peculiarities of their using. Studying involved mixed methodology, particularly surveys and questionnaires; in-depth interviews; observational studies; content analysis; and ethnographic and pedagogical method. Descriptive statistics, multivariate analysis, thematic analysis and narrative analysis were used for data analysis. The study was carried out among faculty members and university administrators in February-April, 2024. The findings showed that the participants of the educational process understand the university of future as an institution focusing on the formation of professional competences among students through the use of innovative techniques. Also, it is referred as an innovation center, research and development institution, digital university or student-centered university. The university of future is characterized by technology-enhanced learning, research and innovation, practical learning, interdisciplinary approach, personalized learning, student-centered pedagogy, and life-long learning opportunities. The university of future applies a number of technological advancements that enhance the efficiency of the educational process. They include artificial intelligence, virtual reality, Learning Management Systems, and cloud computing. The pedagogical innovations are related to blended learning, flipped classroom, personalized learning, project-based learning, game-based activities, and collaborative learning. The implementation of technological advancements and pedagogical innovations requires using organizational and pedagogical measures.

Grading for Equity is a pedagogical approach founded on principles of educational equity whereby educators strive to mitigate systemic barriers to learning by implementing alternative grading practices that enhance student performance. This study examined the critical role of equitable grading practices in fostering student success and promoting educational equity. A qualitative method using phenomenological inquiry in order to investigate how Jefferson High School students change their academic performance through grading for equity was used in the study. The data was collected and analysed using thematic analysis and Interpretative Phenomenological Analysis (IPA), by conducting a semi-structured interview with 12 diverse participants. The researchers ensured that the study followed protocols concerning securing permission from the school administration and student parents or guardians. A positive result was revealed when the data interpretation showed how beneficial this practice was to students' engagement and performance. This grading for Equity impacted not only the performance of each student but also the mindset to achieve academic success. This study suggests implementing clear policy guidelines, providing ongoing professional development for teachers, ensuring equitable grading practices across the curriculum, and conducting further research on effective grading strategies. This course of action will have a huge impact on our future generation.

Pilates classes emphasize core strength, stability, and alignment through controlled movements and breathing techniques, making them beneficial for dancers. This study aimed to examine the impact of Pilates training on the development of coordination and flexibility in future professional dancers. A quasi-experimental methodology was adopted, using a pre-test and post-test design with non-equivalent control and experimental groups. The findings indicate that Pilates training improved coordination and flexibility among the participants. Evidence suggests that regular Pilates practice enhances overall performance and movement control. These results contribute to our understanding of the value of Pilates in professional dance training. Further cross-national studies with larger samples are recommended to generalize the benefits of Pilates over conventional training. Additionally, the study emphasizes the psychological advantages of Pilates, including mood enhancement, stress reduction, and improved self-awareness, which are particularly relevant for dancers facing physical and emotional demands. By incorporating breathing techniques and body awareness, Pilates supports mental focus, posture correction, and muscle stabilization. The training was especially effective in enhancing spinal alignment, muscular endurance, and range of motion. Data also confirmed gender-related trends in Pilates participation, with female dancers more actively engaging in the program. Overall, Pilates represents a cost-effective, low-impact approach to developing key physical attributes in dancers, promoting both performance quality and injury prevention.

This qualitative research paper examined the menstrual health challenges and hygiene that were faced by vulnerable rural adolescent schoolgirls in South Africa, their negative effects on school attendance, academic performance and wellbeing. Seeing the above challenges as barriers to sustainable development goals (SDG) 4 quality education and SDG 5 gender equality, the study used a critical emancipatory approach alongside the theory of change (ToC) as its framework. The purpose was to give a hearing to the voiceless and lived experiences of this group of people to provided a platform for empowering and transformative actions. The focus group discussions (FGDs) with vulnerable rural adolescent schoolgirls, their parents and teachers and school administrators were held at a designated learning ecology. Open-ended Interviews (OEIs) assisted to collect phenomenological narratives with many ethnographic perspectives. The data was analysed thematically to make major themes inductively reflect their real life conditions. The research findings reflected that the gaps in menstrual information, restricted availability and the use of sanitary products, conformity of cultural norms and inadequate amount of water, sanitation and hygiene facilities (WASH) helped creating considerable barriers for many rural adolescent schoolgirls thereby compelling them to miss school during their menstruation. The study highlighted the importance of comprehensive MHM programmes that envisage availability of materials and amenities, menstruation education and psychological support, as well as stigmatisation measures. To move forward with context relevant and community centred interventions, the study suggested a collaborative, multi-stakeholder approach involving the community. Tackling these converging problems was paramount to the preservation of the menstrual health rights of vulnerable rural schoolgirls, education gender equity as well as the attainment of the SDG 4 and SDG 5 goals by 2030. The practice would comprehend all-encompassing evidence-based policies and curricula, and promotion of life-long learning opportunities for all vulnerable rural adolescent schoolgirl through active learning ecologies.

Artificial intelligence has significant potentials in revolutionizing education by enhancing teaching methods, personalizing learning experiences, and improving educational outcomes. The aim of the research is to specify the role of AI in creation of future education and to outline the potentials and challenges artificial intelligence can bring within the educational process. To answer the research questions the case study on the role of AI in the creation of future education was conducted. The methods included structured interviews among institutions administrators, faculty members, students, and AI developers; survey among students and faculty to collect quantitative data on their use of and attitudes towards AI technologies; classroom observations. Over 50 recent scientific works were selected to evaluate the role of artificial intelligence in education and to conduct the comparative educational analysis. The research was conducted among 56 participants, in particularly 9 institutions administrators, 19 faculty members, 24 students, and 4 artificial intelligence developers. The results showed that artificial intelligence integrated in the educational process are used to design simulation-based activities, organize personalized learning, form specific skills among students, and automate the administrative process. artificial intelligence leads to enhancement of learning outcomes among students, increased efficiency, and greater accessibility of education, during war in particularly when the educational process can be disrupted. Using artificial intelligence in education presents several challenges that need to be addressed for its effective implementation. Also, it was found that efficient using artificial intelligence tools within the educational process will lead to the creation of positive artificial intelligence based learning landscape at the institutions of higher education which is characterized by efficiency, interactivity, inclusivity, innovation, and accessibility. The results of research can be implied by educational institutions to improve the educational process and by EdTech companies to develop educational tools and platforms.

The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.

Graduate skills are a key factor in their selection in a company. This research focuses on the extent to which the Erasmus+ mobility programme contributes to the development of skills required for a modern work environment. Thus, the paper examines whether the skills developed through an Erasmus+ programme are recognised as important by European employers. The results of the primary quantitative online survey showed that graduates developed adaptability, flexibility, enthusiasm, dynamism, professionalism, responsibility, commitment, and creative problem-solving skills through their participation in the Erasmus+ programme. Even if the Erasmus+ programme appears to enhance a variety of talents, there are some others, such the improvement of interpersonal skills, which are less well-developed. An important conclusion of this study is that young people's participation in the Erasmus+ programme, in terms of study or internship, contributes to their desire to work in an international context, while a prolonged participation in the programme is positively correlated with the development of communication skills.

Misconceptions in the field of computer science can lead to confusion and loss of confidence for students. These misconceptions are based on students' concepts that are not scientifically accurate interpretations. One of the major reasons why students find certain computing and scientific concepts so tough to acquire is because they suffer an inequality or gap between their early classification of a concept and the new learning framework. Resolving misconception challenges in the teaching and learning of sciences is not new because according to the past studies, it is believed to manifest throughout the life of individuals where students are greatly involved when it comes to teaching and learning sciences. The study aims to resolve and correct students’ misconceptions using a practical approach and its impact on students’ gender differences. To address these misconceptions, an experimental design study was conducted in order to examine the effects of practical approach correcting misconceptions among students in computing. The study compared students' scores on Pre-Test and Post-Test, comparing their perceptions of computing and the effectiveness of practical methods to address them. The population of the study consisted of all undergraduate students in higher education institutions in Lagos State. Through the use of random sampling method, 75 undergraduate students from Lagos State University of Education were selected. The instrument was subjected to reliability index after it was validated by experts in computing. An index of .887 results showed significant highly reliable instrument. The results of findings established significant differences between the pre-and post-test scores, but only a slight difference between male and female scores observed. The study recommends that students should be given the opportunity to investigate and test their own findings of computer science components and software functions in order to build a deeper understanding without preconceptions from their prior experiences.